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SIXTY-FIRST ANNUAL REPORT

i;-' '•

OF

THE TRUSTEES

I

Perkins Institution

Massachusetts School for the Blind,

FOR THE YEAR ENDING

September 30, 1892

PRESS OF GEO. H. ELLIS, I4I FRANKLIN STREET
1893

TABLE OF CONTENTS.

PAGE

Communication to the Secretary of State, 5

Officers of the Corporation, 6

Officers of the Institution, 7

Members of the Corporation, 8

Proceedings of the Annual Meeting of the Corporation, .... 17

Report of the Trustees, 19

I. Number and Health of the Pupils, p. 20. — 2. The School, p. 21. —
3. Commencement Exercises, p. 28. — 4. Post-graduate Course,
p. 33. — 5. Blind Deaf Mutes, p. 34. — 6. Finances, p. 35. — 7. The
Printing Office, p. 36. — 8. The Workshop for Adults, p. 36. — 9.
Library Building, p. 37. — 10. Repairs, p. 40. — 11. The Matron,
p. 41. — 12. Mr. and Mrs. Brooks, p. 42. — 13. Deaths of Mem-
bers of the Corporation, p. 43.

Dedication of the New Library Building, 46

Report of the Director, 51

Introductory Remarks, p. 51. — Record of Growth, p. 52, — Health of
the Inmates, p. 52. — Scheme of Education, p. 53. — Physical Cult-
ure, p. 55. — Literary Department, p. 60. — Department of Music,
p. 65. — Tuning Department, p. 73. — Manual Training, p. 76. —
Miss Maria C. Moulton, p. 79. — The Brain of Laura Bridgman,
p. 88.

Miss Mary Crocker Paddock, 94

List of the Pupils, 100

Sixth Annual Report of the Kindergarten for the Blind, 103
Officers of the Corporation, p. 105. — Officers of the Kindergarten,
p. 105. — Establishment of the Kindergarten, p. 106. — Report of
the Trustees, p. 107. — Care and Training of the Children,
p. no. — An Important Department, p. no. — New Buildings,
p. in. — Insufficiency of Funds, p. 112. — The Kindergarten in
the Commencement Exercises, p. 113. — Mr. Saltonstall's Plea
for the New Building, p. 114. — Willie Elizabeth Robin and
Tommy Stringer, p. 117.

4

PAGE

Report of the Director, 119

Introductory Remarks, p. 119. — Construction of Two New Buildings,
p. 120. — Needed Increase of the Endowment Fund, p. 125. — Mrs.
Warren B. Potter Fund, p. 131. — The Central or Mam Building,
p. 134. — Helen's "Tea" in Aid of the Kindergarten, p. 139. —
Willie Elizabeth Robin, p. 174. — Tommy Stringer, p. 191. —
Helen Keller's Plea for Tommy Stringer, p. 198. — Annual Re-
ception, p. 213. — Closing Remarks, p. 218.

Report of the Matrox, 221

List of the Children, 227

Acknowledgments, 228

Treasurer's Account, 232

General Statement of Receipts and Disbursements, 234

Analysis of the Maintenance Account, 237

Kindergarten Fund Statement, 238

Printing Fund Statement, 239

Work Department — Statement, 240

Account of Property, Oct. i, 1892, 241

Financial Statement of the Kindergarten, 244

Property belonging to the Kindergarten, 245

List of Contributors to the Kindergarten Endowment Fund, . . . 245

Contributions for Current Expenses, 250

Contributions for-the Xew Building, 251

Donations and Subscriptions for Tommy Stringer 256

List of Embossed Books, 260

List of Appliances and Tangible Apparatus, 266

C0mnT0iTtata:Illj d ^^MBntlmsttts.

Perkins Institution and Massachusbtts School for the Blind,
South Boston, Oct. 26, 1892.

To the Hon. Wm. M. Olin, Secretary of State, Boston.

Dear Sir: — I have the honor to transmit to you, for the
use of the legislature, a copy of the sixty-first annual report
of the trustees of this institution to the corporation thereof,
together with that of the treasurer and the usual accompany-
ing documents.

Respectfully,

M. ANAGNOS,

Secretary.

OFFICERS OF THE CORPORATION.

1892-93.

SAMUEL ELIOT, LL.D., President.
JOHN GUMMING S, Vice-President.
EDWARD JACKSON, Treasurer.
M. ANACiNOS, Secretary.

BOARD OF TRUSTEES.

EDWARD BROOKS.

JOHN S. DWIGHT.

WILLIAM ENDICOTT, Jr.

JOSEPH B. GLOVER.

J. THEODORE HEARD, M.D.

ANDREW P. PEABODY, D.D.

EDWARD N. PERKINS.
WILLIAM L. RICHARDSON, M.D.
LEVERETT SALTONSTALL.
THOMAS F. TEMPLE.
S. LOTHROP THORNDIKE.
GEORGE W. WALES.

STANDING COMMITTEES.
Monthly Visiting Committee,

■whose duty it is to visit and insf'ect the Institution at least once in each month.

1893.

January, Edward Brooks. July, . .

February, .... J. S. Dwight. August, .

March, W. Endicott, Jr. September,

April, J. B. Glover. October, .

May, .T. T. Heard. November,

June, A. P. Peabodv. December,

1893.

E. N. Perkins.
W. L. Richardson.
L. Saltonstall.
T. F. Tbmplb.
S L. Thorndike.
G. W. Walks.

Committee on Education.

J. S. DWK.HT.

A. p. Peabodv, D.D.
Edward Brooks.

House Committee.

E. N. Perkins.
G. W. Wales.
L. Saltonstall.
Edward Brooks.

Committee on Finance.

S. L. Thorndike.
W. Endicott, Jr.
J. B. Glovbr.
T. F. Temple.

Committee on Health.

J. T. Heard, M.D.

Wm. L. Richardson, M.D.

T. F. Temple.

Auditors of Accounts.

J. T. Heard, M.D.
S. L. Thorndike.

OFFICERS OF THE INSTITaXJON.

DIRECTOR.
M. ANAGNOS.

MEDICAL INSPECTOR.

JOHN HOM AN S, M.D.

LITERARY DEPARTMENT.
Miss IDA J. PHELP.S. Miss DELLA BENNETT.

Miss MARY HOWARD. Miss SARAH M. LILLEY.

Miss CARRIE E. McMASTER. Miss FANNY" S. MARRETT.

Miss JULIA A. BOYLAN. Miss MABEL TOWNSEND.

Miss JESSIE L. LANGWORTHY. Miss JULIA K. BURNHAM.

Miss HARRIET M. MARKHAM.

Miss SARAH ELIZABETH LANE, Librarian.

Miss ALICE M. MARSHALL, Aiststant.

MI5.S MARTHA W. SAWYER, Clerk.

DEPARTMENT OF MUSIC.
THOMAS REEVES. W. LUTHER .STOVER

ELMER S. HOSMER. CARL BAER.MANN.

Miss FREDA A. BLACK. GEORGE W. WANT.

Miss ELIZABETH B. LANGLEY. JULIUS AKEROYD.

Miss MARY E. RILEY. E. N. LAFRICAIN.

Miss AGNES E. SNYDER. LORENZO WHITE.

Miss LOUISE LAWTON.

Music Readers.

Miss ALLIE S. KNAPP.

Miss THEODOSIA C. BENSON.

TUNING DEPARTMENT,

JOEL WEST SMITH, Instructor and Manager.
GEORGE E. HART, Tuner.

DEPARTMENT OF MANUAL TRAINING.

JOHN H. WRIGHT, IVork Master. Miss MARY L. SANF(JRD, Work Mistress

JULIAN H. MA BEY, Assistant. Miss EMMA A. HOUGHTON, Assistant.

THOMAS CARROLL, Assistant. Miss FLORA J. McNABB, Assistant
Miss SOLVI GREVE, Sloyd Teacher.

WORKSHOP FOR ADULTS.

EUGENE C. HOWARD, Manager. Miss M. A. DWELLY, Forewoman.

PLINY MORRILL, Foreman. Miss ESTELLE M. MENDUM, Clerk.

DOMESTIC DEPARTMENT.

Steward. Housekeepers in the Cottages.

ANTHONY W. BOWDEN. Mrs. M. A. KNOWLTON.

Mrs. L. S. SMITH.

Matrons. Miss BESSIE WOOD.

Miss MARIA! C. MOULTON. Mrs. SOPHIA C. HOPKINS

Miss P. N. ANDREWS, Acting Matro,t.Q
Mrs. [SARAHIiA. STOVER, Assistant.

PRINTING DEPARTMENT.

DENNIS A. REARDON, Manager.

Mrs. LIZZIE L. TALBOT, Printer.
Miss LITA] WESTON, Printer.

Miss ELLEN B. WEBSTER, Book-keeper.

MEMBERS OF THE CORPORATION.

All persons who have contributed twenty-five dollars to
the funds of the institution, all who have served as trustees
or treasurer, and all who have been elected by special vote,
are members.

Adams, John A., Pawtucket, R.I.

Agassiz, Mrs. E. C, Cambridge.

Alden, Mrs. Sara B., Boston.

Alger, Rev. William R., Boston.

Ames, Frederick L., Boston.

Ames, Oliver, Boston.

Amory, C. W., Boston.

Amory, Mrs. William, Boston.

Anagnos, M., Boston.

Anderson, Mrs. John F., Boston.

Appleton, Mrs. Randolph M., New-
York.

Appleton, Mrs. William, Boston.

Apthorp, William F., Boston.

Atkins, Mrs. Elisha, Boston.

Atkinson, Edward, Boston.

Austin, Edward, Boston.

Aylesworth, H. B., Providence.

Bacon, Edwin M., Boston.

Bacon, Mrs. E. P., Boston.

Baker, Mrs. Ezra H., Boston.

Baker, Miss M. K., Boston.

Baker, Mrs. Richard, Jr., Boston.

Balch, F. v., Boston.

Baldwin, Simeon E., New Haven,
Conn.

Baldwin, William H., Boston.

Balfour, Miss Mary D., Charles-
town.

Ballard, Miss E., Boston.

Barbour, E. D., Boston.
Barrett, William E., Boston.
Barstow, Amos C, I'rovidence.
Bartlett, Miss Elvira, Boston.
Bartlett, Francis, Boston.
Bartlett, Miss F., Boston.
Bartlett, Mrs. Mary E., Boston.
Bartlett, Miss Mary F., Boston.
Bartol, Rev. Cyrus A., Boston.
Bartol, Miss Mary, Boston.
Barrows, Rev. S. J., Dorchester.
Barrows, Mrs. S. J., Dorchester.
Bates, Arlo, Boston.
Baylies, Mrs. Charlotte A., Boston.
Beach, Rev. D. N., Cambridge.
Beal, James H.. Boston.
Beard, Hon. Alanson W., Boston.
Beckwith, Miss A. G., Providence.
Beckwith, Mrs. T., Providence.
Beebe, E. Pierson, Boston.
Beebe, J. Arthur, Boston.
Beebe, Mrs. J. Arthur, Boston.
Bigelow, Mrs. Prescott, Boston.
Binney, William, Providence.
Black, George N., Boston.
Blake, Mrs. George B., Boston.
Blanchard, G. D. B., Maiden.
Boardman, Miss Cornelia B., Bos-
ton.
Bourn, Hon. A. O., Bristol, R.I.

Bouvc. Thomas T., Boston.
Bowditch, Dr. H. P., Jamaica Plain.
Bowditch, Mrs. J. I., Boston.
Bowker, Cliarles F., Boston.
Boyden. Mrs. Charles, Boston.
Brackett, Mrs, Henry, Boston.
Brackett, Miss Nancy, Boston.
Bradlee, F. H., Boston.
Bradlee, Miss Helen C, Boston.
Brimmer, Hon. Martin, Boston.
Brimmer, Mrs. Martin, Boston.
Brooke, Rev. Stopford W., Boston.
Brooks, Edward, Hyde Park.
Brooks, Rev. (ieo.W., Charlestown.
Brooks, Peter C, Boston.
Brooks, Rt. Rev. I'hillips, Boston.
Brooks, Shepherd, Boston.
Brown, B. F., Boston.
Brown, Miss H. Louisa, Boston.
Brown, Mrs, John C, Providence.
Browne, A. J'arker, Boston.
Browne, Miss H. T., Boston.
BuUard, William S., Boston.
Billiard, .Mrs. William S., Boston.
Bullock, Miss Julia. Providence.
Bumstead, Mrs. Freeman J., Cam-
bridge.
Bundy, James J., Providence.
Burgess, Mrs, S. K., Brookline.
Burnett, Joseph, Boston.
Burnham, Mrs. John A., I^ton.
Burnham, William A., Boston.
Burton, J. W., M.D., Flushing, N.Y.
Cabot, Walter C, Boston.
Callender, Walter, Providence.
Carey, The Misses, Cambridge.
Carpenter, Charles E., Providence.
Carter, John W., West Newton.
Carter, Mrs.John W:, WestNewton.
Car\^, Miss A. P., Boston.
Cary, Miss Ellen G., Boston.
Cary, Mrs. Richard, Boston.
Case, Mrs. Laura L., Boston.
Cass, Mrs. D. S., Boston.
Center, Joseph H., Boston.
Chace, James H., Valley Falls, R.L

Chace, Hon. Jonathan, X'allev Kalis,

R.I.
Chadwick, Mrs. C. C, Boston.
Chamberlin, Joseph Edgar, Boston.
Chamberlin, E. D., Boston.
Chapin, E. P., Providence.
Charles, Mrs. Mary C, Melrose.
Cheever, Miss A. M., Boston.
Cheever, Dr. David W., Boston.
Cheever, Miss M. E., Boston.
Cheney, Benjamin P., Boston.
Chickering, George H., Boston.
Chickering, Mrs. Sarah M., Joy

Mills, Pa.
Clatlin, Hon. William, Boston.
Clark, Mrs. Joseph W., Boston.
Clark, Miss S. W., Beverly.
Clarke, Mrs. Jas. Freeman, Boston.
Clarke, James W., Boston.
Clement, I-'dward H., Boston.
Coatcs. James, Providence.
Cobb, Mrs. P>eeman, Boston.
Cobb, Samuel T., Boston.
Cochrane, Alexander, Boston.
Coffin, .Mrs. W. E., Boston.
Colt, Samuel P., Bristol, R.I.
Comstock, Andrew, Providence.
Cook, Mrs.H.A., Detroit,Michigan.
Coolidge, Dr. A., Boston.
Coolidge, J. Randolph, Boston.
Coolidge, Mrs. J. R., Boston.
Coolidge, John T., Boston.
Coolidge, Mrs. John T., Boston.
Coolidge, Mrs. J. Templeman.
Coolidge, T. Jefferson, Boston.
Cotting, C. U., Boston.
Cowing, Miss Grace G., Roxbury.
Cowing, Mrs. Martha W., West

Roxbury.
Crafts, Mrs. J. M., Boston.
Crocker, U. H., Boston.
Croft, Mrs. Carrie A., Boston.
Crosby, Joseph B., Boston.
Crosby, Sumner, Brookline.
Crosby, William S. , Brookline.
Cruft, Miss Harriet O., Boston.

lO

Cummings, Mrs. Annie L., Port-
land, Me.

Cummings, Charles A. , Boston.

Cummings, Hon. John, Woburn.

Cunniff, Hon. M. M., Boston.

Curtis, C. A., Boston.

Curtis, Greeley S., Boston.

Curtis, Mrs. Greeley S., Boston.

Curtis, Mrs. Mary S., Boston.

Gushing, Thomas, Boston.

Dabney, Mrs. Lewis S., Boston.

Dalton, C. H., Boston.

Dalton, Mrs. C. H., Boston.

Darling, Cortes A., Providence
R.I.

Darling, Hon. L. B., Pawtucket,
R.I.

Davis, Miss A. W., Boston.

Davis, Mrs. Edward L., Boston.

Day, Daniel E., Providence.

Dean, Hon. Benjamin, South Bos-
ton.

Derby, Miss Lucy, Boston.

Dexter, Mrs. F. G., Boston.

Dillavvay, W. E. L., Boston.

Dinsmoor, George R., Keene, X.H.

Doliber, Thomas, Boston.

Dow, Miss Jane F., Milton.

Dow, Mrs. Moses A., Brookline.

Dunklee, Mrs. John W., Boston.

Durant, William, Boston.

Dutton, Miss Lydia W., Boston.

Dutton, Miss Mary M., Boston.

Dwight, John S., Boston.

Earle, Mrs. T. K., Boston.

Eaton, W. S., Boston.

Eliot, Rev. Christopher R. Dor-
chester.

Elliot, Dr. Samuel, Boston.
Elliott, Mrs. Maud Howe, Boston.
Ellis, Rev. George E., D.D., Bos-
ton.
Ellis, George H., Boston.
Emery, Francis F., Boston.
Emmons, J. L , Boston.
Endicott, Henry, Boston.

Endicott, Miss Mary E., Beverly.

Endicott, William, Jr., Boston.

Ernst, C. W., Boston.

Evans, Mrs. Glendower, Boston.

Fairbanks, Miss C. L., Boston.

Farnam, Mrs. Ann S., New Haven.

Faulkner, Mrs. Charles, Boston.

Faulkner, Miss, Boston.

Faulkner, Miss Fannie M., Boston.

Fay, Mrs. Dudley B., Boston.

Fay, H. H., Boston.

Fay, Mrs. H. H., Boston.

Fay, Mrs. Joseph S., Jr., Boston.

Fay, Miss Sarah B., Boston.

Fay, Miss S. M., Boston.

Ferguson, Mrs. C. H., Dorchester.

Ferris, Miss E. M., Brookline.

Ferris, Mrs. Mary E., Brookline.

Field, Mrs. E. E. V., Milton.

Field, Mrs. Nancy M., Monson.

Fields, Mrs. James T., Boston.

Fiske, Miss Esther L., Boston.

Fitz, Mrs. W. Scott, Boston.

Folsom, Charles F., M.D., Boston.

Foote, Miss M. B., Cambridge.

Forbes, John M., Milton.

Foster, Miss C. P., Cambridge.

Foster, Mrs. Emily Wells, Hart-
ford, Conn.

Foster, Francis C, Cambridge.

Foster, Mrs. Francis C, Cam-
bridge.

Foster, John, Boston.

Freeman, Miss Harriet E., Boston.

"French, Jonathan, Boston.

Frothingham, Miss Ellen, Boston.

Frothingham, Rev. Octavius B.,
Boston.

Fry, Mrs. Charles, Boston.

Gaffield, Thomas, Boston.

Galloupe, C W.. Boston.

Gammell, Mrs. Wm., Providence.

Gammans, Hon. George H.,
Charlestown.

Gardiner, Charles P., Boston.

Gardner, George A., Boston.

1 1

Gardner, Mrs. John L.. Boston.

George, Charles H., Providence.

Gilbert, C. C, Boston.

Gill, Mrs. Francis A., Boston.

Glidden, W. T., Boston.

Glover, Albert, Boston.

Glover, Miss Caroline L., Boston.

Glover, Joseph B., Boston.

Goddard, Miss Matilda, Boston.

Goddard, T. P. I., J^rovidence.

Goddard, William, Providence.

Goff, Darius L., Pawtucket, R.I.

Goff, Lyman B., Pawtucket, R.I.

Gooding, Rev. Alfred, Portsmouth,
N.H.^

Goodman, Richard, Lenox.

Goodnow, Mrs. Lucie M., Cam-
bridge.

Goodwin, Miss A. M., Cambridge.

Gray, ^Irs. Ellen, New York City.

Gray, Mrs. Horace, Boston.

Green, Charles, Boston.

Greene, Edward A., Providence.

Greenleaf, Mrs. James, Cambridge.

(iriffin, S. B., Springfield.

Grover, William O., Boston.

Grover, Mrs William O., Boston.

(iuild, Mrs. S. E., Boston.

Hale, Rev. Edward E., Boston.

Hale, George S., Boston.

Hall, Mrs. Florence Howe, Plain-
field, N.J.

Hall, Miss L. E., Hanover.

Hall, Mrs. L. M., Boston.

Hall, Miss Minna B,, Longwood.

Hall, Mrs. Martin L., Boston.

Hammond. Mrs. George W., Bos-
ton.

Hanscom, Dr. Sanford, Somerville.

Harwood, George S., Boston.

Haskell, Edwin B., Auburndale.

Haven, Miss Charlotte M., Ports-
mouth, N.H.

Haven, Miss Eliza A., Portsmouth,
N.H.

Haven, Mrs. Lucy B., Lynn.

Hayward,Hon. Wm. S., Providence.

Hazard, Rowland, Providence.

Head, Charles, Boston.

Heard, J. T., M.D., Boston.

Hearst, Mrs. Phebe A., San Fran-
cisco, Cal.

Hemenway, Mrs. Mary, Boston.

Henshaw, .Mrs. Harriet A., Boston.

Herford, Rev. Brooke, England.

Hersey, Charles H., Boston.

Hesseltine, Mrs. P>ancis 5., Mel-
rose.

Higginson, Frederick, Brookline.

Higginson, Henry Lee, Boston.

Higginson, Mrs. Henry Lee, Bos-
ton.

Higginson, Waldo, Boston.

Hill, Dr. A. S., Somerville.

Hill, Hon. Hamilton A., Boston.

Hill, J. E. R., Boston.

Hill, Mrs. T. J., Providence.

Hodges, Dr. R. M., Boston.

Hodgkins, Frank E., Somerville.

Hodgkins, William A., Somerville.

Hogg, John, Boston.

Hogg, Mrs. John, Boston.

Holmes, Charles W., Stanstead,
Canada.

Holmes, John H., Boston.

Hooper, E. W., Boston.

Hooper, Mrs. R. C, Boston.

Horton. Mrs. William H., Boston.

Hovey, William A., Boston.

Howard, Hon. A. C, Boston.

Howard, Mrs. Chas. W., California.

Howard, Hon. Henry, Providence.

Howe, Henry Marion, Boston.

Howe, Mrs. Julia Ward, Boston.

Howe, Mrs. Virginia A., Boston.

Howes, Miss E., Boston.

Howland, Mrs. O. O., Boston.

Houghton, Hon. H. O., Cambridge.

Humphrey, Benjamin, Boston.

Hunnevvell, Francis W., Boston.

Hunnewell, H. H., Boston.

Hunnewell, Mrs. H. S., Boston.

12

Hutchins, Mrs. Constantine F.,

Boston,
lasigi, Miss Mary V., Boston.
Ingraham, Mrs. E. T., Wellesley.
Jackson, Charles C, Boston.
Jackson, Edward, Boston.
Jackson, Mrs. Dr. J. A., Manches-
ter, N.H.
Jackson, Mrs. J. B. S., Boston.
Jackson, Patrick T., Cambridge.
James, Mrs. Clitheroe Dean, Brook-
line.
James, Mrs. Julia B. H., Boston.
Jenks, Miss C. E., Boston.
Johnson, Samuel, Boston.
Jones, Mrs. Edward C, New Bed-
ford.

Jones, Miss Ellen M., Boston.

Jordan, Mrs. E. D., Boston.

Joy, Mrs. Charles H., Boston.

Kasson, Rev. F. H., Boston.

Kellogg, Mrs. Eva D., New York.

Kendall, C. S., Boston.

Kendall, Miss H. W., Boston.

Kennard, INIartin P., Brookline.

Kent, Mrs. Helena M., Boston.

Kidder, Mrs. Henry P., Boston.

Kilmer, Frederick M., Somerville.

Kimball, Mrs. David P., Boston.

Kimball, Mrs. M. Day, Boston.

Knowlton, Daniel S., Boston.

Kramer, Henry C, Boston.

Lamb, Mrs. Annie L., Boston.

Lamson, Miss C. W., Dedham.

Lang, B. J., Boston.

Lang, Mrs. B. J., Boston.

Lawrence, Abbott, Boston.

Lawrence, James, Groton.

Lawrence, Mrs. James, Groton.

Lawrence, Rev. Wm., Cambridge.

Lee, George C, Boston.

Lee, Mrs. George C, Boston.

Lee, Henry, Boston.

Lily, Mrs. Amy H., London, Eng-
land. •
Lincoln, L. J. B., Hingham.

Linzee, J. T., Boston.
Linzee, Miss Susan 1., Boston.
Littell, Miss S. G., Brookline.
Littlefield, Hon. A. H), Pawtucket.
Lodge, Mrs. Anna C, Boston.
Lodge, Henry C, Boston.
Longfellow, Miss Alice M., Cam-
bridge.
Lord, Rev. A. N., Providence, R.L
Loring, Mrs. W. Caleb, Boston.
Lothrop, John, Auburndale.
Lothrop, Mrs. Thornton K., Bos-
ton.
Lovering, Mrs. Charles T., Boston.
Lovett, George L., Boston.
Lowell, Abbott Lawrence, Boston.
Lowell, Miss Amy, Boston.

Lowell, Augustus, Boston.

Lowell, Miss A. C, Boston.

Lowell, Francis C, Boston.

Lowell, Mrs. George G., Boston.

Lowell, Miss Georgina, Boston.

Lowell, Mrs. John, Boston.

Lowell, Miss Lucy, Boston.

Luce, Matthew, Boston.

Lyman, Arthur T., Boston.

Lyman, J. P., Boston.

Lyman, Theodore, Brookline.

McAuslan, John, Providence.

McCloy, J. A., Providence.

Mack, Thomas, Boston.

Mackay, Mrs. Frances M., Cam-
bridge.

Macullar, Addison, Boston.

Manning, Mrs. Mary W., Brook-
lyn, N.Y.

Marcy, Fred. L, Providence.

Marrett, Miss Helen M., Standish,
Me.

Marsh, Miss Sarah L., Hingham.

Marston, S. W., Boston.

Marvin, Mrs. E. C, Boston.

Mason, Miss E. F., Boston.

Mason, Miss Ida M., Boston.

Mason, I. B., Providence.

Matthews, Mrs. A. B., Boston.

13

Matthews, Miss Alice, Boston.

Matthews, Miss Annie B., Boston.

May, F. W. C, Dorchester.

Means, Rev. J. H., D.D., Dorches-
ter.

Merriam, Charles, Boston.

.\Ferriam, Mrs. Charles, Boston.

Merriam, Mrs. D., Boston.

Merritt, Edward P., Boston.

Metcalf, Jesse, Providence.

Meyer, Mrs. George von L., Bos-
ton.

Mi not, Francis, M.D., Boston.

Minot, George R., Boston.

Minot, J. Grafton, Boston,

Minot, The Misses, Boston.

Minot, William, Boston.

Mixter, Miss Madeleine C, Bos-
ton.

Montgomery, William, Boston.

Morgan, Eustis C, Saco, Me.

Morison, Mrs. Emily M., Boston.

Morrill, Charles J., Boston.

Morse, Mrs. Leopold, Boston.

Morse, Miss Margaret F., Jamaica

Plain.
Morss, A. S., Charlestown.
Morton, Edwin. Boston.
Motley, Edward, Boston.
Moiilton, Miss Maria C, Boston.
Neai, George B., Charlestown.
Nevins, David, Boston.
Newell, Mrs. M. Abbie, Boston.
Nichols, J. Howard, Boston.
Nichols, R. C, Boston.
Nickerson, Andrew, Boston.
Nickerson, George, Jamaica Plain.
Nickerson, Miss Priscilla, Boston.
Nickerson, S. D., Boston.
Norcross, Grenville H., Boston.
Norcross, Miss Laura, Boston.
Norcross, Mrs. Otis, Jr., Boston.
Noyes, Hon. Charles J., Boston.
Ober, Louis P., Boston.
Oliver, Dr. Henry K., Boston.
Osborn, Jolin T., Boston.

Osgood, John Felt, Boston.

Paine, .Mrs. Julia B., Boston.

Paine. Robert Treat, Boston.

Paine, Mrs, Robert Treat, Boston,
I Palfrey, Mrs. Francis W., Boston.
I Palfrey, J. C, Boston.

Palmer, John S., Providence.

Parker, Mrs. E, P., Boston.

Parker, E. Francis, Boston,

Parker, Richard T,, Boston.

Parkinson, John, Boston.

Parkinson, Mrs. John, Boston.

Parkman, Francis, Boston.

Parkman, George F., Boston.

Parkman, John, Boston.

Parsons, Thomas, Chelsea.

Payson, S, R., Boston.

Peabody, Rev. A. P., D.D., Cam-
bridge.

Peabody, Rev. Endicott, Groton.

Peabody, F. H., Boston.

Peabody, O. W., Milton.

Peabody, Mrs. Robert S., Brook-
line.

Peabody, S. E., Boston.

Pearson, Miss Abby W., Boston.

Perkins, Charles Bruen, Boston.
Perkins, Mrs. C. E., Boston.
Perkins, Edward N., Jamaica Plain.
Perkins, Mrs. Richard, Boston.
Peters, Edward D., Boston.
Phillips, Mrs. John C, Boston.
Pickman, Mrs. D. L., Boston.
Pickman, Mrs. W. D., Boston.
Pierce, Hon. H. L., Boston.
Pierce, Mrs. M. V. B., Milton.
Pierson, Mrs. Mary E., Windsor,

Conn.
Potter, Isaac M., Providence.
Potter, Mrs. Warren B., Boston.
Powars, Miss Mary A., Boston.
Pratt, Elliott W., Boston.
Pratt, Mrs. Sarah M., Boston.
Prendergast, J. M., Boston.
Quincy, George Henry, Boston.
Rantoul, Miss Hannah L., Beverly.

14

Reardon, Dennis A., Boston.

Reed, Mrs. William Homer, Bos-
ton.

Reynolds, Walter H., Boston.

Rice, Hon. A. H., Boston.

Rice, Fitz James, Providence.

Rice, Mrs. Henry A., Boston.

Richards, Mrs. Cornelia W., Bos-
ton.

Richards, Miss Elise, Boston.

Richards, Mrs. Laura E., Gardiner,
Me.

Richardson, John, Boston.

Richardson, Miss M. Grace, New
York.

Richardson, Mrs. M. R., Boston,

Richardson, William L., M.D.,
Boston.

Robbins, Royal E., Boston.

Robinson, Henry, Reading.

Rodman, S. W., Boston.

Rodocanachi, J. M., Boston.

Rogers, Miss Clara B., Boston.

Rogers, Miss Flora E., New York.

Rogers, Henry M., Boston.

Rogers, Jacob C, Boston.

Rogers, Mrs. William B., Boston.

Ropes, John C, Boston.

Ropes, Joseph S., Boston.

Rotch, Mrs. Benjamin S., Boston.

Rotch, Miss Edith, Boston.

Russell, Henry G., Providence.

Russell, Mi^s. Henry G., Provi-
dence.

Russell, Henry S., Boston.

Russell, Miss Marian, Boston.

Russell, Mrs. William A., Boston.

Saltonstall, Henry, Boston.

Saltonstall, Hon. Leverett, Newton.

Saltonstall, Mrs. Leverett, Newton.

Sampson, George, Boston.

Sanborn, Frank B., Concord.

Sayles, F. C, Pawtucket, R.I.

Sayles, W. F., Pawtucket, R.L

Schlesinger, Barthold, Boston.

Schlesinger, Sebastian B., Boston.

Sears, David, Boston.
Sears, Mrs. Fred. R., Jr., Boston.
Sears, Frederick R., Boston.
Sears, Mrs. Knyvet W., Boston.
Sears, Mrs. P. H., Boston.
Sears, Mrs. S. P., Boston.
Sears, Willard T., Boston.
Sharpe, L., Providence.
Shattuck, Mrs. George C, Boston.
Shaw, Mrs. G. Howland, Boston.
Shaw, Henry S., Boston.
Shaw, Miss Pauline, Boston.
Shaw, Ouincy A., Boston.
Shepard, Harvey N., Boston.
Shepard, Mrs. T. P., Providence.
Sherwood, Mrs. John H., New

York City.
Sherwood, W. H., Boston.
Shinkle,Miss Camilla Hunt, Boston.
Shippen, Rev. R. R., Washington.
Sigourney, Mrs. Henry, Boston.
Silsbee, Mrs. M. C. D., Boston.
Slafter, Rev. Edmund F., Boston.
Slater, H. N., Jr., Providence.
Slocum, Mrs. W. H., Jamaica

Plain.
Snelling, Samuel G., Boston.
Sohier, Miss E. D., Boston.
Sohier, Miss Elizabeth, Boston.
Sohier, Miss Emily L., Boston.
Spaulding, J. P., Boston.
Spaulding, Mrs. Mahlon D.,Boston.
Spencer, Henry F., Boston.
Sprague, F. P., ALD., Boston.
Sprague, S. S., Providence.
Stanwood, Edward, Brookline.
Stearns, Charles H., Brookline.
Stevens, Miss C. Augusta, New

York.
Stewart, Mrs. C. B., Boston.
Sturgis, Fi'ancis S., Boston.
Sullivan, Richard, Boston.
Swan, Mrs. Sarah H., Cambridge.
Swan, Robert, Dorchester.
Swan, Mrs. Robert, Dorchester.
Sweetser, Mrs. Anne M., Boston.

15

Taggard, B. W., Boston.

Taggard, Mrs. B. W., Boston.

Talbot, Mrs. Isabella W., North
Billerica.

Tapley, Mrs. Amos P., Boston.

Tappan, Miss Mary A., Boston.

Tarbell, George G., M.D., Boston.

Temple, Thomas F., Boston.

Thaw, Mrs. William, Pittsburg,
Penn.

Thaxter, Joseph B., Hingham.

Thayer, Miss Adele G., Boston.

Thayer, Miss A. G., Andover.

Thayer, Rev. George A., Cincin-
nati.

Thayer, Mrs. Harriet L., Boston.

Thayer, Mrs. Nathaniel, Boston.

Thomas, Mrs. Joseph B., Boston.

Thorndike, Mrs. Delia D., Boston.

Thorndike, S. Lothrop, Cambridge.

Ticknor, Miss A. E., Boston.

Tilden, Miss Edith S., Milton.

Tilden, Mrs. M. Louise, Milton.

Tilton, Mrs. W. S., Newtonville.

Tingley, S. H., Providence.

Tolman, Joseph C, Hanover.

Torrey, Miss A. D., Boston.

Tower, Col. William A., Boston.

Townsend, Miss Sophia T., Bos-
ton.

Troup, John E., Providence.

Tuckerman, Mrs. C. S., Boston.

Turner, Miss Abby W., Randolph.

Turner, Miss Alice M., Randolph.

Turner, Miss Ellen J., Boston.

Turner, Mrs. M. A., Providence.

Turner, Mrs. Royal W., Randolph.

Underwood, F. H., Boston.

Underwood, Herbert S., Boston.

Upham, Mrs. George P., Boston.

Upton, George B., Boston.

Villard, Mrs. Henry, New York.

Wainwright, Miss R. P., Boston.

Wales, George W., Boston.

Wales, Mrs. George W., Boston.

Wales, Joseph H., Boston.

Wales, Miss Mary Ann€, Boston.

Ward, Rev. Julius H., Boston.

Warden, Erskine, Waltham.

Ware, Mrs. Charles E., Boston.

Ware, Miss M. L., Boston.

Warren, J. G., Providence.

Warren, Mrs. J. Sullivan, Boston.

Warren, Mrs Wm. W., Boston.

Washburn, Rev. Alfred F., South

Boston.
. Washburn, Hon. J. D., Worcester.

Waters, Edwin F., Boston.

Waterston, Mrs. R. C, Boston.

Watson, Thomas A., Weymouth.

Watson, Mrs. Thomas A., Wey-
mouth.

Webster, Mrs. John G., Boston.

Weeks, A. G., Boston.

Welch, E. R., Boston.

Weld, Otis E., Boston.

Weld, R. H., Boston.

Weld, Mrs. W. F., Boston.

Weld, W. G., Boston.

Wells, Mrs. Elizabeth S., Boston.

Wesson, J., L., Boston.

Wheeler, Nathaniel, Bridgeport,
Conn.

Wheelock, Miss Lucy, Boston.

Wheelwright, A. C, Boston.

Wheelwright, John W., Boston.

White, C. J., Cambridge.

White, Charles T., Boston.

White, Mrs. Charles T., Boston.

White, G. A., Boston.

White, Joseph A., Framingham.

Whitehead, Miss Mary, West
Somerville.

Whitford, George W., Providence.

Whiting, Albert T., Boston.

Whiting, Ebenezer, Boston.

Whitman, Mrs. Sarah W., Boston.

Whitney, Miss Anne, Boston.

Whitney, Edward, Belmont.

Whitney, Henry M., Brookline.

Whitney, Miss Sarah A., Boston.

Whitney, Miss Sarah W., Boston.

i6

Whitten, Mrs. Elizabeth S., Dor-
chester.

Whitwell, S. Horatio, Boston.

Whitwell, Miss S. L., Boston.

Wigglesworth, Edward, M.D., Bos-
ton.

Wigglesworth, Thomas.

Wightman, W. B., Providence.

Williams, Miss Louise H., Boston.

Wilson, Mrs. Maria Gill, Newton-
ville.

Winslow, Mrs. George, Roxbury.

Winsor, J. B., Providence.

Winthrop, Mrs. John, Stockbridge.
Winthrop, Hon. Robert C, Boston.
Winthrop, Mrs. Thomas L., Bos-
ton.
Wolcott, Mrs. J. H., Boston.
Wolcott, Roger, Boston.
Woodruff, Thomas T., Boston.
Woods, Henry, Boston.
Woolf, Benjamin E., Boston.
Worthington, Roland, Roxbury.
Young, Mrs. Benjamin L., Boston.
Young, Charles L., Boston.

SYNOPSIS OF THE PROCEEDINGS

ANNUAL MEETING OF THE CORPORATION

South Boston, Oct. 12, 1892.

The annual meeting of the corporation, duly sum-
moned, was held today at the institution and was
called to order by the president, Samuel Eliot, LL.D.,
at 3 P.M.

The proceedings of the last meeting were read by
the secretary, and declared approved.

Mr. John S. Dwight presented the report of the
trustees, which was read, accepted, and ordered to be
printed with that of the director and the usual ac-
companying documents.

The treasurer, Mr. Edward Jackson, read his re-
port, which was ac'cepted, and ordered to be printed.

The corporation then proceeded to ballot for oiTfi-
cers for the ensuing year, and the following persons
were unanimously elected: —

President — Samuel Eliot, LL.D.
Vice-President — John Cummings.
Treasurer — Edward Jackson.
Secretary — M. Anagnos.

i8

Trustees — William Endicott, Jr., Joseph B. Glover, J. Theodore
Heard, M.D., Andrew P. Peabody, D.D,, Edward N. Perkins,
Leverett Saltonstall, S. Lothrop Thorndike and George W. Wales

The names of Albert T. Whiting, Harvey N.
Shepard, Joseph Edgar ChamberHn, Daniel S.
Knowlton, Benjamin E. Woolf, Arlo Bates, Charles
Bruen Perkins, Herbert S. Underwood, Miss Lucy
Derby, Mrs. Emily M. Morison, of Boston ; Mrs.
Florence Howe Hall, of Scotch Plains, NJ.; Mrs.
Emily Wells Foster, of Hartford, Conn. ; and Rev,.
D. N. Beach, of Cambridge, were afterwards added to
the list of the members of the corporation by a unani-
mous vote.

The meeting was then dissolved, and all in attend-
ance proceeded, with the invited guests, to attend the
dedication of the new library building and inspect
the premises.

M. ANAGNOS,

Secretary.

REPORT OF THE TRUSTEES.

Perkins Institution and Massachusetts School for the Blind,

South Boston, Oct. 5, 1893.

To the members of the corporation.

Gentlemen and Ladies : — We respectfully sub-
mit to you, and, through you, to the legislature of
this commonwealth, the sixty-first annual report of
the institution under our charge, for the year ending-
Sept. 30, 1892.

• All matters relating to the pupils of the kinder-
garten will be separately treated under that head.

The restored health, which our excellent and be-
loved director, Michael Anagnos, brought back from
Europe two years ago, has stood the test of another
year of wise, devoted and efficient labor, with full con-
secration of all his energies, and with a success sur-
passing all before. By his unflagging zeal and enter-
prise, as well as his rare economic instinct in prose-
cuting new works, he has been building up the insti-
tution for the future, till he presents it, as you see,
amply provided and equipped with a complete gymna-
sium, spacious and elegant halls for the library (of
about 11,000 volumes, both in raised type for the
pupils, and of general literature for the teachers and

20

for reading to the scholars), and a whole upper floor
of two hundred and thirty-eight feet in length and
width of twenty-six feet, for the musical department,
including about thirty rooms in which piano pupils
practise by themselves, with larger rooms for teachers,
and a large hall for the band, and musical library.
But we are anticipating.

The year has shown unbroken and remarkable suc-
cess. The attendance has been regular, the school-
rooms have been comfortably filled, and much room
gained for school-rooms and for dormitories by concen-
trating the gymnasium, the library and all the music
teaching in the new building ; a feeling of harmony
and willing cooperation has reigned everywhere
throughout the establishment ; and its various depart-
ments have been scenes of earnest work and honor-
able effort on the part of all connected with it either
as teachers, learners, or as workers in the various in-
dustrial branches carried on within it.

A great blessing of the past year has been the ex-
cellent health of the establishment. There have been
no cases of death, and none of severe illness of any
kind. Even the ordinary ailments to which children
are more or less subject have not been so frequent or
so severe as usual. Indeed, we cannot be too thank-
ful that each successive quarterly report of the di-
rector has presented a clean bill of health.

The total number of blind persons connected with
the institution at the end of the financial year, Sept.
30, 1S92, was 210. Of these, 157 were in the parent

21

school at South Boston, 37 in the kindergarten at
Jamaica Plain, and 16 in the workshop for adults.

2. The School.

It must be always borne in mind that the Perkins
Institution is a school, and not an asylum. Its whole
aim and work is educational. All its means and
methods, all its systems, all the care and intelligence
and efforts of its teachers are concentrated upon that
one end, — to educate the blind; to replace in them
the loss of sight, by the quickening and the harmoni-
ous development of the remaining senses, and of all
the faculties, physical, moral, intellectual, ideal and
artistic, by such an education, so rounded and com-
plete, so well balanced, that their life shall miss none
of its opportunities, that they may be able to compete
to fair advantage in the struggle for true life, true
happiness and standing in the world. It is a many-
sided education. It is a liberal education, in the best
sense of that term. It seeks to do justice to the
whole nature, — to develop what is in the pupil.

Physical culture is at the foundation. Wholesome
diet, clean and orderly habits, regular exercise and
physical training on a judicious and progressive sys-
tem, are required. There is one well-equipped gym-
nasium for both boys and girls, with a constant look-
out for the most approved new methods, — the new
building . being furnished with the best machinery
for climbing, swinging, strengthening the limbs and

22

muscles in every way, and acquiring freedom and
grace of motion. For all this the means and accom-
plished teachers are provided on a generous and
thoughtful scale. Moreover, the Swedish or Sloyd
system, opening the way from exercise to use, teach-
ing how to handle tools and the practice of mechanic
arts (whereby even some of the blind girls have be-
come experts in cabinet making and the putting to-
gether of many sorts of boxes), has been an estab-
lished feature now for several years. Every pupil has
some trophies of his skill to show in these arts of
workmanship, and equally interesting to observe are
their orderly habits in laying away their tools so that
they know just where to find them the next time.
The fruits of all this wholesome regime and sys-
tematic exercise, together with the joy of work, the
sense of making things, is seen in the bright, health-
ful faces, the glowing look of pleasure and the natural
and easy carriage of the body.

Such wholesome, harmonious, happy physical de-
velopment, with the cheering influence of music,
mingling more or less with all their exercises, con-
duces more than is commonly supposed to moral cult-
ure and good manners, cheerful ways of mutual ser-
vice, obedience to teachers, habits of industry, both
physical and mental. An air of self-respect, as well as
respect for others, is characteristic of their daily life
and doings.

On this twofold foundation, well laid as may be
from the outset, neglected at no stage from the

earliest, first a sound physique, and secondly a sound
morale, the intellectual training opens under great
advantages. It is practical, teaching the pupil to
think for himself, and learn things experimentally.
It is not content with teaching either books or
things; its first aim is to stimulate, provoke, develop
faculties, which are the keys to knowledge. He
who learns grammar, or arithmetic, or geography,
has acquired just those things, by rote it may be,
while his faculties, which should be inquiring, fall
asleep in the ruts of habit. He whose mind is
aroused and stimulated, holds the keys which com-
mand all knowledge as he wants it. Hence lessons
are not recited in the parrot way. The meaning
is required, and in the simplest terms. In short, it
is the kindergarten principle indefinitely extended,
carrying the fresh and natural ways of childhood
into manhood ; charming the pupil onward ever by
the glow of discovery, making the old, humdrum
lesson new as the things the boy learns in the sur-
prise of play. The field of studies is wide, and it is
a perpetual study of the teacher to adapt the teach-
ing to the various individualities of the pupils.
Certain branches, as reading, writing and arithmetic,
are important to all, and involved in the common
requisitions of our life. But beyond that, every child
has certain aptitudes peculiarly his own, and these
our system makes it a duty and a pleasure to de-
tect in him and give them food and exercise.

In reading, our pupils use the system of raised

24

letters, as invented and perfected by Dr. Howe.
Without repeating the arguments for the superiority
of this system over others, let it suffice to say that
it has stood the test of daily use for many years,
and that now an extensive library of all departments
of standard literature has been printed from our
press, much of which circulates among the blind
throughout the United States. At the same time
the children are made famiHar with the Braille or
point system, which serves them well in writing let-
ters and in taking notes ; and which forms their only
means of musical notation.

Mathematics is very much a mental process with
the blind. They carry figures in their heads, and
perform calculations upon large sums, such as most
of us would be afraid to handle, while for more diffi-
cult work they use ciphering boards. In geography
they are obliged to feel their way ; and by this very
necessity they get a palpable grasp upon countries
and places on the map or globe. They have always
shown a notable proficiency in picking out, from
dissecting maps, countries and cities, mountains and
lakes, as they are called for, with marvellous cer-
tainty and dispatch, and describing their distinctive
features, physical and topographical, or social and
political, naming capitals, industries and historical
events. The artistic, convenient maps, with raised
features to be felt out, or dissecting maps to be
taken apart and put together, — a most instructive
exercise, — are the manufacture and the pride of the

25

institution. In all their recitations and their readings,
a clear, distinct, well-modulated utterance is required,
and in this quality they compare well with seeing
pupils. Classes, necessarily smaller, where pupils are
found receptive, are formed for higher themes of
study, as philosophy, history and ethics, and for the
reading, analysis and comparison of poetry. For the
study of natural history, they are well supplied with
models, and take delight in feeling out, with their
own fingers, the distinctive structure and adaptation
to wants and uses of the various animals. And they
become practically well versed with animal anatomy,
as well as human.

Music has been cultivated with the wonted love
and enthusiasm, and with even more success, under
the same devoted and excellent teachers, with Mr.
Thomas Reeves, himself blind, at their head, now a
niusician and a teacher of mature experience, assisted
by an efficient corps of seeing music-readers. For
the blind learn music partly through dictation, having
excellent memories, although to a great extent they
read it through the Braille notation. The tuning,
regulating, even the repair of pianos, still goes on
under the excellent instruction of Mr. J. W. Smith,
and the practice of this art finds many of the pupils
plentiful employment in private families, as well as in
the public schools of the city.

The loss of sight is largely compensated to the
blind by the concentration of the sense of hearing.
Their perception of musical tone is intensified ; they

26

seek and find an absorbing pleasure in it much be-
yond the average ; and the number of music lovers
among them is more general than among the seeing
class. They find in music a solace and an exhaust-
less occupation. It, moreover, avails them largely as
a means of self-support. Our school sends out every
year some good piano teachers, and every year they
come nearer to the standard of accomplished musi-
cianship. For the mastery of the violin and other
instruments played with a bow, they have not the
same inducement, because only rare skill and talent
command employment in that field. Yet the last
year has shown some fair specimens of violin-playing
among our pupils, and it seems to be becoming more
an object of interest among them. Naturally the
boys turn more to the reed and brass instruments
which compose a band, and our band is capable of
giving no mean delectation to an audience. It was
never in better condition than at present, under the
arduous and patient discipline of Mr. Reeves, who
has to teach each part, each player, singly, involving
a great exercise of memory. Now, with their new
hall, of ample proportions, their proper home, in the
new building, they will find sphere and encourage-
ment for practice.

A feature, on which our music school can pique
itself, is the degree to which the spirit of John Sebas-
tian Bach permeates and tempers and refines the
whole study and practice of the art. Our students
of organ-playing, of which we have good' examples.

27

make Bach's music their foundation. Our chorus
singers love to sing old German chorals in his inimi-
table four-part setting, at once affording them the
most spiritual and beautiful of service music, religious
to the very core, and making them conversant with
the very best examples of contrapuntal harmony, in
which each of the four parts moves with a melody of
its own, yet all interwoven into one. Our band, too.
plays these chorals, the parts of the harmony being
carefully distributed among the characteristic instru-
ments. Moreover, among our younger students in
piano-playing, some twenty boys and twenty girls
give what they call a " Bach hour " every year, which
costs them much instructive preparation, coupled
with much true delight, in which each shows how
carefully he or she has mastered and can perform
some little piece, by no means very simple, — some
prelude or fugue from the "Well-tempered Clavi-
chord," some Invention, or Minuet, or Gavotte, or
Sarabande; and they put their souls into them, for
they have learned to love them with a love which
cannot die out. Here is a germ of the purest art be-
ginning to develop in these young musicians, touch-
ing their musical instincts from the first to finer
issues. Such culture tells in the formation of a musi-
cal taste and character. And, before leaving the
subject of musical culture in the school, we may take
the opportunity to say that in music, if in nothing
else, our post-graduate courses, yet in their infancy,
and pleading for means and recognition, are begin-

28

ning to show fruits. One of our graduates, for whom
the invaluable instruction of Professor Baermann was
secured, Mr. C. A. W. Howland, has recently re-
turned from three years' study at the conservatory in
Munich, bearing the testimony of Rheinberger and
other professors there, to his having taken the highest
honors in every department of the study, and to the
great joy of Mr. Baermann.

We are happy to say that our excellent corps of
teachers and officers has been reengaged, with the
exception of Miss Caroline Emery, of the literary
department, and Mr. George J. Parker, teacher of
vocal music. Miss Emery intends to enter the sanc-
tum of matrimony, and declined a reelection. Her
place has been filled by the appointment of Miss
Jessie L. Langworthy, a recent graduate of Smith
College at Northampton ; and Mr. Parker has been
succeeded by Mr. George W. Want.

3. CoMMENCEiMEXT ExERCISES.

These were held as usual in the Tremont Temple,
in the afternoon of Tuesday, June 7, 1S92, the
president of the corporation, Samuel Eliot, LL.D.,
presiding. The eager and sympathetic audience
overflowed the hall, and the interest with which the
exercises were followed to the very end has been ex-
ceeded on no previous occasion of the kind. It may
be said, too, in praise of the spirit and good judgment
with which they were planned and carried through.

29

that no one felt them to be over-long. Dr. Eliot, on
taking the chair, setting an example of brevity,
said : —

Ladies and Gentlemen^ Friends of the Blind: — We welcome
you to the exercises of this afternoon. They are of the same
nature as during the ten years that have passed away since we
first assembled within these walls to celebrate the commence-
ment of the institution. This is the eleventh time that we are
here, and I daresay it is the eleventh time that many of you are
here. At all events, I know that you come here this afternoon
full of sympathy for these children ; and they will feel, as their
exercises go on from one stage to another, the presence of
friends and the interest which I am sure you will both feel and
express.

The papers of the next clay gave vivid descriptions
of the exercises in their order, from which we cull the
following: —

While the audience was gathering, Henry R. W. Miles, one
of the graduating class, played, for an organ prelude, Bach's
great Fugue in G minor. Then the regular programme was
opened with the overture to Auber's " Fra Diavolo," played
by the school band, — played as everything the children do
is done, so exceptionally well as to draw forth the heartiest
applause. . . .

Dr. Eliot then presented two young maidens, who gave an illus-
tration of reading by the touch. They were Florence Smith and
Margaret McCarthy, pupils of different ages, who read selections
suited to their degree of progress.

John Henley, Reuel E. Miller and Thomas Rochford, a trio
of young boys, next gave an exercise in botany and zoology ;
standing in front of tables bearing a bean plant in various stages

30

of growth, specimens of sea weed, coral and a stuffed body and
portions of the skeleton of an owl, each one, in turn, gave a little
object lesson upon the materials at hand, speaking with the
clearness and assurance which seeing children often fail to
attain.

A duet for alto horns, from Bellini's " Norma," was most
acceptably played by Edward D. Bigelow and Henry E. Mo-
zealous.

An exercise in physiology, given by Lizzie Caulfield, Etta
Walcott and Katie Dugan, was an exceedingly interesting pres-
entation of the nature of the human nervous system, which they
illustrated by wooden tablets bearing representations of the brain,
spinal cord, etc., moulded in relief from clay.

The next number was a Sloyd exercise given by Emma Carr,
Jennie Foss and Edith Thomas, the latter one of the four
scholars who are deaf as well as blind. The first two little
carpenters, standing at their benches, showed towel rollers
whi'ch they had made, and explained how they had set to work
with tools and .measurements to produce the results. Little
Edith's work was a paper-knife, the manufacture of which she
explained with her pathetic finger language, which her teacher
translated, and then the three small workwomen, with planes
and saws and vises, etc., demonstrated in practice what they
had previously explained, afterwards sweeping the shavings off
their work benches with brush brooms, and hanging them back in
their accustomed places, at which display of womanly neatness an
old lady sitting in one of the balconies laughed aloud, to the
amusement of all other interested spectators.

The first part was brought very prettily and mu-
sically to a close by a chorus for female voices,
" Sparrows' Twitter," sung in sweet, clear voices, and
with spirit and expression. In part second the little
children of the kindergarten led off with a most

31

agreeable surprise ; their contribution to the feast will
be found under the head of " Kindergarten."

Following these came a quartet for male voices,
" Farewell," of which both words and music were
composed by Henry R. W. Miles. This was sung by
Messrs. Mozealous, Hodsdon, Warburton and Robair,
and was followed by the gymnastic and military drill
exercise which yearly proves so attractive and even
wonderful to the spectators. Henry R. W. Miles
gave the valedictory, which was well thought out and
clearly presented,- and in which he realized that the
class of which he is a member is only at the threshold
of life, and urged that each do his part to make the
world better for his having lived. Toward the end of
the exercises the Rev. Andrew P. Peabody, D.D.,
presented diplomas to the following-named graduates :
Edward David Bigelow, Henry Berton Hodsdon and
Henry R. Webster Miles. The presentation was
prefaced with the following words of tender sympathy
and wise advice and exhortation : —

Young Gentlemen: — I perform this office with very great
pleasure. I appreciate the intense mental effort that has ac-
companied your work in order to attain the liberal education
with which you go from us. I know tlial in your case it has
been a more intense mental application than is ordinarily re-
quired of young men who are preparing to graduate as you do
now. You have used your minds thoroughly and faithfully,
else you could not be here to receive the honors you receive to-
day. Let me beg of you to continue to keep your minds con-
stantly active. Do thoroughly with your whole mind and your
whole heart whatever you do. You have not slighted your

work in school. Whatever your work may be hereafter, do it
well, and consider it utterly worthless unless you do it to the
best of your ability. At the same time your minds are so open
to a higher vision than that of the bodily eye, that you can see
the right ; you know the right, you know what your duty is.
Never swerve one hair's breadth from what you know and feel
to be right ; and remember, if you do swerve ever so little, you
take a wrong direction, and you will be likely to keep the
direction you have once taken ; and you know enough of geome-
try to know that two lines which form a very small angle diverge
very rapidly, and if you take the wrong one, though ever so
little ways from the right, you will soon find yourself a great
way from the right. At times you have had your thoughts
directed beyond this life to a higher and better one. You can
make your life here as good as the life you look forward to in a
higher world. If in the geometry of the Bible and the geometry
of all true souls there could be one straight line from earth to
heaven, it is the line of right, — right thinking, feeling and
doing. And if there were nothing beyond this world, — 1 be-
lieve there is an eternity beyond, — the right way of getting
through this world would be the same.

Take the right way, follow in that line, and your path will be one
of constant and unceasing progress through this world and on to
eternity.

It is with great pleasure that I present these diplomas, with the
earnest greetings of the trustees, and, I am sure, of all the audi-
ence present.

May God bless and keep you.

The exercises came to an end with a chorus for all
the voices, finely sung, but not so elevated and in-
spiring a composition as these same singers have on
several occasions found so edifying to their audience,
— one of those chorals of Bach, for instance, " How
brightly shines the morning star ! "

4- Post-graduate Course.

The trustees desire again to call attention to a
need which has been mentioned in previous annual
reports ; namely, the need for the establishment and
endowment of a post-graduate course.

Every year's experience shows that our curriculum
should be enlarged and made more complete. Every
year there are a number of blind young men and
women who need the opportunity for more advanced
study, in order that they may be well equipped to
enter upon the active duties of life, or fitted for ad-
mission to the college or university where they may
pursue a . higher course of study with seeing class-
mates. For this purpose we need permanent re-
sources for the employment of competent teachers in
music and in literature. The additions made to the
boys' music department give sufficient accommoda-
tions for this purpose, but a large music hall is
needed, with a supply of instruments and other ad-
vantages which will enable our pupils to become thor-
ough musicians and good scholars.

The present music hall is too small, being only
sufficient to accommodate the inmates, without allow-
ing room for an audience from outside, whose pres-
ence would be a stimulus and an encouragement to
our musicians. Located in one wing of the boys'
department, it is not easily accessible either from
the girls' department or from outside. A larger hall
directly accessible from the street, with an entrance

34

on one side for the boys and on the other for the
girls, would supply a need which the growth of our
school makes more and more imperative.

5. Blind Deaf Mutes.

The interest, which has been awakened by the
progress of the four blind and deaf children under
instruction, has brought new applications for the
admission of others similarly afflicted, which we have
been obliged to refuse for lack of accommodations.
Experience and thoughtful consideration deepen
the conviction that such children should not be
taught apart from others, and subjected to, interrup-
tions which the visits and special attentions of
friends and an interested public inevitably produce;
but that they should be placed in the regular classes,
and their education conform in all respects with that
of the other pupils of the school. Special teachers
will still be needful, but their office will become
mainly that of interpreter to convey to the minds
of the deaf blind the instruction which their class-
mates are receiving through the ear.

Persons suffering from this triple deprivation have
been so few and so widely separated that no pro-
vision exists for their education, which, indeed, was
considered impossible until Dr. Howe's success with
Laura Bridgman demonstrated its practicability.
With the increase of population the number of such
cases has become considerable, and now the re-

peated appeals for help for these deeply afflicted
ones make it a duty to consider the establishment
of a department for the education of blind deaf
mutes.

6, Finances.

The report of the treasurer, Mr. Edward Jackson,
herewith presented, shows in detail the financial
record, which may be summarized as follows : —

Cash on hand Oct. i, 189 1, $6,016.37

Total receipts from all sources during the year, . 198,831.51

$204,847.88

Total expenditures and investments, 191,653.96

Balance, . . - $13,193.92

The various funds have been managed with great
care, and constant prudence has been exercised in
all disbursements. The strictest economy has been
practised in order to -provide for the pressing de-
mands upon the institution. The limitation in the
income renders the restriction of the expenditures
necessary in many lines where outlays might be
made with the highest advantage to the scholars.
If the means at our disposal were twice as large as
they are, the work which the establishment would be
enabled to accomplish would be of the greatest ser-
vice to the cause of the education of the blind.

36

7- The Printing Office.

The printing office has been in active operation
throughout the year, and has published the following
list of books : —

Tennyson's Idylls of the King.
The Sleeping Sentinel,
Sesame and Lilies,
Captain January, .
Black Beauty,
Turner's First Reader.
Standard Braille Primer.

by Chittenden,
by John Ruskin.
by Laura E. Richards,
by A. Sewell.

Besides completing some musical work commenced
the previous year, it has also printed a key to the
Braille " Musical Notation," and the following pieces
of music : —

Pleasures of May, .
In the Beautiful Month of May,
Second Valse, ....
Gavotte Mignonne, .

G. Merkel, Op. 8i.
G. Merkel, Op. 25.
Benjamin Godard, Op. 56.
W. Goldner.

8. Workshop for Adults.

This department has been steadily carried on as
heretofore, giving employment to a number of adult
blind persons, and the opportunity of learning a use-
ful occupation to others. The need of increased
patronage continues to be felt. The character of the
work is guaranteed, and the patronage solicited for
the benefit of the blind (who have so few industries

in which they can compete with the seeing) will there-
fore be found advantageous to customers even from
the business point of view.

9. Library Building.

The special event of the year has been the comple-
tion of the new building for a library, which has long
been urgently demanded, and providing increased
accommodations for other purposes which the growth
of the school requires. The new edifice has been
erected on Fourth and H streets, and forms an annex
to the main building, with which it is connected by
two bridges.

The first story is occupied mainly by a gymnasium ninety-five
feet long. It is fitted up with the best appliances for physical ex-
ercise, and has a broad gallery extending its entire length. Two
dressing-rooms are attached, — one for the girls, the other for the
boys. A commodious apartment has been arranged for the Sloyd
classes of the girls' department, and the remaining space, which is
of easy access from the kitchen, is devoted to storerooms, which
have been greatly needed.

The second story consists of three spacious rooms for the
library of embossed and ordinary books, with cases and drawers
for minerals, stuffed birds and animals, and other specimens for
object teaching ; and a smaller fire-proof room for the preserva-
tion of valuable books and documents.

The upper story is appropriated to the music department, and
contains a spacious apartment for a musical library and for band
practice ; a large teaching room and three smaller ones ; a tuning
shop provided with cases and drawers for models and tools, a
workbench and other conveniences; and thirty-three small music
and tuninof rooms.

This is the modest, brief description furnished by
the director of what he calls the " Library Building,"
planned by himself and Mr. Dennis A. Reardon, and
erected under their immediate superintendence dur-
ing the past year. It is of brick, of three stories, two
hundred and thirty-eight feet long, running behind
the whole length of the main building, with a spa-
cious L on H street, and connected with the main
building by two bridges of easy access and gentle
slope. The work has all been done in a solid and
thorough manner, and the internal fixtures put in, all
at the surprisingly moderate cost, showing a true
Greek economy, of about $41,000. The three depart-
ments, gymnasium, library and music school, occupy-
ing the first, second and third floors respectively, now
complete so far as rooms are concerned, amply and
even elegantly equipped for use, are a feast to the eye
of the visitor, as well as a comfort and a home to
teachers and pupils in these branches.

The " three spacious rooms " of the library are really
halls, ample, convenient and aesthetic. One of them,
the largest, of open area, affords room for consider-
able gatherings, lectures, readings, meetings, etc., as it
will show this afternoon, when it will be used for the
dedication of the new building. Another is beauti-
fully set with cases in black walnut, filled with books,
not only the large collection of embossed books for
the pupils, but well-bound volumes in the ordinary
type for teachers and for reading to the pupils, form-
ine a rich and choice collection of standard literature.

Here poetry, history, science, fiction, have each their
proper cases. It was a surprise how many books had
accumulated under the vigilant forethought of Dr.
Howe, and subsequent additions. They had been
stowed away in corners, piled upon the floor, hidden
in chambers and closets, and almost impossible to
find. Now all are arranged in beautiful, convenient
order, and each is come-at-ible at once in the right
place. And we find we have a really choice and
representative library of about eleven thousand vol-
umes ; besides the cases and drawers of minerals,
stuffed birds and animals, and anatomical models and
various specimens for object-teaching. And a very
solid fire-proof room, small but sufficient, gives a com-
fortable assurance that the records, archives and val-
uable documents of the institution are secure.

The provision for the musical department of in-
struction and of practice alone challenges equal ad-
miration by its extent and complete equipment for its
uses.

Descend to the ground fioor, and you will find
the gymnasium, which is ninety-five feet in length.
It is admirably equipped with all the modern appli-
ances,— at least all the best. A visitor from New
York, an expert in gymnastics, waxed enthusiastic
on sight of it, and exclaimed : " That is complete,
perfect, and could not be better."

The members of the corporation, and the visitors
who are present to-day, will have an opportunity to
witness and judge of these new arrangements for
themselves.

40

lo. Repairs.

A number of necessary repairs and a few altera-
tions have been made during the vacation. On the
third floor a portion of the boys' workshop has been
partitioned off so as to provide a separate room for
Sloyd classes.

The removal of the music department to the new
building left the rooms of the west wing of the
second story vacant, and but slight changes were
needful to fit them for their present use as dormi-
tories. In two rooms, which will be used as a nur-
sery, the old floors have been replaced by hard-wood
flooring.

By the ample store-rooms provided in the new
building a room in the basement has been vacated,
and this has been converted into a lavatory for the
younger boys. The old underpinning of the little
boys' entry has been replaced by new, and the four
adjacent music rooms have been made into one
large apartment.

In the yard the paths and a part of the drive-
way and little boys' playground have been covered
with concrete, and the premises have been made
more accessible to the heavy teams which bring sup-
plies, by finishing the driveway to Fourth street with
block paving.

In the cottages of the girls' department the walls
and wood-work of the first floor have been repainted,
the pantries renovated and new sky-lights supplied.

41

II. The Matron.

Miss Maria C. Moulton, who became Matron of
the institution in 1853, from the first had Dr.
Howe's confidence and was his judicious and faith-
ful coadjutor in his work. She has been of essen-
tial service to the present superintendent. Her
thoughtful and unfailing kindness has been of un-
speakable worth as regards the comfort and happi-
ness of the pupils ; and, at the same time, her
sympathy and help have been so freely given to her
assistants and to the teachers, as to endear her to
all who have in any way borne part with her in the
administration of the school. She has much more
than earned the rest which she is now taking. Her
place could not be easily filled, and we trust that
she will return with renewed strenoth and vio;or to
the charge from which she received temporary re-
lief by the following vote of the trustees, passed July
I, 1892 : —

Voted, That leave of absence for one year, with continuance
of salary, be given to the matron of the boys' department, Miss
Maria C. Moulton, and that the director be commissioned to
assure her of the high esteem and warm regard in which she is
held by the trustees, and to convey to her their hearty thanks
and the expression of their appreciation of the invaluable ser-
vices which she has rendered to the institution during the greater
part of her beneficent life.

42

12. Mr. and Mrs. Brooks.

During the past year the institution has sustained
a great loss in the death of Francis Brooks, who had
been a member of the board of trustees since 1866,
and who has been second to no one of his col-
leagues in valuable services. He gave not only time
and money but himself to the work, bestowing upon
it his warmest sympathy, his wise counsel, his whole-
hearted cooperation in whatever could contribute to
its prosperity and usefulness. He was among the
foremost friends of the kindergarten, and offered to
give it a site on his own grounds in West Medford,
— an offer declined solely on account of its distance
from the parent institution.

Before the close of the year we lost in Mrs. Brooks
an equally kind friend and an assiduous helper in
our work, as she was, like her husband, in every
good work within their common sphere of benefi-
cent action. She took a special interest in the kin-
dergarten, opened her apartments to entertainments
for its benefit, and gave to it the proceeds of the
sale of her charming translation of " Heidi," which
still remains a source of income. While perform-
ing numerous offices of love for the children under
our charge, she established on her own premises a
kindred institution for deaf and dumb children of
tender years.

After the death of Mr. Brooks, the board of trus-
tees passed the following resolutions : —

43

Resolved, That in the death of Francis Brooks we mourn the loss
of a dear and honored associate and friend, whose large heart was
in deep sympathy with the work of the institution, and whose long
and faithful service in the many trusts and functions which have
fallen to him among the duties of this board, has endeared him to
every inmate and manager of the establishment, and made our
intercourse with him a sweet memory for all our lives.

Resolved, That we extend to his widow and children our heart-
felt sympathy in their loss, which is also ours, assuring them that
the memory of the manliness, open-heartedness and generosity of
their loved one will be ever cherished by his associates on this
board.

Resolved, That the foregoing resolutions be entered upon the
records, and that a copy thereof be transmitted to Mrs. Brooks
and her family.

13. Deaths of Members of the Corporation.

Besides Mr. and Mrs. Brooks, the institution has
lost during the year, by death, from the list of its
corporate members, Waldo Adams, a man of inflexi-
ble integrity and of generous sympathies ; Joseph A.
Barker, one of the most benevolent and public-spir-
ited citizens of Providence, R.I. ; Mrs. Elizabeth B.
Bowditch, who prized wealth for its large capacity of
usefulness; John A. Brown of Providence, R.I., who
made it his happiness to do good; T. O. H. P. Burn-
ham, whose life work in behalf of the lovers of rare
and choice literature created funds that will secure
for him an enduring name and praise among public
benefactors ; W. W. Clapp, a public-spirited citizen, a
successful journalist and a warm friend of our institu-

44

tion ; Rev. Samuel A. Devens, till disabled by illness,
a faithful Christian minister; Darius Go£f of Paw-
tucket, R.I., whose ready aid was bestowed on every
cause of humanity; Joseph N. Fiske, worthy heir of
a high reputation for intelligence and probity; Miss
Augusta Glover, who shared with her brother, an
honored member of our board, a profound interest in
its work; S. H. Green of River Point, R.I., whose
loss is deeply felt; Herbert E. Hill of Somerville, a
gallant field-officer in the war of the rebellion, and, in
later time, distinguished in various official positions
and in several departments of philanthropic service ;
Mrs. Anna A. Ives of Providence, R.I., well known
for her philanthropy, as well as for the graces and
virtues that leave a fragrant memory ; Patrick Tracy
Jackson, the liberal-minded and large-hearted mer-
chant ; Edward W. Kinsley, who left the memory of
a kind heart and a useful life ; William H. Lon^ ; Mrs.
Caroline Merriam, noted for her benevolence, espe-
cially to the blind; George Owen of Providence, R.I.;
Henry G. Parker, an enterprising editor, whose col-
umns were open to appeals in behalf of any and every
cause of suffering humanity; Mrs. Sarah Potter of
Providence, R.I., a friend and helper of the blind;
Mrs. John Simpkins, full of good works, and espe-
cially thoughtful for the well-being and well-doing of
the inmates of our kindergarten ; Mrs. Robert C.
Winthrop, whose wise counsel and extended influ-
ence largely enhanced the worth of her open-handed
charity; and Miss Susan Weld, nowhere more be-

45

loved than among those whose want, privation and
suffering it was her happiness to relieve.

All which is respectfully submitted by

EDWARD BROOKS,
JOHN S. DWIGHT,
WILLIAM ENDICOTT, Jr.,
JOSEPH B. GLOVER,
J. THEODORE HEARD,
ANDREW P. PEABODY,
EDWARD N. PERKINS,
WILLIAM L. RICHARDSON,
LEVERETT SALTONSTALL,
THOMAS F. TEMPLE,
S. LOTHROP THORNDIKE,
GEORGE W. WALES,

Trustees.

DEDICATION OF THE NEW LIBRARY
BUILDING.

After the annual meeting of the corporation, on
the afternoon of Wednesday, October 12, the mem-
bers were invited to one of the halls of the new
library, where simple dedicatory exercises were held.

Dr. Eliot, in a brief and informal opening address,
spoke of the many times of late, in which they had
been summoned to celebrations at the kindergarten,
the child of this school, and now they were assembled
to share the enjoyment of the parent institution in
dedicating this new library, which forms a very im-
portant branch of the establishment. And in this
celebration he felt that they were also commemorat-
ing the four hundredth anniversary of the discovery
of America, for the exact date was October 12, in-
stead of October 21, which has been accepted as
" Columbus Day." When a boy of fifteen years he
first became acquainted with Dr. Howe and this
noble work in which he was then engaged. From
that time he had felt a deep interest in the success
of the institution, and it was a great pleasure to be
present at these exercises.

A concerto, played by H. R. W. Miles, was fol-
lowed by the reading of a selection from Ruskin,

47

by Lizzie Caulfield ; and "The Hero," — Whittier's
tribute to the brave, chivah-ous and philanthropic
character of Dr. Howe, — by Matilda J. Boyle.

Then came a duet for the cornet and clarinet,
played by H. R. W. Miles and J. Walsh.

In his essay upon " The New Library," Henry
Mozealous considered it as a teacher that " supplies
us with information and makes us acquainted with
the wonders of creation," and " with this knowledsfe
of the world of nature and the world of thouQ-ht, we
ought to be well equipped to enter upon our work in
the world of man." Regarding its sources of instruc-
tion with closer attention, he says of the books:
" Rows upon rows of them, seeming dark and silent
until we open them, and then how different! Each
volume has some new thought or lesson to disclose."
Passing from the library of books, with its treasures
of enjoyment for the children and of interest and
delight to the student and scientist, he next consid-
ered the museum, with its collection of animals and
its specimens of woods, vegetables, flowers and fruits,
of rocks and metals, and of models for the study of
anatomy and physiology. Here, in a single sentence,
he unconsciously revealed the necessity to the blind
of the object teaching thus afforded, and its mental
and spiritual value : " As we walk among the wonder-
ful products of nature, we feel the sublime presence
of our maker and an impression comes over us that
God was never so near as he is amono- the manifes-
tations of his power and love." The essay closed

48

with the hope that the pupils may never show them-
selves unworthy of the great gift, but put it to the
best use, " realizing that increased opportunities bring
increased responsibilities."

A glee, Mendelssohn's " Students' Song," was sung
by the boys ; and a class of little girls gave a pleasing
exercise on fruits and vertebrates, in which Edith
Thomas took an equal share with her classmates.
Pinsuti's " Three Charms of Life " was rendered by
a choir of girls, and the following essay was then read
by Mary H. Hoisington: —

A Great Need Supplied.

It is with hearts full of gratitude that we, as a school, greet this
dedication da}^, and rejoice in the sunshine it brings. It is indeed
a day of promise, which opens for each one of us the portals of a
larger, richer life. In this new building a long-cherished wish has
found a most beautiful fulfilment, — a dream has become a reality.
This completed structure stands as an illustration of the noble
aims of the education of today. Its gymnasium, Sloyd room, li-
brary and music rooms, provide for the symmetrical development
of the body, mind, and soul.

As the health and strength of the mind must ever depend upon
the health and vigor of the body, it seems most appropriate that
the gymnasium should form a part of the solid foundation of this
building, and thus strengthen and support the library; and that,
still higher, in the music rooms, the more ethereal part of our
nature should find expression.

It is only when we contrast the present with the past, a rich
supply with a great need, that we fully appreciate the blessing
which is ours today. Our gymnasium lacks nothing which nature
and modern science can contribute toward the attainment of
health, which is the object of all physical culture. First in impor-

49

tance is the sunshine, which nature here bestows in lavish meas-
ure, to which is added the blessing of free space and apparatus
sufficient to meet the demand of latest theories concerning the
harmonious development of the physical organism.

The dressing-rooms, which join the gymnasium, are an improve-
ment, which we would not forget to mention in contrasting a past
need with a present supply.

I am sure that all those girls who formerly studied Sloyd in a
basement room, which had to do duty for four or five rooms in-
stead of one, would gladly testify of their comfort and pleasure in
a new Sloyd room, which is so perfectly adapted to the purpose
for which it was designed.

The dearest spot in all the building to most of us, I think, is
the library, and how great was our need of it ! The old library
rooms had become so crowded that many of the books were un-
available for common use, and when new books came to our insti-
tution from distant printing-presses they could not be unpacked
because there was no library space for them, while a place for new
books from our own press could be secured only by the stowing
away of older ones. We had therefore reached the point where a
new library seemed imperative.

For us, who are fond of reading, it used to be hard indeed to
know that there were books in print which we could not enjoy,
and that even some of our old friends, with whom we would like to
have a chat, were quite inaccessible.

Now, as we enter the library our book friends are all around us,
ready, and waiting our choice, any one of them to be had for the
asking, and there is none of the old delay in searching for them.

We know that all of our books have been most carefully se-
lected, and that the library is thus a treasury of some of the
choicest productions of the literary world. Such books as these
cannot fail to be teachers as well as friends, and to make our lives
better and richer for having read them.

One of the strongest desires in the heart of the founder of this
institution was, that the pupils should have a library of easy ac-

50

cess, where the best books could be freely obtained at any time.
Now we feel that in the wealth of the present resources of the
library his noble wish has found fulfilment.

The room adjoining the library, which is devoted to the interests
of science, is deserving of special mention. The fine models and
specimens which it contains are of greatest service to us in making
the path of scientific knowledge a smooth and pleasant one.

And now, what shall we say in acknowledgment of all that has
been done for us in the erection of this new building, so complete
in every part? In behalf of the whole school, I would offer to our
director, trustees, the members of the corporation, and all who
have so kindly aided in the work which is here represented, a deep
and sincere expression of loving gratitude and appreciation.

The brief and appropriate words of Rev. A. P.
Peabody were followed by selections from Bach and
Heinecke, given by the brass band, which ended the
exercises.

THE REPORT OF THE DIRECTOR.

I saw eternity the other night,

Like a great ring of pure and endless light,

All calm as it was bright ;

And round beneath it, time in hours, days, years,

Driven by spheres,

Like a vast shadow mov'd.

— Vaughan.

To the Board of Trustees.

Gentlemen : — At the close of another year — the
sixtieth in the history of the school — it becomes my
duty to submit to you the customary report of the
director on the work and condition of the institution,
together with such views, suggestions and recom-
mendations as in my judgment call for consideration
and action.

The year has been characterized by constant
growth and continuous prosperity in the school, and
by efficient service on the part of the teachers and
employes.

The facts and deductions herein presented show,
that the objects, for which the institution was estab-
lished, have been prosecuted with earnestness and
success, that good progress has been made, and that,
though we have never had reason to complain of neg-
lect or indifference on the part of the public, the in-
terest manifested of late by the community at large in
the education of the blind has been stronger than ever.

52

Record of Growth.

Then their numbers swell

And grow upon us.

— Sir J. Dexham.

The institution has just completed its sixtieth year
of actual work, and it is not inopportune to note on
this occasion its growth and prosperity.

Organized in the year 1832 at the residence of Dr.
Howe's father on Pleasant street, with six pupils, it
has continued to increase steadily both in size and
capacity. It occupies now, or will do so in less than
three months, ten separate buildings, and has an en-
rolment of 210 blind persons. Of these 157 are in
the school proper at South Boston, 37 in the kinder-
garten at Jamaica Plain, and 16 in the workshop for
adults.

During the sixty years of the existence of the estab-
lishment 1344 blind persons (800 males and 544
females) have been admitted and have received its
benefits either as pupils or as apprentices. Of these
1076 are living as far as known, and 268 have died.

Health of the Inmates.

The surest road to health, say what they will,

Is never to suppose we shall be ill.

Most of those evils we poor mortals know

From doctors and imagination flow.

— Churchill.

I am happy to report, that during the past year the
standard of health has been far above the average in

53

every department of the institution. Indeed, it has
been exceptionally high.

The arrows of death have not been sent amono- us,
nor have any cases of contagious disease or of serious
illness occurred. Even the ordinary ailments to
which children and youth are more or less subject,
have been few in number and mild in form.

The enjoyment of good general health to such a
remarkable degree, together with entire exemption
from serious maladies and epidemics, which have
been quite prevalent in the community around us,
during the months of winter and spring, is a cause of
sincere congratulation, and we cannot be grateful
enough for it.

'&'

Scheme of Education.

Heaven is not reached at a single bound ;
But we l3uild the ladder by which we rise
From the lowly earth to the vaulted skies,

And we mount to. its summit round by round.

— Holland.

Our system of education is constructed with a
view to meet the principal wants and special require-
ments of the blind.

It is broad in its scope, comprehensive in its char-
acter, rational in its methods and practical in its pur-
poses. It is based on scientific principles and em-
braces an harmonious combination of physical and
mental exercises with moral and aesthetic culture.
It starts with the kindergarten and advancing step by

54

step reaches the upper branches of study which are
taught in the high schools of New England.

The development of bodily strength and manual
dexterity, the nurture of the mental powers, the re-
finement of the esthetic sense, the improvement of
manners and morals, the inculcation of principles of
honesty and truthfulness, of industry and upright-
ness— all these are included in our curriculum and
receive due attention.

The aim and end of this scheme of education is to
train the pupils thoroughly and develop their best
possibilities, to awaken their aspirations and stimu-
late the healthful throbbings of their souls, to en-
courage them in their attempts at achievement, to
foster in them self-reliance, which is the greatest
quality of true manliness, to arm them adequately for
the struggle of existence, and to open to them new
vistas of hope.

There are five separate departments in the institu-
tion, wherein this system of education is carried on,
and a cursory review of the work, which has been
accomplished in each of them during the past year,
seems to be in order here.

55

Department of Physical Culture.

A frame of adamant, a soul of fire,
No dangers fright him, no misfortunes tire :
O'er love, o'er fear extends his wide domain,
Unconquered lord of pleasure and of pain.

— Johnson.

Viewed from every standpoint, physical exercise
is of unsurpassed value. Its importance cannot be
overestimated. It constitutes the ladder which leads
to the heights of organic health and structural am-
plification. It holds the master key to harmonious
development. According to Cicero, it is this alone
that supports the spirits and keeps the mind in vigor.
Watts considers it as very alluring to the understand-
ing. Blair characterizes it as the chief source of
improvement for all our faculties. Jules Simon avers,
that morality gains by it.

In a well arranged school curriculum physical
culture occupies a very important place. It is the
corner-stone, upon which the superstructure of an
eificient system of instruction and training" can be
securely based. It is the tillage and husbandry of
the subsoil, from which the intellectual and moral
faculties draw the needful sap for their nourishment
and growth. Without it no educational establish-
ment can do its work properly. For unless the taber-
nacle of flesh be made sound and strong, the indwell-
ing mind cannot be kept vigorous and alert, ready to
seize on every present seeming advantage and able to
soar to the stars.

56

Green herbs will not in sandy deserts flourish,
Nor summer flowers in snowy mountain's rifts.

But, if adequate provision for bodily exercise is
deemed so essential to schools and seminaries for
seeing youth, in those established and maintained for
the special benefit of the sightless it is demanded with
tenfold urgency. Indeed it is not only appropriate,
but absolutely indispensable. The reasons are ob-
vious.

The blind as a class are deficient in stamina and
wanting in muscular strength and endurance. In
most cases their physique is undermined by the origi-
nal cause of their infirmity, or by the sedentary habits
superinduced by it. They lack vital force. Com-
pared with ordinary boys and girls of their age, they
are pale, puny, flat-chested, timid and languid. They
are averse to locomotion. Their blood is propelled
sluggishly, because they are disposed to be inactive.
Their moral qualities of courage, self-reliance and
joyfulness are far below the average standard.
When they enter school some of them are so inert
physically as to be incapable of engaging in any
occupation, while others are both unable and unwill-
ing to apply themselves continuously. The springs
of life are weak in them. The functions go on
feebly, and when obstructed or deranged, they re-
cover themselves with difflculty.

Such is in general the physical condition of the
majority of sightless children and youth. The pict-
ure presented by this description is far from being

57

pleasing; nevertheless it is a true one. It is neither
overdrawn nor made a shade darker in color than it
really is.

Now the principal task and most solemn duty of
those entrusted with the care and training: of the
blind, is to devise ways and means and to adopt
proper methods for remedying these defects as far as
they are curable, and for putting the corporeal frame
of the sufferers in a healthy state and good working-
order. This is the chief point of the business, and on
it their thoughts and energies should be sedulously
concentrated.

Of all the instrumentalities, which can be employed
to compass this end, physical culture is unquestion-
ably the surest and most effective. It is only by
means of this potent agency that structural imperfec-
tions and flaws can be repaired, the ground freed
from injurious weeds and noxious plants, and the
foundations for the full and complete development of
the mental and moral faculties laid. Upon it de-
pends mainly the success of all other educational
methods. Without its aid the blind will scarcely be
able to reach the highest degree of general improve-
ment, which it is possible for them to attain. Hence
a school built for their benefit, yet not possessing
either a well-fitted gymnasium or sufficient grounds
for outdoor exercise, is a sort of intellectual and
moral hot-house, with nothing to prevent the diver-
sion to the brain of the nourishment, which should
go to muscles, nor to check constitutional debility,

58

morbid tendencies, mental frivolities and unhealthy
activity of the imagination.

Physical culture constitutes an integral part of our
school work, and receives that attention which its im-
portance as the foundation of our scheme of educa-
tion deserves.

Each class at a stated hour on four days of the
week repairs to the gymnasium, and all perform their
part in systematic and methodical exercises pre-
scribed and conducted by trained and specially edu-
cated teachers. The pupils become healthy and
strong thereby and they are better prepared for study
and mental exertion.

The new gymnasium, which was finished in time to
be used during the greater part of the past year, is
a great improvement upon the old one. It is much
larger and better adapted to its purposes. It is ad-
equately equipped and amply supplied with appli-
ances and apparatus of the best and newest design.

The system of bodily culture herein pursued is
based on hygienic principles, and is the result of study
of the human organism and of the laws governing
cause and effect. The various exercises comprised in
it are carefully selected and arranged, and are calcu-
lated to give suppleness and muscular power and to
exert a vast influence on the organs employed in the
vital processes of respiration, circulation and nutri-
tion. They are carried on with great prudence and
enthusiastic earnestness.

The work done in the gymnasium cannot be

59

praised too highly ; nor would it be an exaggeration
to say that very few educational establishments have
a course of bodily training so judiciously arranged
and so wisely administered. Yet granting the value
of the Swedish, the German, the Delsarte and other
systems of physical culture, it is still true, that they
must be supplemented by abundant exercise obtained
in the open air under the " shining of the sun where-
by all things exhilarate," and in the midst of those
pure and animating atmospheric influences, which are
more or less excluded from the solid piles of brick
and mortar. Nature's broad patestra arched by the
span of heaven is in every respect far superior to
those constructed by the hand of man ; and though
the grounds adjoining our buildings are somewhat
contracted, we prize them very highly as affording
opportunities for sporting, gambols, and innocent
frolic.

Reason and experience combine to show, that the
salvation of the blind depends mostly upon the re-
moval of the natural disadvantages with which they
are encumbered, and upon the restoration of their
physique to a normal state or to something akin to
it. Much of the healthy, buoyant elasticity of mind
for which the ancient Greeks were remarkable, as
well as for the active and beautiful general develop-
ment, in which no other race has ever equalled them,
was due to their love and practice of gymnastics.
Of course, no rational person would deem it possible
to produce models of youth and manhood approach-

6o

ing the classic ideals merely by strict adherence to
the methods, which the Greeks pursued in creating
them. Considering the nature of the materials which
we have to deal with, it would be preposterous even
to dream of this. Nevertheless, if our pupils devote
themselves with soul and heart to the exercises which
are prescribed for them both in the gymnasium and
on the playground, and take a genuine interest and
unalloyed pleasure in their performance, who can
doubt, that they will obtain thereby everlasting bene-
fit, and that they will secure that degree of ameliora-
tion in their physical health, of which they are in
absolute need, and which is a condition sine qua non
for the success of anything that they undertake to
do?

Literary Department.

How empty learning, and how vain is art,
But as it mends the life and guides the heart.

— Young.

I take great pleasure in being able to report, that
this department has done excellent work during the
past twelve months, and that its plans and processes
have been in touch with the best ideas that obtain in
the educational field.

The course of study remains substantially the
same as in the immediately preceding years; but
changes and improvements in some of the details
have been made from time to time.

There has been a constant endeavor to interest the

6i

pupils more deeply and practically in the work of the
school. Great care has been exercised in the adop-
tion of new modes of instruction and in the selection
of auxiliary apparatus. Trained and reliable teachers
have been secured so far as possible. Needed addi-
tions to the collection of tangible appliances have
been procured promptly and without stint. Em-
bossed books of a higher order have been coming
from our press, and nothing has been omitted or
overlooked which would help to banish from the
class-rooms the tedium and monotony of barren for-
mality, and render them pleasant and attractive.

The work of reform, inaugurated by Dr. Howe,
has been going on quietly but uninterruptedly. The
fundamental principles, enunciated by Rousseau and
put into practice by Pestalozzi and Froebel, have
been fulfilling their holy mission and bearing fruit.
Irrational, unphilosophic and repelling processes have
been giving place to rational, scientific and enticing
methods. Learning by heart the contents of text-
books and repeating them parrot-like have been
strictly avoided.

Superfluous branches
We lop away, that fruit-bearing boughs may live.

The truth that to educate is not to pour in infor-
mation but to draw out and discipline the mental
powers, has been fully recognized and acted upon by
the instructors. As a general rule the pupils have
been led to do independent work and to rely upon

62

their own exertions. Instead of being kept in lead-
ing strings, they have been encouraged to use their
faculties and to depend upon their own resources.

This statement fairly applies to both sections of the
school, but it refers with absolute fitness and special
emphasis to that of the girls. Here Wordsworth's
exquisite advice, —

Come forth into the light of things ;
Let nature be your teacher, —

has been readily heeded and diligently put into prac-
tice. Here the pupils are drilled to deal with reali-
ties and not with abstractions. Here they are taught
to know things as primary facts. The plan of their
training is natural and appropriate to the subject
under consideration. It is neither arbitrary nor con-
fused and misleading. It consists of frequent excur-
sions into the wide field of external objects and of a
series of explanations made by referring to first prin-
ciples. It is pleasing and fascinating to the whole
mind. It is the calling into activity of all the intel-
lectual powers which the scholars are mature enough
to use. It fosters the development of individuahty
and the desire for research and leads back to the
rational methods of nature, which is the best, the
most sagacious and the wisest of teachers.

For this state of things great credit is due to the
principal teacher. Miss Delia Bennett, and to every
one of her associates and assistants. These young
ladies are eminently fitted for their places and do

63

most excellent work. A cheerful disposition, a de-
sire to be of service, exemplary devotion to their pro-
fession, marked ingenuity and untiring energy form
an essential part of their equipment. The earnest-
ness with which they discharge their duties amounts
to enthusiasm. Thoroughly imbued with the princi-
ples that underlie the policy and purposes of the
institution and strictly loyal to its management, they
cooperate heartily with the latter in all matters per-
taining to the improvement and welfare of the pupils.
To learn the secret spring of action in each of the
scholars, to touch that spring and lead the awakened
mind to earnest effort and attainment, to lift the soul
from the plane of low desires and direct the attention
to that which ennobles and refines, to enable the
blind to make the most and best of their remaining
faculties, is the work which our school is called to
perform, and these ladies do it with all their might
and in a most satisfactory manner.

Of the success of their efforts there is no lack of
evidence. Persons of superior intelligence and of
wide experience in educational matters, who have
visited this department and witnessed the exercises of
most of the classes, have repeatedly expressed them-
selves either viva voce or by letter as being highly
pleased with the naturalness and excellence of the
methods of teaching, or struck with the originality of
thought evinced by the scholars in their recitations.
This testimony, coming as it does from competent
judges and given voluntarily, is peculiarly satisfying.

64

The legitimate function of our school is not only
to make the recipients of its advantages rational
beings, by developing and training their intellectual
faculties, and bv teaching; them habits of correct
thinking and cultivating in them the capacity of
weighing evidence and forming sound judgments,
but also to improve, enlarge and strengthen the ethi-
cal side of their nature. Hence pari passu with the
advance in mental growth has gone the cultivation of
the moral sense and the inculcation of such principles
as help to mould true character, to quicken the con-
science, to render each of the pupils ruler of his spirit
and to enable them to act for themselves with wisdom,
purity and justice.

One of our graduates of the class of 1887, Mr.
William Beard Perry of New Bedford, whose admis-
sion to Amherst college without a single condition
was recorded in these reports four years ago, com-
pleted his academic course, crowned with honors, and
took the degree of A.B. last June. Mr. Perry is a
young man of exceptional character, uncommon intel-
ligence, thorough scholarship and high attainments.
In a class of ninety-three seeing students he was the
first scholar, — primus inter pares. The beneficent
effects of his coeducation and constant association
wath seeing young men are conspicuously noticeable
in his ways of thinking and acting, as well as in the
qualities of frankness, openness and directness, which
characterize him in all his relations, and in which
many of his fellow-sufferers are more or less wanting.

65

Stalwart in form, vigorous in health, prepossessing in
appearance, genial and delightful as a companion,
gentlemanly in manners, earnest and untiring in
effort, and determined in purpose, Mr. Perry has a
most promising future before him. Whatever may
be his chosen profession, it is safe to predict, that he
will be an honor to it, a credit to the institutions at
which he was educated, a source of comfort and pride
to his parents, and a shining light among his breth-
ren in misfortune.

Only one change has occurred in the corps of in-
structors during the year. Miss M. Caroline Emery,
who had occupied very acceptably a position as
teacher since the ist of December, 1S90, declined a
reelection at the close of the school term for the pur-
pose of entering the holy estate of matrimony. The
vacancy was filled by the appointment of Miss Jessie
L. Langworthy, a recent graduate of Smith college.

Department of Music.

There is a charm, a power that sways the breast,

Bids every passion revel or be still ;

Inspires with rage, or all your cares dissolves;

Can soothe distraction, and almost despair.

That power is music.

— Armstrong.

This department continues to hold a most promi-
nent place in our system of education, and the pupils
in it have done very good work during the past year.

The instruction herein given in the various
branches of vocal and instrumental music is thorough

66

and comprehensive, and exerts on the scholars a
powerful and refining influence, which is of inestima-
ble value to them.

Music is studied both as an intellectual pursuit and
as a fine art. In the former capacity it helps to de-
velop the mind, strengthen the memory and quicken
the faculties, while in the latter it aims to create a
love for the beautiful, to foster a power of self-ex-
pression and self-control, to discipline the emotions,
to invigorate the moral nature, to stimulate all the
perceptions and to form the taste.

The following statement, prepared by the teachers
at my request, shows, that the work of the music de-
partment has followed lines similar to those of pre-
ceding years :

In recognition of the fact that music is a source of great pleas-
ure and profit to the blind, and in accordance with the natural de-
sire on the part of parents that their children shall receive a
musical training, each pupil is given a thorough trial until, in the
case of those who lack the requisite talent, it becomes evident that
to prolong the course would result in disappointment. Those who
show the necessary talent are trained from the beginning with
reference to the two-fold responsibilities of teacher and performer.
It is rigidly exacted of them that they be ready to play at a mo-
ment's notice any and all of the music that they have learned, and
as a test of this ability, frequent review recitals are held, at which
a piece is selected at random for performance. By this means,
those who are otherwise well-fitted, are prepared to give lessons to
such seeing pupils as apply for instruction, and gain thereby val-
uable experience in teaching.

The position of church organist offers an attractive and remuner-
ativ^e occupation for the blind, and the numerous instances of

67

successful achievement in this field have induced us to give
special attention to the preparation of our pupils for this work. A
variety of masses, anthems, hymn tunes and other church music has
been carefully memorized and practised with hopeful results.

A class in composition has been graduated, the members of
which have shown considerable talent in the writing of pieces in
the higher species of composition as well as in the ordinary dance
forms.

There has been the usual demand for the services of our pupils
in concert work, and some have filled positions in church choirs
for longer or shorter periods.

One of our graduates went last summer to the island of Jamaica,
in search of employment as teacher of music, and still another
has returned from Europe after three years of successful study in
Munich. It may be noted here, that Rheinberger, the famous or-
ganist and composer, was pleased to commend the thoroughness
of the instruction which his pupil had received during his course
here.

Increasing use has been made of the music in the Braille nota-
tion both for vocal and instrumental purposes.

During the year there were io6 pupils connected with the
musical department, of whom 88 practised singing in six different
classes, and 21 took private lessons. The number of those study-
ing the pianoforte was 82, of whom nine were found to be lacking
in talent, and after a fair trial were dropped. Eight studied the
organ, and 32 pursued the subjects of harmony and composition
in eight different classes. Thirteen studied the different brass in-
struments, and seven others had a trial on the same but were un-
successful. Ten practised on the clarinet, 2 the flute and 7 the
violin. Thirty studied the history of music and musical literature.

This statement gives an idea of what has been
done in the musical department during the past year,
of the extent of our course of instruction, and of the
general principles on which the work is conducted.

68

Our pupils are carefully trained both in the technic
and in the science of music. While they learn how
to play or sing, they acquire also a knowledge of
the history of the art, of its meaning and object, of
the philosophy of its organic structure and of the
aesthetic elements that underlie it In other words,
they are taught to deal in scientific principles, to
classify and arrange these in a systematic manner,
and to apply them to the actual production of antici-
pated results.

The study of the theory of music is considered of
paramount importance, and due attention is paid to
it. The main object in all efforts is to secure thor-
oughness and not mere effect, to make well-trained
musicians rather than brilliant performers, interpret-
ers rather than copyists. But, in order to attain a
high degree of artistic refinement and critical taste,
the pupils must have, in addition to the best external
advantages, a heart and an imagination within. As
Vauvenargues expresses it, —

Pour avoir du gout, il faut avoir de Tame.

The art of teaching music is making rapid strides
in the right direction. The old methods, which
aimed chiefly at the acquisition of a perfect but soul-
less tcchuiqiie by means of long and dreary practice
and of finger tactics, are relentlessly condemned by
all enlightened and able instructors, as tending to
dwarf the mind and kill the spirit. In these days
the most successful teachers are those who keep pace

69

with progress and know how to put vital interest into
their subject, how to develop and train the musical
susceptibilities of the students, and how to cultivate
a love for the art and an intelligent discrimination
with regard to it. Genuine interest and advance-
ment in music go hand in hand, and both are meas-
ured by the pleasure and enjoyment taken in its
study.

In order to give the pupils that broad and substan-
tial musical culture which includes much more than
the mere ability to play or sing mechanically, oppor-
tunities for their attendance upon concerts, recitals,
oratorios and operas of a high order of merit have
been eagerly sought for, and liberally granted to
them. At a large number of fine performances the
doors have been freely opened to them, and they
have been everywhere received with considerate kind-
ness and evident pleasure. For these favors, as well
as for several excellent entertainments given in our
own hall by musicians of great merit, we are under
lasting obligations to the eminent artists, and to the
societies, proprietors and managers, whose names are
gratefully recorded in the list of acknowledgments.

But, while there is no lack of appreciation of these
advantages nor want of demand for their increase, we
should not lose sight of the fact, that the best and
most efficacious theoretical and practical training in
the art of the " accord of sweet sounds " is far from
being all sufficient in itself to bring our graduates
into close relations with people of character and re-

70

finement and secure for them a place among the
better classes of society. For the accomplishment of
this end, in addition to a certain degree of excellence
in their profession, they require the stimulus of keen
sensibilities and that peculiar power of a thoroughly
developed and well-informed mind, which alone can
vitalize and fructify all special attainments. Hence
the study of music must ever be inseparable from that
liberal general education, which insures intellectual
poise and vigor, and which is the only substantial
basis of a high art product. The need of a broad
culture for a musician is universally acknowledged.
The teacher or performer cannot be disembodied
from the man, and the latter must be learned and
many-sided. His outlook must be infinitely wider
than the horizon of his practising room. It is abso-
lutely necessary for him to be in touch with the scien-
tific thought and familiar with all the social problems
and moral movements of his time. He must possess
a large fund of sreneral information, and be able to
talk intelligently and accurately on topics not con-
nected with his profession. He must be versed in
mathematics, in philosophy, in history and in what is
best in literature, so that he may think precisely,
judge correctly and decide wisely. The blind person
who starts out with the idea, that music is all to him,
and that it is a waste of time to quit the piano stool
and devote a part of every day to other studies, will
become a sad victim of monstrous onesidedness and a
pitiable specimen of an artistic fool. Moreover, let it

71

be remembered, that those alone revel in all the
delights of the art divine, who do not pass into them
through the outer gate of emotional fancy and techni-
cal drill, but approach them through the intellectual
door, which leads to their inner courts.

During the past year four new Knabe piano-fortes
and several clarinets have been added to our collec-
tion of instruments, which is frequently replenished
and enlarged.

There has been no change in the corps of resident
instructors ; but it is with deep regret, that I am
obliged to report the retirement of Mr. George J.
Parker, the well known tenor singer and artist, from
the position of principal teacher in vocal music, which
he occupied in our school during the last six years.
Mr. Parker is a very great loss to us. Aside from
the excellence of his work and the superior character
of his methods of teaching, his connection with the
institution has been very advantageous and exceed-
ingly valuable in various other ways. He took a real
interest in his pupils, and when occasion seemed to
require it, he used his personal influence freely to
promote the welfare of those among them who were
in need of his help. Every year he gave a series of
fine concerts in our hall, assisted by some of the
distinguished members of his profession, who were
willing to respond readily to his calls and volunteer
their services. His extensive acquaintance among
the leading musicians of Boston enabled him to bring
to their notice the nature of the work of this estab-

72

lishment, and correct some of their mistaken views in
regard to the capacities of our scholars. Mr. Parker's
resignation was wholly due to the increasing demands
on his time. Mr. George W. Want, a tenor singer
who possesses a sweet voice, has been appointed to
fill the vacancy.

Before taking leave of this topic, I deem it my
duty to lay aside all personal considerations and in-
dulge in a few remarks on the exact state of things in
this department. The true interests of the school
render it imperative that I should do so.

This department offers superior opportunities for
the study and practice of music. Its new quarters are
unsurpassed both in the amount of conveniences and
the quality of accommodations. Its work is carried
on by a corps of faithful and well-trained teachers, and
its facilities for furnishing a thorough musical educa-
tion are not equalled by those afforded in any kin-
dred institution. Yet, with all these advantages, it is
not nearly as strong and perfect as it should be. It
lacks that directing power and enterprising spirit
which are indispensable to steady progress. It is
moving on languidly and not marching forward vigor-
ously. The propelling force of enthusiasm is absent
from it. Evidently it needs complete reorganization
and reconstruction, otherwise it cannot keep abreast
of the times. The staff of instructors should be
strengthened by the addition of persons of undis-
puted ability and high professional attainments, who
would infuse new life and energy into its composition.

11

Moreover, the girls' section of the music department
should be entirely separated from that of the boys,
and placed in charge of a musician of broad views,
liberal education, executive ability, active tempera-
ment and acknowledged standing among the leading
members of his calling. I am aware, that these
changes and improvements will involve a still further
increase of expense, and the latter is already very
large ; but I hope, that they will come to pass ere
long, and that their execution will not be indefinitely
deferred for want of the requisite means.

Tuning Department.

The wakeful bird
Sings darkling, and, in shadiest cover hid,
Tunes her nocturnal note. — Milton.

This department has opened a wide door to the
activities of our graduates and enlarged the circle of
their employments and profitable occupations.

Both in Europe and in this country the blind have
proved, that they possess peculiar qualifications for
tuning an instrument, endowed as they often are with
the fine discernment and delicate ear and touch so
needful in this work.

A large number of our graduates are engaged in
this field of labor, and there is ample room for many
more. Nor is there any danger of its being con-
tracted or narrowed in the immediate future. On the
contrary, there is a most promising prospect for its
enlargement. As the country grows in prosperity,

74

and the study of music becomes more universal, and
piano-fortes and organs are in more general use,
there will be an increasing demand for competent
tuners.

Tuning is an art in itself. The manual work re-
quired in its performance is calculated to render it
healthful, and as it demands some mental application,
there is much to interest and reward the laborers
with the satisfaction of immediate results.

For the study of this art the institution affords un-
rivalled opportunities. Nothing seems to be wanting
either in the arrangements for teaching or in the
equipment of the department. Theory and practice
go hand in hand. Thorough and systematic instruc-
tion is regularly given by persons of long experience
and marked ability, and there is a sufficient supply of
tools, models and mechanical appliances. The ap-
prentices are provided with the necessary facilities for
acquiring a knowledge of the construction of a piano-
forte, and become familiar with the anatomy of its
complicated action, through which the impulse of the
finger on the key is transmitted to the vibrating
strings. They also study the properties and effect of
musical sounds, and are more or less acquainted with
the laws of acoustics. Moreover, the great number of
instruments, which belong to the establishment and
are in constant use, enable the learners to apply their
knowledge as fast as it is obtained.

Of the thirteen pupils who received instruction in
tuning during the year, three graduated at its close.

75

The pianofortes of the pubHc schools of Boston
(which have increased from 128 to 161) are still in-
trusted to the care of our tuners, who have also a
considerable amount of patronage from some of the
best families of the city and of the suburban districts
within a radius of ten miles.

The success of the graduates of this department is
a convincing testimony to its practical value to those
who complete the course of instruction therein given.
In this are now included lessons on the tuning of
reed organs by a special teacher.

Almost without exception, our graduates are doing
well, and one of them, who has recently established
himself in Worcester, has just been awarded the con-
tract for tuning the pianofortes in the public schools
of that city.

This department has been removed to its special
section of the premises provided for the music de-
partment in the new building, where it now occupies
eight rooms for the practice of tuning, and a large
and commodious shop, 18 x 24 feet in dimension
fitted up with all the necessary conveniences and fur-
nished with the materials required for repairing. Its
supply of models is to be largely increased by the ad-
dition of new ones. Steps have already been taken
for the accomplishment of this purpose, and we shall
soon have a complete set of models of the actions of
all pianos made by the leading manufacturers of the
country.

Several pianofortes for the practice of tuning have

76

been added to our stock of instruments during the
year, including one new upright. The latter is much
appreciated here, for it gives the learner a kind of
training needful in his future work, but which is only
imperfectly afforded to him, if his practice is confined
exclusively to old and worn instruments.

Department of Manual Training.

No man is born into the world whose work

Is not born with him ; there is always work

And tools to work withal, for those who will ;

And blessed are the horny hands of toil. — Lowell.

The experience of the officers of this institution
has convinced them that manual training is an educa-
tional agency well adapted to practical ends, and also
to the purpose of developing mental power and of
preparing the way to useful occupation, which is " the
armor of the soul."

If the main object of the school be to fit and equip
the pupils for the activities of life, this end cannot be
attained by developing the mind exclusively. For in
most of the pursuits, in which men and women
engage, the hand must often come to the assistance
of the brain, and must be employed in practical uses
for which skill is necessary. Even to the most intel-
lectual among the pupils, the power over inanimate
things which is gained by manipulation, together
with a knowledge of the proper way to handle tools,
will be of great advantage.

In view of these facts, manual training continues

11

to receive special attention in our school. It is
classed among the prime factors of our system of
education. Like physical culture, it is an integral
part of our curriculum and not an annex to it.

Of all the educational systems of manual training
sloyd seems to be the best and most suitable for our
pupils. It is the thing which we have been seeking
for a long time. It is the ladder which leads from
the elementary manipulations and simple exercises
devised by Froebel and his disciples up to technical
skill and mechanical dexterity. Its claims of superi-
ority are firmly established by actual experience and
not merely by a priori reasoning. Its chief purpose
is not to produce useful articles of carpentry and
joinery, but to educe the latent aptitudes of the
learners and to form human beings of higher useful-
ness and greater potentialities. It is the kindergar-
ten keeping pace with the physical, mental and moral
needs as they are unfolded in the growth of the chil-
dren. It fosters a love of labor and an appreciation
of industry and persistence. It promotes self reli-
ance, and creates respect for honest bodily toil. It
instils a taste for work in general. It develops the
sense of order, exactness, precision, cleanliness and
economy, and promotes general dexterity. It culti-
vates perseverance and the power of concentration,
and trains the perceptive, analytical, constructive
and inventive faculties. Lastly, it strengthens the
body and nurtures the aesthetic sense.

Sloyd accomplishes all these things more effectu-

78

ally than any other system of manual training, be-
cause it aims to interest the pupil, adapting the
exercises to his mental and physical ability by means
of careful methodical progression, and producing a
useful article as the result of the work.

During the past twelve months several needful im-
provements have been made in this branch of manual
training. Suitable rooms supplied with the requisite
appliances have been provided, the series of models
arranged by Mr. Gustaf Larrson has been increased
by new additions, and the pupils have been carefully
trained in the use of tools and in making various arti-
cles of common use. Mr. J. H, Trybom proved to
be a very successful teacher; but as the necessities
of our school seemed to require more time than he
could spare from other engagements and devote to
our work, at the end of the term we did not deem it
best to renew our agreement for the ensuing year.
The vacancy thus created was filled by the appoint-
ment of Miss Solvi Greve, a former pupil of Mr.
Larrson and an instructor of ability and experience.

In addition to sloyd a regular course of technical
training has been pursued, and both boys and girls
have been required to spend a part of their time each
day in their respective work-rooms, and receive in-
struction in such simple mechanic arts and manual
occupations or domestic employments as will be of
benefit to them in practical life and enable them to
become useful members of their own families and of
the communities to which they belong.

(^ ' cM^k^^,

79

The corps of teachers in this department remains
substantially the same, except for the change noted
above, namely, the substitution of Miss Greve for Mr.
Trybom as sloyd instructor. Mr. John H. Wright is
still occupying the responsible position, which he' has
held during the past twenty years and has filled with
diligence and discretion. He is ever ready to lend
a helping hand in all emergencies and to render
efficient service. Mr. Julian H. Mabey, who has been
employed in the boys' workshop since my return from
Europe, proves to be a valuable assistant in more
ways than one.

Miss Maria C. Moulton.

Oh, what a glory doth this world put on
For him who, with a fervent heart, goes forth
Under the bright and glorious sky, and looks
On duties well performed, and days well spent!

— Longfellow.

At the close of the last school term our beloved
and revered matron. Miss Maria C. Moulton, feeling
the arduousness of her labors and the lack of suffi-
cient strength to carry them on, expressed an earnest
desire to resign the office, which she had held for
nearly forty years, fulfilling its requirements with rare
ability, uncommon dignity, consummate tact and
exemplary disinterestedness and devotion.

On being informed of her intention, your board
did not entertain for a moment the idea of the sev-
erance of her relations with the institution, but de-

8o

cided at once by a unanimous vote to grant her leave
of absence for one year and relieve her from all care
and responsibility. I requested her to comply with
your wishes, — which she did in her usual graceful
way, — and, acting under your authority, I appointed
Miss Persis N. Andrews of North Paris, Maine, to
fill her place during the ensuing school year.

In reporting briefly the facts connected with the
matron and her office, I cannot refrain from adding a
few personal remarks with regard to the honored
incumbent of the position, — a position which she has
held for such a long period of time. The opportunity
of giving a brief estimate both of the woman and of
the nature of her services to the cause of the blind
presents itself unsolicited, and I avail myself of it
gladly. If any apology for my doing so be needed on
the score of propriety, let me say, that a warm tribute
of praise is justly due to our friend, and that the pres-
ent is the best and most suitable time to pay it.
While the silver cord still holds, we must not keep
silent nor be scant in our testimony to her goodness
and the perfection of her character.

Miss Moulton is a rara avis. She is in every inch
a noble woman. Judged by the fruits of her work
and by her gentle yet unvarying firmness and the
commanding force of her hold upon those around
her, she is a born leader and an ideal matron. She
is singularly modest and unassuming. Humility is
one of the most precious jewels in the diadem of her
virtues.

8i

But she is constant as the northern star.
Of whose true-fixed and resting quality
There is no fellow in the firmament.

She possesses marked natural abilities, and her
attainments, though not extraordinary, indicate the
richness of the soil in which they have grown ; but
her most remarkable endowment does not consist of
any special intellectual distinction, any imaginative
force or originality of mind, but of a character, which
unites in itself the rarest gentleness and the sternest
sense of duty and resolve to perform it. She is the
embodiment of what is best and choicest in the Puri-
tan type. Her gracious manners mask an iron will.
Underneath her sweetness and gentleness is the rock
of firmness. Behind her mildness and patience rises
a tower of unyielding strength and decision. The
following words taken from an inscription on Baron
Stein's tomb, and slightly altered, may be applied to
her case with peculiar fitness : —

Her nay is nay without recall ;
Her yea is yea and powerful all.
She gives her yea with careful heed,
Her thoughts and words are well agreed.

The sense of duty is the very crown of Miss
Moulton's life, and the motive power in her actions.
It is the " cement that binds her whole moral edifice
together." It is the regal and commanding element
in her character, which gives it unity, compactness
and vigor. When she sees her duty before her, she
does it at all hazards and with inflexible integrity.

82

The question "right or wrong " once decided in her
mind, the right is followed, no matter what the sacri-
fice and difficulty may be, — neither expediency nor
inclination weighing one jot in the balances. She
always has the moral courage to seek and speak the
truth, to be just and direct, and to do her duty.

Her armor is her honest thought,
And simple truth her utmost skill.

Her love of veracity and uprightness amounts to a
passion. With her the summit of being is truth, and
the application of it to affairs is justice. She takes
no thought for aught save right and truth and love.
In her estimation, —

There is nothing so kingly as kindness,
And nothing so royal as truth.

Rigidly conscientious, she is at the same time mar-
vellously considerate and delicate in all the relations
of life. Conscience is a supreme sovereign in her
moral court. To her the " still small voice," which
whispers within, is of imperative import and of won-
drous melody. It is the oracle of heaven and the
"chamber of justice." It is the regulating and con-
trolling influence of her existence. It stimulates her
and sets her upon her feet, while her will holds her
upright. It is a spark of celestial fire, which she
keeps alive in her pure breast, and which enables her
to " sit in the centre and enjoy bright day." It is a
"strong siding champion " that ever attends her virtu-
ous mind in its walks.

83

Miss Moulton became matron of this institution
January ist 1853, and her appointment may be said
to have dated a new epoch in the management of its
domestic affairs. She was peculiarly adapted both
by temperament and training to fill the position of
lady of the house and make it what it should be.
No sooner had she entered the field of her labors
than she began to sow the seed of reform and im-
provement. Her zeal for bringing about a new order
of things knew no bounds. It was not merely her
time and her honest endeavor that she gave to the
service of the establishment ; it was herself. She
put her whole soul and heart into her work, and in
the discharge of the multiform duties of her of^ce,
she showed method, accuracy, power of organization
and of maintaining discipline, economy, industry,
knowledge of human nature, and capacity for adapt-
ing means to ends. She strove to ameliorate the
condition of the household and render it an ideal one.
Her influence, gentle and unobtrusive, seemed to per-
vade the whole establishment like air and sunshine
streaming in at an open window. She devoted her
energies to a constant study of how best to elevate
the moral tone of the school, to purify and ennoble
the lives of the inmates, and to provide comfort and
permanent help for those committed to her charge.
She proved herself equal to any emergency. Wise
in counsel, efficient in action, always prompt, high-
minded and cheerful, never despondent nor languid,
she has been a steady power in the administration of

84

the institution and a perpetual fountain of hope and
inspiration to her associates and subordinates.

Miss Moulton's services have been long, arduous
and fruitful, and her sacrifices loving, unostentatious
and cordial. Her efforts have been entirely disasso-
ciated from any desire for profit or personal recogni-
tion. Her fealty to the institution has ever been far
above all other considerations, while her relations
with its great founder and director. Dr. Howe, were
those of mutual esteem and affectionate regard and
appreciation. She believed in him implicitly and
entertained a deep respect and admiration for him.
Doubtless their views differed at times. They could
not be in accord always. Yet whenever she ascer-
tained that he was positive in his convictions and de-
termined in the execution of his plans, she carried
these out scrupulously even to the minutest detail.
Her course was clear and straight, and she followed
it religiously. She never dreamed of changing it by
indirect means, or of deviating from it by taking
advantage of his absence or of other circumstances.
Ambitious schemers, or small souls and narrow
minds, who, for the sake of riding their petty hobbies
do not hesitate to jeopardize common honesty, resort
to such practices ; but she abhors them, and looks
upon them with contempt. Loyalty is the essence of
her moral and mental constitution. It is the motto of
her life and the guide of her actions. More sacredly
than any other of Dr. Howe's coworkers does she
cherish his memory and preserve in her heart the

85

record of a noble life fragrant with uses and filled
with those actions of the just, which —

Smell sweet and blossom in the dust.

Miss Moulton's considerate kindness and delicate
regard for those around her render her extremely
dear to all. She is solicitous for the comfort and
convenience of every one except herself. She is thor-
oughly refined from all base dross of devotedness to
herself or to her own interests. She never seems to
think, feel or act from a selfish motive. Her words
are so full of love and concern for others, of affection
and sympathy, of ripe experience and mellow wisdom,
that her listeners are constantly gathering up and
storing away perennial blossoms of thoughtfulness
and generosity, of self-forgetfulness and consecration
to duty, of truth and reverence. Her sitting-room is
considered by the inmates of the institution as the
most attractive spot in the whole house. It is not
only what she says and does that inclines footsteps to
her door; it is chiefly what she is. Those who once
experience that subtle penetrating sweetness feel that
they must return to bask in it again and again.

In the rare combination of high personal qualities
and moral worth, which belong to Miss Moulton, we
find the secret of her marvellous success, as well as
of the universal love and esteem with which she is
regarded by those who know her. She is in the
highest sense a lady — a true

86

Woman to whom rare gifts are lent —

But womanhood first of all ;
And that so strong she is content

By that to stand, or fall !

Her womanhood is her greatest power. Naturally
genial, courteous, urbane and candid, the exacting de-
mands of her work and the peculiar requirements of
her position helped to bring these characteristics to
unusual perfection. Herein also lies another factor
which has contributed not a little to the good name
of the institution. The friends and relatives of the
pupils could not converse with her even for a few
minutes without feeling, that this kindly sympathetic
person was one to whom the care of their children
might safely be intrusted.

These virtues fitted Miss Moulton in an eminent
degree to be the head of a large family. The mem-
bers of our household one and all have been privi-
leged and beyond measure blessed in having a worthy
chief and helper of that apostolic order, who are eyes
to the blind, ears to the deaf, comfort to the distressed
and joy to the sorrowful. What matters it if she is
not widely known to the world ?

The sweetest lives are those to duty wed,

Whose deeds both great and small.
Are close-knit strands of an unbroken thread

Where love ennobles all.
The world may sound no trumpets, ring no bells.
The book of life the shining record tells.

Miss Moulton's career has been truly remarkable.

87

Her work ever done from her heart and in the love
flowing from it and never perfunctorily, is so con-
spicuous in its thoroughness and completeness, that
it needs no commendation and explanation. It
speaks eloquently for itself. It also tells the story of
the quality of her achievements and of the value of
her services, and determines her position in the ranks
of the benefactors of the blind. There she holds a
place next to that of the illustrious founder and or-
ganizer of the institution, and her right to remain
permanently in this position is incontestable. In
mentioning her name either in writing or in conversa-
tion. Dr. Howe often called her " Saint Moulton."
There are few persons to whom this title is more
applicable than it is to her. She certainly stands
among the saints, and her example will continue to
work miracles in the souls of others. She is a per-
petual spring of goodness and benevolence and faith
and self-denial. To use Byron's words, she —

Stands like the sun, and all which rolls around
Drinks life and light and glory from her aspect.

The very thought of her will enrich our lives. She
has raised the standard of noble and true existence.
She has made virtue and self-control and modesty
and cheerful obedience more possible for those who
came in contact with her. The beauty of her char-
acter has pierced to the centre of all shams and petty
weaknesses, and it will still continue to help many to
overthrow their false gods. Her life is like a track of

88

light. Her example is an inspiration. In her pres-
ence her associates and subordinates learn to respect
themselves, to admire justice, to honor dignity, to love
purity, to worship truth, to value humility and to ap-
preciate self-sacrifice. She gave moral tone to her co-
workers and elevated all their aspirations. Hers
is —

The saintly calm that wears the crown

Of grateful hearts and helpful years,
That shames poor ambitions down,

And lifts from passions and from fears;
That gently softens into tune

The discords of our jarring ways,
And mingles with the verduous June

The ripeness of October days.

Who can know her and not be helped by the
pattern she has set of how to live by the things of the
spirit }

Though not in active service for the present, Miss
Moulton is still with us, an adviser and dear friend
whom we love and cherish, and whom we cannot
spare from our councils, our daily life and our affec-
tions.

The Brain of Laura Bridgman.

The brain contains ten thousand cells,

In each some active fancy dwells.

— Prior.

In the fifty-ninth report of this institution was pub-
lished an abstract of a paper by Henry H. Donaldson,
Ph.D., entitled " Anatomical observations on the

89

brain and several sense-organs of the blind deaf-mute,
Laura Dewey Bridgman." A second paper, record-
ing the results of further study, has been published
by Dr. Donaldson in the " American Journal of
Psychology," from which he has kindly furnished the
following abstract for this report : —

The examination of the thickness of the cerebral cortex may be
summarized as follows :

1 . General.

1. No final figures can be given for the average thickness of
the fresh normal cortex. The various investigators differ widely
in their results. My own results agree most closely with those of
Jensen. ,

2. Persons with an acquired defect of the central nervous sys-
tem have a thinner cortex than normal persons.

3. Females have a slightly thinner cortex than males. Differ-
ence less than one per cent.

4. The right hemisphere (normally) has a cortex slightly less
thick than the left. Maximum difference seven per cent.

2. Special.

1. The cortex of Laura Bridgman was abnormally thin, having
but eighty-nine per cent, of the thickness of that of the controls.
If we suppose that in its other dimensions the cortex was similarly
reduced in development, i.e., by eleven per cent, in each linear
measurement, then its normal extent might have been 246,808 sq.
mm., instead of 200,202.5 sq. mm., as found. This estimate is
similar to some of those made by the Italian observers, Calori and
De Regibus.

2. The right hemisphere had on the average the thinner cor-
tex, especially to be associated with the defective visual area.

90

3- The thinning in the motor areas was not so well marked as
in the areas for the defective senses.

4. The cortex of motor speech centre was not thin.

5. The cortex of the area for dermal sensations was well de-
veloped.

6. The auditory areas on both sides and visual area on right
side were remarkably thin.

7. The area for taste and smell was thin. This is associ-
ated with the generally undeveloped state of the temporal lobe.

3. Histological.

1. The cortex of Laura Bridgman contained an abnormally
small number of large nerve cells — i.e., cells 12 u or more in
transverse basal diameter.

2. There were fewer nerve cells in the samples from the right
than in those from the left hemisphere.

3. The deficiency of nerve cells was not so well marked in the
motor as in the sensory areas.

4. In the centre for motor speech the number of nerve cells
was abnormally small.

5. The number of nerve cells was very small in the auditory
areas, both sides, and in the visual area on the right side.

6. Some diminution in the number of cells existed in the
area for taste and smell. The region was generally undevel-
oped.

7. The small number of cells was associated with small size
of the largest cells.

The persistence of vision, though in a very defective form, was
of great importance to the full development of the visual cortex,
e.g.., right eye and left visual area, in Laura.

The examination of the olfactory mucous membrane led Dr.
Getchell to the following results : —

I. The ethmoid bone and the mucous membrane covering it
have suffered from inflammatory disease, which partially affected
the left side. 2. This disease resulted in an excessive production

91

of connective tissue, and in one area, the left superior meatus,
there had been formed a fibrous tumor. The epithelium was
generally and considerably diseased. The nerves contained an
excess of connective tissue, but were otherwise normal. 3. When
two years old Laura had scarlet-fever, which left her anosmic and
with severe nasal catarrh. She partially recovered from both
these conditions. 4. The anosmia was due to the occlusion of
the left olfactory area by the union of the mucous membrane of
the septum with that of the superior turbinated body, and also to
the action of the inflamed mucous membrane upon the nerves of
the right olfactory region. Partial recovery resulted from subsi-
dence of this inflammation.

Dr. W. S. Bryant made the examination of the petrous bones.
He states that nothing pathological could be definitely made out
in either the cochleas or semi-circular canals. As the original
preservation of the specimens had been in Miiller's fluid only,
they were not in the best condition for a fine histological examina-
tion.

As the case stands, the inflammation of the middle ear was the
occasion of the deafness. The authorities on the subject state
that absolute deafness does not follow disease of the middle ear
alone. Therefore there is something here to be explained by fur-
ther investigation.

The examination of the cranial nerves ("The size of several
cranial nerves in man, as indicated by the areas of their cross sec-
tions," reprinted by the " American Journal of Psychology," Vol.
IV., No. 2, December, 1891, pp. 224-229) showed that the olfac-
tory bulbs and tracts are small ; that the optic nerves — especially
the left optic — are very small; and that the third nerves are nor-
mal in size.

Taking advantage of the fact that the thickness of the cortex
in the occipital region was different on the two sides of the brain,
a study of the extent of the thin cortex on the right side was
made, with the purpose of defining the extent of the visual area
(on the extent of the visual cortex in man, as deduced from the

92

study of Laura Bridgman's brain, the "American Journal of
Psychology," Vol. IV., No. 4, August, 1892).

Without giving the boundaries in technical terms, it can be said
that the cuneus, part of the lingual gyrus, the occipital pole and
the region of the angular gyrus are all involved, and that the area
thus marked out coincides remarkably with that determined by the
method of cortical lesions as figured by Gowers, for example.

5. Conclusion.

From these fragmentary observations, which leave so many
points connected with this special case still undecided, it will be
advantageous to construct some sort of general picture.

The anatomical condition was that of a normal brain, in which
the olfactory bulbs and nerves, the optic nerves, the auditory
nerves, and possibly the glossopharyngeal, had all been more or
less destroyed at their peripheral ends. This destruction caused
a degeneration, most marked in the optic nerves, which extended
towards the centres and involved them indirectly. This condition
has left its mark more or less plainly on the whole brain, as indi-
cated by the extent and thickness of the cerebral cortex, and
especially by the cortex connected with these deficient sensory
nerves. The physiological effect of the peripheral lesions, as I
conceive it, was to retard growth in the centres, cortical and sub-
cortical, which were thus involved, and also to interfere with, if
not entirely prevent, the formation of some of the association
tracts.

To be sure, this case represents a maximum loss in these de-
fective senses with a minimum amount of central disturbance, thus
offering the very best sort of opportunity for education by way of
the surviving senses. At the same time, we must imagine the
hemispheres to have been traversed in every direction by partly
or completely closed pathways. The brain was simpler than that
of a normal person, and Laura was shut off from those cross ref-
erences between her several senses, which usually so facilitate the
acquisition of information and the process of thought. Mental

93

association was for her limited to various phases of the dermal
sensations and the minor and imperfect senses of taste and smell.
Yet, from their fundamental and protean character, the dermal
senses are perhaps the only ones on which alone the intellect
could have lived. We are thus brought back to Sanford's conclu-
sion, as derived from the study of her writings : " She was eccen-
tric, not defective. She lacked certain data of thought, but not in
a very marked way, the power to use what data she had."

One word more upon the cortex. The deficiency in the motor
speech centre is mainly macroscopic, as far as the third frontal
gyrus is concerned. The motor centre there has lost some, but not
all, of its associative connections. Histologically it was slightly
deficient. The lesion there was so different from that of the sensory
centres that a histological difference ought not, perhaps, to be
surprising. The cortex of the sensory centres was not sunken
below the surrounding level, though the gyri were slender and flat-
tened. Possibly in this sinking in a motor area and the absence
of the same in the sensory areas we have a suggestive difference
in the reaction of the several portions of the cortex.

Finally, the deficiency was not so very great, even in those areas
where it was most marked ; and the question arises as to what
sort of occupation the cells in those areas had, which would thus
justify their prolonged existence. If they were thrown entirely
out of function, it is not easy to see how they could last so well
for nearly sixty years. In some way, then, they may have taken
a slight part in the cerebral activity, but it was so slight that their
specific reactions did not rise into consciousness; for, though
Laura had some light perception up to her eighth year, she ap-
parently had no visual memories, whereas those who have retained
full vision up to four and a half or five years of age, and then be-
come blind, do usually remember in terms of vision.

All which is respectfully submitted by

M. ANAGNOS.

94

Miss Mary Crocker Paddock.

During the past year, there were laid away to rest the
mortal remains of one of the most remarkable and disinter-
ested women ever connected with the Perkins Institution.
This is a strong statement, for the teachers and employes
here have ever been noted for their ability and unselfish
spirit. No one who knew Mary Crocker Paddock, no one
who knew and understood her, could fail to admire her
many noble traits of character — her sterling integrity and
devotion to principle, her enthusiasm, zeal and energy, her
great quickness and tireless activity, her strong affection for
her friends and life-long devotion to them and to their in-
terests. "A strong, true, New England soul," she was
indeed, and in spite of her beauty of person, or rather per-
haps, lending piquancy to it, a certain quaint and delightful
flavor of old New England characterized her and her ways.

Many and faithful were her years of service at the institu-
tion as teacher, companion to Laura Bridgman, amanuensis
to Dr. Howe, and in later years, as matron in one of the
cottages.

Entering the institution as a young woman of little more
than twenty years of age, she soon learned to look up to the
honored head of the establishment with deep and affection-
ate devotion. When, many years later, age, illness and suf-
fering began to weigh upon her friend and benefactor. Miss
Paddock, then still in the prime of life, health, and strength,
became his devoted nurse and companion, thus endearing
herself more than ever to his family, and earning their deep-
est gratitude, their warmest affection.

She possessed a remarkable memory, and her stories of
Dr. Howe, and the early days of the institution, were ex-
tremely vivid, and told in a graphic and delightful way, that

95

cannot alas ! be reproduced on paper. The writer of this
sketch, together with her sister, Mrs. Maud Howe Elliott,
were fortunately able to avail themselves of many of Miss
Paddock's most interesting reminiscences for their forth-
coming work on Laura Bridgman. From among them, the
following may be quoted.

Miss Paddock's First Meeting with Dr. Howe.

In the year 1835, Dr. Howe gave a lecture on the educa-
tion of the blind before the " American Institute of Instruc-
tion," an association which corresponded to what is now
called a teachers' convention. At the close of his address,
he invited those present to visit the institution. Among
those of his hearers who accepted the invitation was a girl
of fourteen who had come from her home in East Dennis,
Cape Cod, to visit Boston. In speaking of Dr. Howe as he
appeared at this meeting. Miss Paddock said fifty-five years
later, "I was much struck by his manner and voice. His
manner was quiet, and yet it impressed one. He was very
handsome." When she visited the school, which was then on
Pearl street, she was struck most of all by the fact that the
scholars were made to think. Ten or twelve years after this
time, she entered the institution as a teacher. Of the con-
dition of the pupils at that time we give the following ac-
count.

In the early days of the institution, pupils came who did
not know how to dress themselves, and to whom it was a
great hardship to go out to walk, as they were little accus-
tomed to use their muscles. Some of these were grown
women. Delilah Hall, from Bangor, Maine, came to the
institution at eighteen years of age. She had been kept in
an attic, and sat in a rocking-chair, her parents (it was re-
ported) being ashamed to have it known that they had a

96

blind child. She was very unsteady on her feet — her hands
and feet were like an infant's from want of use. She had,
however, a finely shaped head, the best in the institution.
The poor girl had great difficulty in learning to dress her-
self. "I wish my stockings were in heaven," said she — so
much trouble did she have in putting them on. It seemed
as if her very bones, or perhaps only her muscles, were soft
from want of exercise. She had also a defect in her palate,
which made her talk very indistinctly. She learned, how-
ever, to read well.

Silea Church was another quaint individual, who looked
awkward and uncouth enough, but had perseverance and
some mental capacity. She was of a highly nervous tempera-
ment. When she came to the institution she brought a little
clay pipe in her pocket, which she had been accustomed to
smoke. She was then in her teens. She had to be watched
somewhat lest she should smoke. She had a habit of mak-
ing figures out of pieces of wood, by chewing them with her
teeth ! Miss Paddock thought, in later years, that Silea
might perhaps have become a sculptor, with proper training.
Miss Paddock herself was very young at this time, however,
(it was when she first came to the institution) and her only
thought was to carry out the general idea of making the
blind like other people. Hence she discouraged Silea's
gnawing and image-making propensities.

About this time Dr. Howe had been making quite a
commotion in the public schools, by criticising their methods,
etc. A committee of gentlemen visited the institution, no
doubt to see whether they could find any flaws in the work
done or the methods employed there. Miss Paddock's arith-
metic class was called up, and asked to recite the lesson they
had recited that morning. It was on interest and discount.
The examiner pitched upon Silea, among others, to answer

97

his questions, because she looked so unpromising. Silea was
all wrought up ; the matter had not been quite clear to her in
the morning, but her excitement, and the questions put to
her, made it all plain, and she answered satisfactorily.
"Well," said the examiner, " I don't care how they stand in
these higher branches, I want to see how they stand in first
principles." With that, he went back and questioned the
scholars on numeration, etc, etc. The class had been re-
viewing recently, however, and he could not shake them
there. The verdict of the committee was that there was not
one pupil in ten in the public schools who could exj^lain
these matters so clearly. " You'd better say there is not
one teacher in ten," quoth another member of the com-
mittee, and so the matter ended, to the credit of the institu-
tion, Miss Paddock, and Silea.

Silea thought it was very hard to have to go out to walk,
so Miss Paddock said she herself would lead her, since the
leaders were not satisfactory to Silea. It seems strange to
us now to recall this condition of things, which is plainly in-
dicated in Dr. Howe's reports ; but Miss Paddock's realistic
account, giving facts and details, shows us how different was
the status of the blind at that time, and points out the im-
mense improvement which education has made in their con-
dition. In those days they were willing to learn to read,
because they did not want to be thought fools, but they ob-
jected to walking in the street. They did not think it ought
to be expected of them as they were blind. In the same
way they did not think that they ought to take care of their
rooms, or do any work, because they were blind. Miss Pad-
dock dragged out Silea, who had never been to walk in the
streets before. She made herself as heavy as lead and hung
back. The energetic leader would allow the girl to stop
when the latter declared that she could go no further. Then

9S

presently Miss Paddock would say, " now start out, the left
foot before the right." And so the pupils were gradually
accustomed to walk and to work, and to strengthen those
flabby unused muscles.

Professor Guyot came to this country to lecture, before
the publication of his work on geography — at least before
the English version of it had been produced. Miss Paddock
had read the reports of his lectures in the newspapers, and
applied them in her lessons to her blind pupils. The Pro-
fessor himself happened to visit the institution, and this
particular class, while the children were having a lesson in
physical geography, on the globe. Miss Paddock did not
recognize the distinguished visitor, as she was unfamiliar
with the pronunciation of French and had imagined his
name to be Giyotte. She therefore innocently proceeded
with hearing the lesson. Professor Guyot was much sur-
prised and pleased to find that the blind pupils had so good
a notion of the earth's surface — of the ranges of mountains,
directions of the rivers, elevations and depressions, etc. He
said to Professor Felton, afterwards president of Harvard
University, who was with him, "I do not think that even in
the universities, the young men have as correct an idea of
the earth's surface, as these blind scholars have!"

Mrs. Maud Howe Elliott, in a warm and affectionate
tribute to the subject of this sketch thus describes her.

Miss Paddock was a woman of a rare and interesting character.
She showed an unselfish devotion for the friend to whose service
she devoted the greater part of her life. His children remem-
ber her with a profound affection and gratitude. Her small,
energetic figure, elastic, tireless, swift of foot, deft of hand, her
finely modelled head with its wealth of rich auburn hair, her fresh
face with its regular features and kindled brown eyes, her cheery
ringing voice, are all indelibly impressed upon their memorj'.

99

She is one of the foremost figures in the memory book of " lang
syne," and when its pages are turned back to the old days at Green
Peace and Lawton's Valley, her face looks out from many a leaf.

The many labors of her long, useful and cheerful life are
now over. But its lesson of hope, energy and cheer remains
with us, and the thought of her who has gone from our
midst nerves us to do, to dare, to bear, and still to enjoy.
For like the general, whose devoted lieutenant she was, her
life motto was

Laborare est orare.

To labor is to pray.

FLORENCE HOWE HALL.

LIST OF PUPILS.

Bannon, Alice M.
Barrows, Estella E.
Boyle, Matilda J.
Brecker, Virginia R.
Brodie, Mary.
Brown, Grace L.
Carr, Emma L.
Case, Laura B.
Caulfield, Elizabeth E.
Clark, M. Eva.
Delesdernier, Corinne.
DeLong, Mabel.
Dover, Isabella.
Duggan, Katie J.
Emory, Gertrude E.
Eylward, Josephine.
Flaherty, Margaret.
Fogarty, Margaret M.
Foss, Jennie.
French, Mattie E.
Higgins, Mary L.
Hoisington, Mary H.
Howard, Lily B.
Joslyn, Edna A.
Keller, Helen A.
Kent, Bessie Eva.
Keyes, Teresa J.

Knowlton, Etta F.
Lord, Amade'e.
Lowe, Daisy L.
McCarthy, Margaret E.
Morgan, Clara.
Morse, Maria T.
Murphy, Maria J.
Murtha, Mary Ann.
Neff, Call a A.
Nickles, Harriet A.
Noble, Annie K.
Norris, Hattie E.
Ousley, Emma.
Park, Mary S.
Perry, Ellen.
Ramsdell, Harriet M.
Reed, Nellie Edna.
Rich, Lottie B.
Ricker, Annie S.
Risser, Mary A.
Rock, Ellen L.
Roeske, Julia M. B.
Smith, Florence G.
Snow, Alberta M.
Snow, Grace Ella.
Thomas, Edith M.
Tierney, Mary E.

lOI

Tisdale, Mattie G.
Tomlinson, Sarah E.
Walcott, Etta A.
Warrener, Louisa.
Welfoot, Florence E.
West, Rose A.
Wilbur, Carrie M.
Wilson, Eva C.
Andrews, Wallace E.
Baker, Frank G.
Backman, J. Victor.
Beckman, J. Arthur.
Black, Charles.
Bond, Samuel C.
Bond, William H.
Brinn, Frederick C.
Burke, Henry G.
Burnham, John N.
Campbell, Joseph G.
Carney, Frederick.
Clare, John J.
Clark, Frank A.
Clark, J. Everett.
Clennan, William T.
Cobb, Charles H.
Coffey, James.
Corliss, Albert F.
Davis, James S.
Dayton, Reuben G.
Devlin, Neil J.
Dutra, Joseph J.
Ellis, William C.
Farrell, John.
Forrester, Charles.
Giesler, John H.

Girard, R. George.
Gosselin, Wilfred.
Harmon, Everett M.
Heath, William Edward.
Henley, John.
Hill, Henry.
Hogan, George H.
Ingalls, Jesse A.
Irving, Frederick.
Jackson, Clarence A.
Jennings, Harry A.
Kenyon, Harry C.
Kerner, Isaac.
Lamar, Charles.
Lester, James.
Leutz, Theodore C.
Lynch, William.
Madsen, John.
Mannix, Lawrence P.
McCarthy, Daniel.
Meagher, William H.
Messer, William.
Miles, Henry R. W.
Miller, Reuel E.
Minor, John F.
Mozealous, Harry E.
Muldoon, Fred. J.
Newton, Wesley E.
O'Brien, Francis J. L.
O'Connell, John P.
Pickering, Jesse E.
Putnam, Herbert A.
Rasmussen, Peter A.
Reynolds, Henry L.
Riley, Frank Edward.

Robair, Charles.
Rochford, Thomas.
Sabins, Weston G.
Sherman, Frank C.
Smalley, Frank H.-
Smith. Eugene S.
Strout, Herbert A.
Sullivan, Michael.
Tatiyopa, Edward.
Tracy, Merle Elliott.

I02

Trask, Willis E.
Tucker, Henry R.
Tumblety, Michael.
Walsh, Joseph.
Warburton, John H.
Washington, George.
Weaver, Frank V.
White, Richard.
Wrinn, Owen E.

SIXTH ANNUAL REPORT

OF THE

Kindergarten for the Blind

SEPTEMBER 30, 1892

BOSTON

PRESS OF GEO. H. ELLIS

1893

iiommt, lasst uns btn V;inOtin Icbcn.
FRIEDRICH FROEBEL.

OFFICERS OF THE CORPORATION
1892-93.

SAMUEL ELIOT, LL.D., President.
JOHN CUMMINGS, Vke-Fresident.
EDWARD JACKSON, Treasurer.
M. ANAGNOS, Secretary,

BOARD OF TRUSTEES.

EDWARD BROOKS.

JOHN S. DWIGHT.

WILLIAM ENDICOTT, Jr.

JOSEPH B. GLOVER.

J. THEODORE HEARD, M.D.

ANDREW P. PEABODY, D.D.

EDWARD N. PERKINS.
WM. L. RICHARDSON, M.D.
LEVERETT SALTONSTALL.
THOMAS F. TEMPLE.
S. LOTHROP THORNDIKE.
GEORGE W. WALES.

LADIES' VISITING COMMITTEE.

Mrs. Elizabeth C. Agassiz.
Mrs. William Appleton.
Miss Caroline Derby.
Mrs. Maud Howe Elliott.
Miss Clara T. Endicott.
Miss Olga E. Gardner.

Mrs. John C. Gray.
Mrs. Thomas Mack.
Mrs. E. Preble Motley.
Miss Laura Norcross.
Miss Edith Rotch.
Miss Annie C. Warren.

OFFICERS OF THE KINDERGARTEN.

DIRECTOR.

M. ANAGNOS.

ATTENDING PHYSICIAN.
HENRY W. BROUGHTON, M.D.

Miss Isabel Grebley, Matron.
Mrs. J. M. Hill,
Miss Nettie B. Vose, Assistant.
Miss Cornelia M. 'L.ov.x^g, Assistant.
Miss Effie J. Thayer, Teacher.
Miss Laura A. Brown, Teacher.

Miss Fanny L. Johnson, Kindergartner.

Mrs. Sarah J. Davidson, "

Miss L. Henrietta Stratton, "

Miss Eleanor McGee, "

Miss Elfie M. Fairbanks, Music Teacher.

Miss C. C. RoESKE, Music Teacher.

ESTABLISHMENT OF THE KINDERGARTEN.

On application of the trustees of the Perkins Institution
and Massachusetts School for the Blind, the following act
was passed by the legislature, March 15, 1887: —

Cammanincaltf} of iiflassacbtisetts.

In the year one thousand eight hundred and eighty-seven.

AN ACT.

To AUTHORIZE THE PERKINS InSTITUTIO.V AND MASSACHUSETTS SCHOOL FOR

THE Blind to hold additional estate for the purpose of a Kinder-
garten FOR THE Blind.

Be it enacted by the Setiate and House of Representatives in General Court
assembled, and by authority of the same, as follows : —

Section i. The Perkins Institution and Massachusetts School for the
Blind is authorized to establish and maintain a primary school for the education
of little children, by the name of Kindergarten for the Blind, and to hold
for this purpose real and personal estate.

Sect. 2. The said Kindergarten for the Blind shall be under the direction
and management of the board of trustees of said corporation.

Sect. 3. This act shall take effect upon its passage.

House of Representatives, March 14, 18S7.

Passed to be enacted.

CHAS. J. XOVES, Speaker.

In Senate, March 15, 18S7.

Passed to be enacted.

HALSEY J. BOARDMAN, /'/-^j;V^;/A

March 15, 1SS7.
Approved.

A true copy.

OLIVER AMES.

Secretary's Department, Boston, March 30, 1SS7,

Witness the Seal of the Commonwealth.

HENRY B. PEIRCE,

Secretary of the Commonwealth.

KINDERGARTEN FOR THE BLIND.

REPORT OF THE TRUSTEES.

Z<9 the Members of the Corporation.

Gentlemen and Ladies : — We have the honor
to present the sixth annual report of the Kinder-
garten for the BHnd for the year ending Sept. 30,
1892.

The kindergarten more and more reveals itself as
an essential department of our system. There are
capacities of infancy and early childhood, which, if
not developed then, cannot afterward be made to do
their best work. While thoughts and concrete con-
ceptions can best be memorized at a later period, the
memory for words, facts and details, which are to
furnish the materials for thous^ht and knowleds-e, is
most receptive and retentive when the child first be-
comes a subject for instruction, and, if not cultivated
then, is apt to be defective and treacherous. Then,
too, if with seeing, even more with blind children
continuity of method in mental training is of prime
importance. The seeing child passes through an un-
broken series of classes and schools, from four or five
years of age to sixteen, twenty or twenty-five, each

io8

stage being so arranged as to be preparatory to the
next succeeding it. But, whatever home training the
blind child may have, it bears no relation to that of
our parent institution, which he enters with an unfit-
ness that must be overcome before he can derive
much positive benefit from its instruction. This is
the case even under the most favorable circum-
stances ; much more so in families of straitened
means, where educational advantages are entirely out
of the question.

There is equal need of the kindergarten on moral
grounds. Those only who have been conversant
with seminaries of education are aware how early
character is so far formed, for good or for evil, as to
be impregnable to the strongest influences of an
opposite type. Of the boys who are said to be ruined
at school or college, almost all leave their homes
more than half ruined. At the age when a child can
be admitted to our South Boston school, there are
already formed habits of mind and feeling, if not of
conduct, which need change and yet resist it. In
families where everything else is as it should be, a
blind boy or girl is almost inevitably indulged to
excess, and is thus an unapt subject for our discipline,
which — always kind indeed — must' be regular and
exact, in order to be safely kind. Then there are
many homes in which a blind child cannot be
sheltered from evil, which may come in through the
gates of sense that are unclosed, and which only
takes a stronger hold upon the imagination and the

I09

memory because not dissipated by ever fresh and
vivid impressions through the sense of sight.

We thus have reason to regard the kindergarten as
giving certain presage of a higher grade of scholarship
and character in the parent institution, when its classes
shall be largely recruited from those who have passed
through the preparatory course. We therefore are
doubly glad to find that there is an increasing number
of applications for admission to the kindergarten, and
we trust that the time may not be far distant when
this will be regarded as the normal route by which
pupils will be expected to pass into the more ad-
vanced school. But in saying this we rely upon the
munificence of the men and women of Massachu-
setts, who have never yet failed to meet the demands
made upon them by human infirmity and need. We
would say emphatically " of Massachusetts," for this
is by no means a Boston institution, but has had, as its
beneficiaries, fully as large a proportion of the popu-
lation of the whole state as of that of its metropolis.
It should also be remembered that the increase of pop-
ulation in the state has never been so rapid as of late
years, and that the needs of our establishment have
grown as rapidly, while the funds at our command,
with not a few generous donations and bequests and
with the most wise and careful investment and man-
agement, have not been increased in equal ratio.

I lO

Care and Training of the Children.

During the past year the kindergarten has beert
conducted to the entire satisfaction of those who
have had its interests specially in charge. It has
been a happy home for its inmates. They have had
the kindest, most watchful and most judicious care,
alike as to their physical well-being and comfort and
as to their moral culture ; while the teachers, never
otherwise than skilful and faithful, are constantly
growing into a more intimate knowledge of the fittest
modes of access to minds entirely shut out from the
readiest and easiest avenue of knowledge.

An unusual demand has been made upon the exec-
utive ability of the matron, and on the time and labor
of her associates in the care and instruction of the
children, by the crowded condition of the building.
Thirty -seven children have been in attendance,
though there is properly room for but thirty-two; yet
such has been the vigilant care-taking that there has
been no accident or serious discomfort, and the health
of the children has been exceptionally good through-
out the year.

An Important Department.

The two new deaf, dumb and blind children, Willie
Elizabeth Robin and Tommy Stringer, give ample
promise of successful training, and the importance of
this department of the kindergarten's work cannot be

Ill

overrated. It is a department that properly belongs
to the kindergarten, for advantage must be taken of
the freshness of the mental powers and of such per-
ceptive faculty as the child has, else their disuse
would become permanent disability. Of course only
teaching power of the highest order, yet constantly
growing by exercise, can penetrate the barriers which
exclude such a mind from free intercourse with the
outward world and with fellow-beings. At the same
time, the results of such teaching are of supreme psy-
chological interest and value, especially in the light
which they may cast on the questions raised, but not
adequately solved, by a materialistic philosophy.

New Buildings.

The rapid increase in the number of applicants
who were eager to enter the kindergarten, but could
not be admitted for want of room, and the urgency
for the immediate removal of most of them from their
surroundings, induced the trustees to undertake, early
in the year, the erection of a new building similar to
the present one. The plans presented by the archi-
tects, Messrs. Perkins & Betton, were accepted ; but,
before making contracts to carry them out, it ap-
peared to us that the fourth story of the new edifice
was not the best place for a hall and gymnasium,
which we proposed to add thereto at an expense of
about six or seven thousand dollars. Hence, after
thorough consideration of the matter, it was decided,

I 12

by a unanimous vote of the board, instead of having
a hall at the top of the house, to erect a portion of
what will be the middle section of the central build-
ing when the plan is complete. This will afford not
only opportunity for exercise, for gatherings, etc., but
it will relieve the other houses from the presence of
the children at times when it is necessary to throw
them open for thorough ventilation. Both buildings
will be completed in December. They will be dedi-
cated after Christmas, and will be open to receive
new pupils the first of January.

Insufficiency of Funds.

The total amount of money required for the erection
and equipment of these buildings, including what has
been previously expended for grading and blasting, is
^72,500. We have had the good fortune to be suc-
cessful in obtaining, through the appeals of the direc-
tor, of the president of the corporation, Dr. Eliot,
and of Hon. Leverett Saltonstall, the sum of $51,000.
The balance of $21,500 remains to be raised by fur-
ther contributions.

But it is with sincere regret that we are obliged
to state that this is not the end of the wants of the
kinderearten. It needs more. As soon as the new
building is occupied and a second household is
formed equal in size to the first, the current expenses
will be nearly doubled. Hence the endowment fund
must be proportionately increased. About $30,000

113

have been given during the past year in donations
and legacies for this purpose. Two-thirds of this
amount was a most munificent gift from Mrs. Warren
B. Potter; $4,000 was bequeathed by the late Mrs.
Lucy A. Dwight of Brookline ; $3,000 by the late
Royal W. Turner of Randolph ; and $2,500 by the
late Eleanor J. W. Baker of Dorchester. An addi-
tional sum of $70,000 will place the kindergarten on
a sound financial basis, and relieve its managers from
further anxiety and constant wear and tear in strug-
gling to procure the necessary means for mainten-
ance, and in striving to increase the ordinary sources
of income.

For this amount, as well as for the balance which
is lacking to complete the building fund, we find our-
selves compelled to appeal again to the public in gen-
eral and to the friends and benefactors of the little
blind children in particular, earnestly hoping that our
request will find a generous response in the hearts of
the men and women of Boston, who are noted for
their benevolence, and who are ever ready to extend
a helping hand to suffering humanity.

The Kindergarten in the Commencement
Exercises.

Part second of the programme of the commence-
ment exercises last June gave an interesting illustra-
tion in work and play by the little kindergarten chil-
dren, called " The Blacksmith."

114

At the same time Dr. Eliot said : —

While these children are going through their preparatory exer-
cises, I have the great pleasure of announcing Hon, Leverett
Saltonstall, who has kindly consented to make a plea in behalf
of the new kindergarten buildings. Mr. Saltonstall has long
been a friend and trustee of this school, and no one can speak
with a more perfect knowledge of its wants than he.

Plea by Hon. Leverett Saltonstall.
Mr. Saltonstall spoke as follows : —

These children appeal to you far more eloquently than speech
of mine, and it would be unbecoming in me to call your attention
for one moment from their touching and wonderful work to any
subject other than the kindergarten and its condition.

It seems but yesterday when Mr. Anagnos told us of the pressing
need of a preparatory or infant school or kindergarten for the blind,
which should receive little children, during the tender years of
early childhood, when impressions are so easily fixed on them, and
should rescue them oftentimes from a condition of poverty and
suffering, — even from evil influences, — and place them under the
care of devoted teachers, in a bright, happy home. He assured us
that they would thus be saved many years of misery, that their fac-
ulties would be quickened, their intellect developed during this im-
pressionable age, that they would enter the parent school under far
better auspices, and there begin work at a point to which it would
take years of patient labor to bring them without this early train-
ing. He told us of this great want, and of the vast good such a
school would do. In his own earnest words he appealed to the
public, and his appeal met with a generous response, in sums large
and small. A fine site was selected, amply large for years to
come, upon which to place one or a dozen buildings. The first
was erected, which many of you have doubtless seen. This build-
ing is fitted for only thirty or at most thirty-two children, but has

115

now thirty-seven crowded into it, — a condition not to be tolerated.
Again the appeal went forth, and the brave director again found
that his confidence in the generosity of our community was not
misplaced. A large sum has been raised, about $41,000, while
$65,000 will be necessary to erect and equip the new buildings.
But, while you were informed last year that there would be eight
children to place in the new building, there are now five or six
from the present one, and twenty-three new applicants who are
deemed worthy of admission, making twenty-eight requiring ac-
commodation. The trustees therefore decided to commence the
erecting of the buildings at once, and to depend on the generosity
of the people for the balance necessary to pay for it. There is in
addition the amount of a previous contract of $7,500 for grading,
blasting and excavating cellars to be raised, for our kindergarten
is "founded upon a rock," a very solid rock, and it cannot fall.

It must not be forgotten that as soon as the new buildings are
completed and occupied the endowment fund and the annual
subscriptions will have to be increased, so that an adequate in-
come may be received for the support of the new household.

It may be asked, why begin these buildings before the whole
amount is raised.? But there are, as I have said, twenty-three
poor little blind children, beside the five to be taken from the
present building, knocking at our doors and begging to be taken
in, enough for a new family. Most of these children are now ex-
posed to such unfavorable influences that their speedy removal is
imperative.

When you see the rapid unfolding of these dear little sightless,
budding souls under the influence of skilful training and devoted
kindness; when you think of what these children would have been
had they not been rescued from their living grave ; when you re-
flect for a moment on what has been brought to pass, — the miracle
in unsealing the closed senses of an Edith Thomas, of a Helen
Keller, that wonderful child, who finds

Tongues in trees, books in the running brooks,
Sermons in stones, and good in everything.

ii6

and the Christlike work that is being at this time undertaken for
those little deaf, dumb and blind children, Tommy Stringer and
Willie Robin, and ask yourselves whether you would recall the
offerings you have so generously contributed toward this glorious
work, is there one who would not exclaim, " rather than do this we
would make a big effort to repeat them ? "

Our devoted director, whose only thought (and in him it seems
an inspiration) is the intellectual advancement and happiness of
these sightless children, has that faith which will remove mountains,
and he has that rare faculty of inspiring others, which goes far
toward accomplishing great results ; and so, with only two-thirds
of the amount requisite to erect the new building, he has per-
suaded the trustees to consent to begin it, and to believe, with
him, that long before it is needed the necessary balance will be
subscribed.

If time allowed, I would speak of this most interesting spec-
tacle presented to us by these bright, intelligent pupils of the
parent institution, some of whom are about to receive their diplo-
mas and to enter the world. What a change has been wrought in
their whole being, what a cloud has been rolled away, and what
bright sunshine let in upon them, bringing vigor to mind and
body, vitality and grace to their whole nature !

As some one says, " If the Perkins Institution had done nothing
more than develop the system by which such a wonderful mind
and heart as Helen Keller's has been rescued from darkness, it
would have done, in that alone, a greater work for the world than
has been accomplished by many philosophers."

But, as requested, I must confine myself to the kindergarten, —
this sorely needs assistance. Will you not take up the cause and
pass on the word, so that you may strengthen the arm of the
director, with his corps of devoted teachers, and bring untold
blessings upon the head of many a poor little sightless child now
sitting alone in its dark, dreary solitude, ignorant of God, and de-
prived of all intercourse with his fellow-creatures.''

117

To the force and cogency of the spoken words
were added the personal presence and earnest man-
ner of the speaker, rendering the appeal a most im-
pressive one.

After Mr. Saltonstall finished, the children made
their own truly eloquent plea, by their blacksmith
songs and spoken descriptions explaining the various
objects which they had made so deftly in the few in-
tervening minutes, — bellows, chain, horse-shoes, etc.

Little Willie Robin, the golden-haired little deaf
and blind child from Texas, now eight years old, who
two years ago knew only two signs, — one for some-
thing to eat and one for something to drink, — had
modelled an anvil. Her teacher read her fingers to
the audience, and when Willie had finished talking
with them she spoke with perfect clearness the word
" tongs."

After this exercise the orchestra of baby players
gave a "symphony"! composed for them by their
music teacher, Miss Roeske, which was enthusiasti-
cally re-demanded, and followed by a ripple of amaze-
ment and delight all over the audience.

Willie Elizabeth Robin and Tommy Stringer.

At this point Dr. Eliot presented two of the chil-
dren to the audience, and said : —

I want you to see these two children particularly, because they
are deaf and dumb as well as blind, and because they came to us
from distant places. They illustrate in a particularly forcible

ii8

manner the kind and generous and earnest appeal which Mr. Sal-
tonstall has this afternoon made.

This little boy is Tommy Stringer. He would at this moment
be in a Pennsylvania almshouse if he were not with us. He came
to us more like a little animal than a rational being; but you see
that he now appears to as much advantage as any child in the
kindergarten.

This little girl is Willie Robin. She comes to us from far-away
Texas. We are doing a work for that distant state, yet a part of
our country; but, even if beyond our country, it would still be a
part of the world in which we live, and still a part of our common
humanity.

I am sure you will be interested in seeing these children, and
the sight of them will appeal to you in behalf of the kindergarten
which cares for them.

All which is respectfully submitted,

EDWARD BROOKS,
JOHN S. D WIGHT,
WH^LIAM ENDICOTT, Jr.,
JOSEPH B. GLOVER,
J. THEODORE HEARD,
ANDREW P. PEABODY,
EDWARD N. PERKINS,
WILLIAM L. RICHARDSON,
LEVERETT SALTONSTALL,
THOMAS F. TEMPLE,
S. LOTHROP THORNDIKE,
GEORGE W. WALES,

Trustees.

KINDERGARTEN FOR THE BLIND.

SIXTH ANNUAL REPORT OF THE DIRECTOR.

Children are the keys of paradise.

They alone are good and wise,

Because their thoughts, their very lives are prayer.

— Stoddard.

To the Board of Tnisfccs.

Gentlemen: The past year has been abundant in
labors, blessings and success ; and now at its end it
is a great pleasure and an agreeable duty for the
undersigned to lay before you the following summary
of facts and reflections as the sixth annual report of
the director.

Before entering upon the details of my story, I beg
leave to state at the outset, that there has been no
year in our history more fertile in experience or
more cheering in promise than that which has just
closed.

Cherished in the warm bosom of public sympathy
and upheld by numerous friends and benefactors, the
kindergarten, from the date of its establishment to
the present time, has been one of rich blessing to the
little sightless children, for' whose benefit it was
designed.

I20

In peace and contentment, in freedom from sick-
ness and accident, and in earnest endeavor to ad-
vance our cause and provide the necessary means for
the education of every blind boy and girl in New
England, the year now completed surpasses any
former period, and the thought of it —

Doth breathe in us perpetual benediction.

We have escaped every epidemic prevailing in the
neighborhood, and not a death or a single case of
severe illness has occurred among the inmates of the
kindergarten. The health of the family at this date
is remarkably good, and all the children are happy,
hearty, and improving physically, mentally and
morally.

Construction of Two New Buildings.

Never to faint doth purchase what we crave.

— Shakespeare.

In May, 1887, when the kindergarten was fully
organized, and its doors were opened for the recep-
tion of the first group of ten little children, there
seemed to be an abundance of room in it. The
commodious new building, then just finished and
newly consecrated to its holy work, looked so
spacious, that it was generally believed and com-
monly asserted that it would not be wholly occupied
for some time to come, and that its accommodations
were sufiiclent to satisfy all demands for a decade of
years at least.

121

Five months later applications for admission began
to pour in, and within two years the house was filled
to overflowing, although eighteen of the more ad-
vanced though still tiny scholars were prematurely
transferred to South Boston in the very midst of the
course of their training in order to relieve the press-
ure of numbers. Still the applications continued to
come in with increasing frequency, and the building
was crowded to its utmost capacity, and still the little
children, who were in need of the benefits of the in-
fant institution, but whose sole chance to gain admis-
sion depended upon vacancies that might occur from
time to time, were as numerous as ever.

Paradise had no room for all of them.

Such was the state of things at the kindergarten
when I returned from Europe. I saw at once that
the immediate enlargement of the establishment was
the only practical solution of the difiiculty, and that
measures ought to be taken without further delay for
the accomplishment of this end. This was promptly
done, and an earnest appeal was addressed to the
public asking for the sum of $55,000, the amount
required for the construction and equipment of a
second building similar to the first.

This plea, urged with fervor and cogent arguments,
and supported by an array of undisputable facts and
figures, was not overlooked, nor did it fail of its pur-
pose. On the contrary, it received fair consideration
from our citizens, and struck a responsive chord in

122

the hearts of many of them. The numerous friends
and benefactors of the little sightless children rallied
to their rescue, and donations laro;e and small besfan
to flow in from every direction. Miss Helen C.
Bradlee, whose honored name is indissolubly con-
nected with the success of the infant school and will
ever be blessed and praised by the blind of New
England, headed the column of subscribers with an
additional gift of ^10,000. Rich persons gave from
their abundance and people of moderate means
shared in the good work to the fullest extent of their
ability. Even the poorest children in one of the
kindergartens in this city managed to put together a
few pennies and send them to us as a token of their
sympathy and kind intentions. It is no hyperbole to
state, that a universal interest was rekindled in favor
of our undertaking, and that the names of those who
showed great readiness to aid it were legion. To be
sure the success in obtaining the requisite fund was
only partial, but the way had been prepared for a
complete victory. Everything indicated, that this
consummation was simply a question of time ; and
although there were still some clouds of doubt hang-
ing on the horizon, the following words of the poet
could be repeated in this connection with perfect
truth : —

And even now, amid the gray,
The east is brightening fast.

While the movement for raising money was going
on satisfactorily, a set of plans of the proposed new

123

edifice was prepared and presented by the architects,
Messrs. Perkins and Betton, free of charge. These
were thankfully accepted ; but as the amount of
money which had been received up to that time was
not sufficient to carry them out, it was not deemed
wise nor safe to proceed with the work of building
lest we should be forced to encroach upon the endow-
ment fund, which was altogether too small in size to
be allowed to suffer any curtailment.

The cause of the postponement was briefly ex-
plained in the next annual report of the kinder-
garten, and appeals for further contributions were re-
newed with great eagerness by the president of the
corporation. Dr. Samuel Eliot, by Hon. Leverett Sal-
tonstall, by the treasurer, Mr. Edward Jackson, and
by others. These acted like a clarion call upon the
generous friends of the blind and produced the
desired result. Donations began to come more
frequently bringing with them cheer and encourage-
ment, and as success in raising the full amount
seemed to be not very distant, the trustees were
finally induced to authorize the construction of a new
building similar to the present one.

Meanwhile the question arose as to whether it
would be better to transform the attic of this struct-
ure into a hall and gymnasium at an expense of
about seven thousand dollars, or to undertake the
erection of a portion of what will be the middle sec-
tion of the central building when the design is
complete. Health, economy, foresight, convenience,

124

accessibility, all combined to favor the latter alterna-
tive ; and as this plan, in addition to all other con-
siderations, afforded ampler facilities for physical
exercise and much better accommodations for a gen-
eral laundry and boiler room than its rival, it was
adopted by a unanimous vote.

Work on these buildings was begun immediately,
and has already reached such a degree of forward-
ness as to render it sure that both of them will be
finished and made ready for occupancy early in Janu-
ary, 1893. The whole cost of their construction and
equipment is estimated at $72,500. Through con-
stant pleadings and persistent efforts the amount of
about $5 1,000 has thus far been obtained. Hence a
balance of about $21,500 remains to be provided for.

This debt is a most distressing load to carry, and
in order to wipe it out we are compelled to address
again the patrons and friends of the infant institution
and ask for further assistance. We beg and entreat
them to come to its aid and relieve it from a financial
burden, which presses upon it so heavily and which
will be a constant drain on its meagre resources.
Will they do so ? Is it presuming too much upon
their generosity to hope, that they will deliver it from
all embarrassments and enable it to enter upon its
career of enlarged usefulness free from encum-
brances }

But ^?cid plura ? Why need we say more t To
an enlightened community like that of New Eng-
land do not the facts of the case, simply stated,

125

speak more eloquently and persuasively than the
longest and most elaborate argument? Is not the
kindergarten cherished and its educational work
heartily approved and highly appreciated by our best
and most intelligent citizens, and is there any doubt
as to their intention that it should be tenderly nur-
tured by a benevolence as broad as the love of child-
hood and firmly sustained by a faith as deep as the
eternal goodness ?

We leave them to answer these questions.

Needed Increase of the Endowment Fund.

Keep striving! The winners are tliose who have striven
And fought for the prize that no idler has won;

To the hands of the steadfast alone it is given,
And before it is gained there is work to be done.

— Rexford.

Doubtless the payment of all debts incurred for
building purposes will bring an immense relief to
the managers of the kindergarten and make their
hearts leap for joy. But I am grieved to be obliged
.to say, that the removal of this obnoxious burden
neither can nor will put an end to the demands of
the infant institution. It needs more. Like a
young, vigorous and growing tree, it requires a
steady and sufficient supply of nutriment.

As soon as the new buildings are finished and
made ready for occupancy, our doors will swing wide
open to all the applicants who have been eagerly
seeking and patiently waiting to become members of

126

our juvenile family. New candidates for admission
are constantly reported to us, and nearly all of them
are of suitable age and seem to be fit subjects for
education in the kindergarten. Thus we are to have
under our charge a much larger number of children
than ever before. A second household is to be
formed equal in size to the first, and the requisite
means for its maintenance must be provided. Pri-
mary classes are to be added to those of the kinder-
garten, and the teachers and other persons already
engaged to carry on the new work, will make our
list of officers and employes twice as large as it has
been during the past year.

It is needless to observe, that this enlargement of
the establishment and the extension of its operations
will involve a corresponding increase in the cost of
its support. As a matter of course the current ex-
penses will be actually doubled as soon as the reor-
ganization is effected. This is perfectly clear.

How are the necessary funds to be obtained ?

This question is a weighty one. It shows, that we
are standing on the threshold of graver responsibilities
than any which have heretofore confronted us. A
financial gap in the shape of an annual deficit will ere
long yawn before us and cause a sort of paralytic sen-
sation to run through the whole organism. This peril-
ous chasm we must bridge over in some way, in order
to enable the kindergarten to keep its gates ajar, to
pursue its onward course uninterruptedly and to reach
in its work the highest standard which is attainable.

127

The situation is too serious to be met by half meas-
ures and temporary expedients. It demands emphat-
ically the radical remedy, which a regular, unvarying
and unfailing source of revenue alone can give.
Hence the call is urgent, the need is pressing for an
increase of the endowment fund. Only this will
place the infant institution in that condition of finan-
cial stability, which alone can give security to its ex-
istence, furnish the sap of its vitality, serve as an
anchor of safety while its sails are spread before the
winds, infuse into its activities the essence of life and
progress, and open for those who are perpetually
encircled by the " canopy of night's extended shade "
views of glad promise in the coming time.

During the past year about $30,000 have been re-
ceived for this purpose in the shape of donations and
bequests. An additional sum of $70,000 is needed
to complete the endowment fund and place the estab-
lishment on a sound financial basis, and we are forced
to appeal to the public for this sum of money. With-
out it not only the managers will find themselves in
the midst of a sea of perplexities, but the growth of
the kindergarten and its efficiency will be seriously
threatened.

Confidently and most fervently we urge this matter
upon the attention of all benevolent persons, and
especially upon the notice of those among them who
are intrusted with the stewardship of riches and who
are forming plans for putting their surplus where it
will do the greatest possible amount of good. In

128

selecting the objects for their benefactions they have
before them for their guidance positive facts gathered
in the field of experience, and not mere verbal propo-
sitions. The kindergarten is no longer an experi-
mental venture of doubtful utility or of remote
possibilities. It has been in operation for five years
and has demonstrated by its fruits the necessity of its
existence and the potency of its holy mission. It
has laid the foundation of a system of early training
and rational education, the chief purpose of which is
to open for the recipients of its benefits the surest
possible way out of the wilderness of affliction, to
ameliorate their condition in every respect and to
brighten the dull gloom of their future —

And make the destined road of life
Delightful to their feet.

It has brought to light the value and efficacy of
Froebel's methods of physical, mental and moral
development as applied to the blind, and has inau-
gurated a new era of reform and progress in all
directions. Whosoever doubts the accuracy of this
statement, let him visit the kindergarten in Jamaica
Plain. An inspection of the premises and a rigid
examination of the work of this infant school will
convince him, that through its agency scores of tiny
sightless children have been saved from the woes of
misery and neglect or from the dangerous effects of
indulgence, and are tenderly brought up in a little
world of peace and contentment, from which sweet-

129

ness and light never fail to radiate and where
parental care is the ruling principle, kindness the
schoolmistress and love the reigning law.

Here they rest, as after much turmoil
A blessed soul doth in Elysium.

To insure both the continuance and the extension
of these inestimable advantages and to render them
accessible to those who hunger for them is the
solemn duty of every just and fairminded person.
For all honest and conscientious people, who cannot
but feel that whatever concerns the welfare of man-
kind is not foreign to them, it is a sacred obligation
to spare no efforts towards securing this precious
boon for the most hapless of their fellow beings.

In urging the adoption of vigorous measures for
the speedy completion of the endowment fund, I am
fully aware of the arduousness of the task and of the
manifold difificulties which have to be encountered in
its performance. The fact, that so much has already
been done for the blind in various ways may deter
some of their best and most consistent friends from
pressing their claims energetically. For myself, I
have no choice. Much as I shrink from occupying
constantly the post of solicitor of funds, and ardently
as I desire to follow my natural tastes and inclina-
tions and to be allowed to attend to my work quietly
and far away from the ken of the public, I have to lay
aside my feelings and preferences. Be my aversions
and wishes what they may, it is impossible for me

I30

either to rest or to keep silent when the cries of the
stricken lambs of the human fold ring so loudly in
my ears. I must speak for them and advocate their
cause to the best of my ability, and in doing so, I ad-
dress my closing words to one and all of you, men
and women of Boston, citizens of Massachusetts,
friends of the blind in all parts of New England and
the United States.

To your helpful ministries I recommend the kinder-
garten with all the strength and earnestness that I
can command. Its usefulness and success depend
mainly upon your liberality. You have it in your
power to invigorate it and render it a fountain of
gladness and a perennial source of good by providing
for it a substantial and ample foundation, or to stint
it by withholding the necessary aliment and starve it
and dwarf it. Pray do not fail to lend it your gen-
erous aid, for without this nothing can save it from
stagnation and deterioration. In behalf of many little
sightless boys and girls who cannot plead their own
case I implore you to bestow promptly on their be-
loved garden your offerings, so that its full growth
and fruition may be hastened. In the name of suf-
fering humanity I ask you to open your hearts and
purses and complete this shrine of mercy, invoking
thereby the blessings of heaven upon your heads.

What shall your verdict be?

Will you have the hardihood to deny to these
benighted children the lamp of life.'*

1^1

Mrs. Warren B. Potter Fund.

If over the gates of paradise

Bright emblems of virtues stand,

Methinks, above them all, mine eyes

Some day shall see an open hand.

— Seacrook.

It is a cause of heartfelt pleasure and great encour-
agement to be able to report, that during the past
year another munificent donation has been received
and a new name — that of Mrs. Warren B. Potter —
has been added to the list of the generous helpers
and bountiful benefactors of the little sightless chil-
dren.

Mrs. Potter was one of the prominent visitors, who
attended the entertainments given on Washington's
birthday at the parent institution in South Boston for
the benefit of the kindergarten. Accompanied by a
friend, she arrived quite early and expressed a desire
to see me. In the course of our brief interview
she manifested deep interest in the infant school and
was very eager to ascertain whether we had any re-
liable source of income for the support of the second
household which we were striving to organize therein.
On being told that we had none, she remarked, that
it seemed very important to her, that steps should be
taken at once to raise a permanent fund for that pur-
pose, and that she would contribute her share towards
it. To my inexpressible delight she informed me on
the following day, that she had decided to give the
sum of $20,000 to the kindergarten with the sole con-

132

dition attached to the gift, that the principal should
be safely invested and kept intact forever, and that
only the income should be used for current expenses.
Before the end of the week she sent her cheque for
the above named amount.

On the receipt of this munificent gift a due ac-
knowledgment was made, which read as follows : —

South Boston, March i, 1892.

My dear Mrs. Potter : — I use no formal phrase in saying,
that words fail me to express my emotions of profound gratitude
and delight on receipt of your welcome favor of the 24th ultimo
with its most munificent present of twenty thousand dollars, ($20,-
000) for the kindergarten for the blind. Believe me, no metaphy-
sician ever felt the deficiency of language so much as I do now.
But if I cannot interpret in adequate terms our sense of obliga-
tion to you, I am sure, that our deep gratitude towards you will
ever be enrolled in eternity's own book. May heaven, which in-
spired your noble mind with the thought of thus aiding our infant
school, mete out to you in fullest measure the blessings, which
such deeds always bring to their authors. I thank you from the
bottom of my heart not only for the most generous material aid
which you have bestowed on the cause of the education of the
blind, but also for the moral encouragement, which your munifi-
cence gives to those who are devoted to its advancement.

Yours is truly a princely gift, and it will be known as the Mrs.
Warren B. Potter Fund for all time to come. In compliance
with your wishes, your name will be withheld from the public ken ;
but it will be indelibly engraved in the hearts of hundreds of sight-
less children and their helpers and will adorn the annals of the
kindergarten.

Believe me, dear Mrs. Potter, with renewed thanks and senti-
ments of profound gratitude.

Most sincerely and respectfully yours,

M. Anagnos.

133

Verily words could hardly give adequate utterance
to our gratitude for such a gift, which was all the
more precious because it was wholly voluntary and
unsought. To quote Shakespeare, they seemed —

Too little for so great a debt.

Both by the magnitude of her donation and the
keen foresight which prompted it, Mrs. Potter has
earned the distinction of being counted as one of
the most liberal and sagacious contributors to the
fund of the kindergarten. In the ranks of the great
benefactors of the little sightless children her place
is second only to that of Miss Helen C. Bradlee.
Following in the track of royal generosity she has
joined the chorus of those to whom the blind of New
England will always sing paeans of praise and thank;
fulness. Deeds like hers are steps to heaven and
cannot fail to imprint the names of their authors on
the tablets of eternity with golden letters.

Mrs. Potter's gift is a beautiful tribute of tender
affection to the memory of her late husband, as well
as a testimony of the goodness of her heart and the
nobility of her instincts. It is a grand offering fit for
the sacred cause of humanity, a magnificent monu-
ment of pure benevolence, which will endure for all
time and shall ne'er fade —

While moon and sun and night and day the seasons tell.

134

The Central or Main Building.

^HS ©Itnigt btrscbbinbct Icitbt bcm ISlich,

glcr borixiarts s'u^t tuic bitl 5« tl^un not^ iibtr blcibt.

— Goethe.

These words of the poet apply with peculiar fitness
to the present advance of the kindergarten undertak-
ing, and illustrate most strikingly the increase of its
wants and the demands of its development.

The infant institution is far reaching in its aims
and unbounded in its possibilities. It is an enter-
prise of steady growth and constant progress.
Hence whatever has thus far been accomplished in it
is only a small part of what remains to be achieved.
As Goethe puts it, —

To one who forward looks to what is left
The little done soon dwindles into naught.

Until the plans are fully developed and carried out in
all their details, each step gained must of necessity
be made the starting point for further advancement ;
and as we progress we must broaden our views and
widen our scope of action.

To provide both shelter and the means of proper
training for every one of the little sightless children,
who had been persistently knocking at the door of
the kindergarten for admission, was a matter of para-
mount importance. This was our first duty. Beside
it all other wants seemed of minor significance.
Now that this inestimable blessing has been secured,
the next thing in order is to finish the central or

135

main building, of which a small part has already been
erected. The completion of this structure is not
merely a desiderahun but an absolute necessity for
the full development and perfection of our scheme
of education.

The plans for this building have been prepared
with due care and much study. We are under great
and lasting obligations for them to Mr. Walter R.
Forbush, — an architect of practical experience and
acknowledged skill, — who has made them for the kin-
dergarten free of charge.

A careful examination of these plans will show,
that pains have been taken to meet the wants and
requirements of the pupils and to provide ample facil-
ities and unusual conveniences for their physical and
manual training, as well as for their intellectual and
aesthetic culture.

The new edifice will be located between the two
existing buildings, one of which overlooks Day and
the other Perkins street.

The space in front will form an extensive lawn of
about 20,000 feet in area.

The building will be four stories in height, includ-
ing the basement, and will consist of three parts or
sections, forming in plan, to use a comprehensive
term, a double-headed T. It is divided through the
centre, so that one half may be used for boys and the
other for girls.

The front section will contain two workrooms, two
offices, two reception rooms, and sixteen schoolrooms.

136

The middle section will contain a spacious gymna-
sium, twenty music rooms, and an audience hall capa-
ble of seating about five hundred persons, with a
stage, organ loft, and two ante-rooms.

In the rear section there will be a library, twenty
music rooms, — four for teaching and the remaining
sixteen for practising, — and several large work rooms.

As the first floor of the entire structure is to be
about eight feet above grade, there will be no diffi-
culty in having windows of full size in all the rooms
of the basement.

The central portions of the fa9ade will show pro-
jections on either side of the entrance extending to
the level of the third floor.

A flight of twelve steps will lead to a large stone
portico with Ionic columns, the roof of which will
make a balcony level with the second story. The
entrance from this will be formed by an arch extend-
ing nearly to the third story.

The architecture of the entire structure, while dif-
fering from that of the present buildings, will be in
harmony with it.

A clear idea of the plan can be obtained from the
engraving which is printed at the beginning of this
report.

The central building will be connected with the
others by means of a covered arcade, which will re-
semble in form the segment of a circle. This addi-
tion will be a great improvement to the general
appearance of the whole structure and at the same

time will furnish protection to the children while
passing to and fro from their schoolrooms.

Mr. Forbush has taken the utmost pains in devis-
ing a system of heating and ventilation, which seems
well-nigh faultless. It operates both by direct and in-
direct methods.

In the conception of the principles and the arrange-
ment of the details of the plan every effort has been
made to insure the strictest economy in construction,
the best artistic effect of the exterior, and the sim-
plest and most convenient arrangement of the interior
in accordance with the purposes, for which the build-
ing is designed.

This edifice is so potent a factor in the normal and
systematic growth of the kindergarten and will be
such a valuable addition to the forces at work for the
reconstruction and enlargement of our scheme of edu-
cation, that the necessity of its speedy completion
can hardly be overestimated. It is no exaggeration
to affirm, that of all the buildings, with which the
grounds of the infant institution are destined to be
dotted in the fulness of its development, this one is of
transcendent importance. Indeed it is the very soul
and crown of the whole group of these structures, —
the central foundation around which all others will
cluster in perfect order and harmony. It constitutes
the main spring which will supply the whole estab-
lishment with the requisite motive power, the heart
which will send vital force to every part of the organ-
ism. Without it no large and decided step in ad-

138

vance can be taken and no efforts at reform and real
progress can prove fruitful.

It is superfluous to use further arguments in favor
of the immediate completion of the central building.
The need of this consummation is evident, the de-
mand is imperative. There is a glorious opportunity
for some of those who are favored with an abundance
of wealth to build this grand temple to humanity and
thereby raise to themselves a magnificent monument,
which will prove as enduring as the pyramids of
Egypt.

Who will help the cause of the blind in this way ?

Great-hearted, large-minded, benevolent men and
women, this question is addressed to you with special
emphasis. Who will respond to the cry of the little
sightless children and bend his head to receive the
crown, in which shall shine as pearls and diamonds
the tears of joy and gratitude shed by those whom
his generosity has blessed.'^

Chicago points with just pride to the numerous
public benefactors, who during the past year have
given nearly ^6,000,000 for the advancement of edu-
cation and art in that city. These gifts are not only
munificent but unequalled anywhere else in America.
Where are the millionaires of Boston? Have they
a clear sense of their social obligations.'* What are
they doing for the community.? Are there not those
among them who will minister to the wants of
afflicted humanity and come to the assistance of an
undertaking, the object of which is to work a com-

139

plete revolution in the education of the bhnd, and
place it on the broadest and most secure foundation ?

Helen's " Tea " in Aid of the Kindergarten.

Sweetner of life, and solder of society,

We owe thee much. Thou hast deserved from us

Far, far beyond what we can ever pay.

Oft have we prov'd the labors of thy love,

And the warm efforts of thy gentle heart,

Anxious to help. — Blair.

The "tea" given last May by Helen Keller in aid
of the kindergarten was one of the most memorable
events of a year in which these were not lacking.
This occasion was so charming in its character and
so rich in its fruits that it never will be forgotten by
those who participated in it.

Helen's action in this matter, as in most of her
generous deeds and benevolent undertakings, was
entirely spontaneous. Not a request nor a hint was
whispered to her. The idea was absolutely her own.

For a long time she had cherished an ardent desire
to do something to increase the funds of the kinder-
garten ; but she could not decide upon a feasible plan
for the accomplishment of her object. Finally the
thought suggested itself to her in this wise.

One day, while conversing with two of her young
friends, Miss Rosalind Richards and Miss Caroline
Derby, the subject of " fairs " and afternoon " teas "
given, for benevolent purposes was brought up, and
mention was made of the amount of net profits ob-

140

tained from some of these occasions. In the course
of this conversation the thought of holding an enter-
tainment of this sort for the benefit of the Httle
sightless children flashed across Helen's mind, and
she instantly asked, " why can I not give a ' tea ' in
aid of the kindergarten ? Money is needed for a
new building, and we must help Mr. Anagnos to raise
it." The young ladies approved heartily of her prop-
osition and offered to do all in their power to put it
to action and promote its success. They would sell
tickets, flowers and candy and invite all their friends
to be present.

Then and there it was resolved that the " tea "
should be given and the main features of the occa-
sion were outlined on the spot. From that moment
Helen's earnestness gave a quickening inspiration
to those in charge of the undertaking and became
prophetic of brilliant results.

The keen spirit
Seizes the prompt occasion — makes the thought
Start into instant action, and at once
Plans and performs, resolves and executes.

Helen's intimate friends, fearing that the excite-
ment and labor involved might be too much for her
health and strength, urged many objections against
the scheme. They told her, that there was not time
enough to carry it out thoroughly, that no suitable
place could be easily found and that people had been
surfeited with the concerts and receptions of the
season. Helen listened attentively to the enumera-

141

tion of these and various other difficulties, but they
made no impression upon her. She had set her
heart upon her plan, and could not be persuaded to
give it up. Her trust in the benevolence of "the
city of kind hearts " was unbounded and made her
confident of success. The following letters, written
to the two friends and coworkers with whom she laid
the foundations of her project, show clearly that she
was determined to put it through and that her belief
in victory was so firm, that she could not even think
of the possibility of failure.

South Boston, May 9, 1892.
My dear Miss Carrie: — I was much pleased to receive your
kind letter. Need I tell you that I was more than delighted to
hear that you are really interested in the " tea " ? Of course we
must not give it up. Very soon I am going far away, to my own
dear home, in the sunny south, and it would always make me
happy to think that the last thing which my dear friends in Boston
did for my pleasure was to help make the lives of many little
sightless children good and happy. I know that kind people can-
not help feeling a tender sympathy for the little ones, who cannot
see the beautiful light, or any of the wonderful things which give
them pleasure ; and it seems to me that all loving sympathy must
express itself in acts of kindness ; and when the friends of little
helpless blind children understand that we are working for their
happiness, they will come and make our " tea " a success, and I
am sure I shall be the happiest little girl in all the world. Please
let Bishop Brooks know our plans, so that he may arrange to be
with us. I am glad Miss Eleanor is interested. Please give her
my love. I will see you tomorrow and then we can make the rest
of our plans. Please give your dear aunt teacher's and my love
and tell her that we enjoyed our little visit very much indeed.

Lovingly yours,

Helen Keller.

142

South Boston, May 11, 1S92.

My dear Rosalind: — I have tried several times today to
write this little note ; but was obliged to leave it until this even-
ing. I have not forgotten my promise for a moment, and the ful-
filment of it now gives me very great pleasure. It is past my bed-
time, and teacher says I ought to be in dreamland, but I do not
think the fairies would be glad to see me if they knew I had not
kept my promise. So, dear Rosy, my last thoughts tonight shall
be given to you. I shall be so happy to see you again tomorrow.
I hope you will not have any lessons to study, because I want you
to help me decide about the tea. Some of my friends think I had
better give up the idea ; but of course that thought makes me un-
happy. I am sure the people will not let us fail when we try to do
something for little blind children. And you know. Rosy, dear
Dr. Howe said, " obstacles are things to be overcome." That
makes me sure that we ought not to think about failure ever.
Now, I must say good-night.

Lovingly yours,

Helen Keller.

The arrangements for the " tea " began at once,
and the first step taken was to secure a house large
enough to accommodate all those who were disposed
to attend. Mrs. Julia Ward Howe gladly offered the
use of hers ; but it was not thought large enough to
hold the expected guests.

Moved partly by the feeling that the undertaking
was too heavy a tax upon the strength of the child,
but mainly by the fact, that her parents had already
written to me that they had decided to have her
return home with little further delay, I again seized
the opportunity and tried with gentle persuasion to
convince her, that it was best under the circum-

143

stances to postpone the execution of her plan, but in
vain. She was as firm as a rock, and as a conse-
quence, instead of inducing her to change her mind,
I found my slower and hesitating sensibilities kindled
by the fire of her burning enthusiasm.

Helen's thoughts were turned towards the spacious
mansion of Mrs. Mahlon D. Spaulding, which she
had visited with her teacher, and by the advice of the
latter she immediately wrote the following letter to
her dear friend and generous benefactor, Mr. John P.
Spaulding, one of the truest and most liberal noble-
men of our community.

South Boston, May nth, 1S92.
My dear Mr. Spaulding : — I am afraid you will think your
little friend, Helen, very troublesome when you read this letter ;
but I am sure you will not blame me when I tell you that I am
very anxious about something. You remember teacher and I told
you Sunday that I wanted to have a little tea in aid of the kinder-
garten. We thought everything was arranged ; but we found
Monday that Mrs. Elliott would not be willing to let us invite
more than fifty people, because Mrs. Howe's house is quite small.
I am sure that a great many people would like to come to the tea,
and help me do something to brighten the lives of little blind
children ; but some of my friends say that I shall have to give
up the idea of having a tea unless we can find another house.
Teacher said yesterday, that perhaps Mrs. Spaulding would be will-
ing to let us have her beautiful house, and thought I would ask
you about it. Do you think Mrs. Spaulding would help me, if I
wrote to her? I shall be so disappointed if my little plans fail,
because I have wanted for a long time to do something for the
poor little ones who are waiting to enter the kindergarten. Please

144

let me know what you think about the house, and try to forgive me
for troubling you so much.

Lovingly your little friend,

Helen Keller.

To this letter Mr. Spaulding sent the following
reply : —

Boston, May 13, 1892.

My dear Helen: — Your delightful letter referring to the tea
was received with much pleasure, and Mrs. Spaulding will be only
too delighted to further your excellent project in any way in her
power.

You and your good teacher had better call on Mrs. Spaulding at
her home and make all arrangements with her. The latest date
at which her house will be open this spring is May 26th, for she
then goes out of town. I am entirely with you in sympathy in
your most excellent efforts in aid of the kindergarten.

Yours very sincerely,

John P. Spaulding.

This answer was a most happy solution of the
greatest of all the difficulties in the way of the child's
plans.

Acting on Mr. Spaulding's suggestion, Helen
called on Mrs. Spaulding and was made thrice happy
by the announcement, that not only would the house
be opened for the occasion, but that the needful re-
freshments and service would also be supplied.

Accompanied by her teacher and by Miss Caroline
Derby, Helen went directly from Mrs. Spaulding's
residence to the office of the Evening Transcript.

145

There she found the editor in chief, Mr. Edward H.
Clement, one of the most generous and loyal friends
of the cause of the blind, and asked of him the favor
of a notice of her plan. Mr. Clement listened very
attentively to the story of her scheme and pronjised
to do all he could for its furtherance. On her return
home she wrote to him the following letter, which
appeared promptly in the Transcript and was copied
far and wide.

South Boston, May iSth, 1892.

My dear Mr. Clement: — I am going to write to you this
beautiful morning because my heart is brimful of happiness and
I want you and all my dear friends in the Transcript office to re-
joice with me. The preparations for my tea are nearly completed,
and I am looking forward joyfully to the event. I know I shall
not fail. Kind people will not disappoint me, when they know
that I plead for helpless little children who live in darkness and
ignorance. They will come to my tea and buy light, — the beauti-
ful light of knowledge and love for many little ones who are blind
and friendless. I remember perfectly when my dear teacher came
to me. Then I was like the little blind children who are waiting
to enter the kindergarten. There was no light in my soul. This
wonderful world with all its sunlight and beauty was hidden from
me, and I had never dreamed of its loveliness. But teacher
came to me and taught my little fingers to use the beautiful key
that has unlocked the door of my dark prison and set my spirit
free.

It is my earnest wish to share my happiness with others, and
I ask the kind people of Boston to help me make the lives of
little blind children brighter and happier.

Lovingly your little friend,

Helen Keller.

146

Another of Helen's letters, addressed to Mrs.
Isabel C. Barrows, was published in the Christian
Register with a suggestion from the editor, that those
who are prevented by distance or any other obstacle
from attending the " tea," can send their subscrip-
tions just the same. Responses came quickly from
readers far and near, bringing various contributions,
which were added to the proceeds of the entertain-
ment. Here is the text of the letter : —

South Boston, May 17, 1S92.

My dear Mrs. Barrows: — Will you kindly tell the readers of
the " Register " that there will be a tea in aid of the kindergarten
for little blind children, at Mrs. Spaulding's, 99 Beacon St., next
Tuesday afternoon ?

I think you would like to know how the tea happened to be
thought of ; so, I will tell you about it. A little girl, who is blind
herself, has wanted for ever so long to help make the lives of
many little sightless children bright and happy ; but she did not
know how to go to work. As the time drew near when she must
leave Boston and return to her own dear home in the sunny south
her wish to do something for those whose homes were dark and
lonely grew stronger, and one day she decided to give a tea, and
ask the kind people of Boston to make it a success. She asks
them to come to the tea and buy light for the helpless little ones
who live in darkness. Surely they will not disappoint her! This
little girl remembers when this wonderful world, that is now so
bright with sunlight, and lovely with flowers and stars and birds,
was hidden from her by a thick curtain of darkness. Then love
came in through her sensitive fingers, and let her soul out into the
sunlight of knowledge. Education ba'nished the darkness from
her life, and the sunshine of love and thought and beauty flooded
her soul. Dear Mrs. Barrows, I am that little girl ; and 1 want to

147

share my happiness with others. I want all little sightless chil-
dren to enjoy the blessings that have been given to me.

Lovingly your little friend,

Helen Keller.

Among those to whom Helen wrote personal let-
ters, requesting them to call the attention of the
public or that of their friends to her tea, were Mr.
Arlo Bates, editor of the Boston Courier, Mr. Alfred
T. Waite of the Boston Herald, Mr. John M. Rodo-
canachi, Miss M. G. Curtis, Mrs. William S. Crosby,
Mrs. S. H. Hayes, Miss Grace White and many
others. Here are the letters addressed to the above
named persons.

South Boston, May 20th, 1S92.
My dear Friend : — I am going to have a tea in aid of the
kindergarten for little blind children, next Tuesday afternoon, from
three to six, at Mrs. Spaulding's, 99 Beacon street, and I write
to ask if you will kindly tell the readers of the " Courier " about
it. I am trying to raise money to help build a pleasant, cheerful
home for poor little sightless children, where they will be tenderly
and wisely cared for. Many helpless little boys and girls are now
waiting to enter the kindergarten, but there is no room for them.
These little human plantlets need the sunshine of the child's gar-
den to grow in. I want the kind people of Boston, who have
already done so much to brighten the lives of these helpless little
ones, to come to my tea, and buy light — the precious light
of love and knowledge for those who are still in darkness.
Surely they will come ! and hasten the joyful day when all little
afflicted children will have a sunny corner in the child's garden,
where they can grow in goodness and beauty. Then their minds
will open like beautiful flowers, and their hearts will be filled with

148

love and gratitude for those dear friends who led them out of

darkness into the beautiful sunlight of knowledge.

I remain, with loving wishes, your little friend,

Helen Keller.
Arlo Bates, Esq.

South Boston, May 21, 1892.

My dear Mr. Waite : — I am delighted to hear that you will
give a notice of my tea in the Herald. Surely there are many,
many readers of that great paper, who must feel a deep and
tender sympathy for the little ones who cannot see this beautiful
world, and sympathy always makes us helpers of one another.
Therefore I shall look forward to seeing many friends at my tea,
who will say, " Helen, I read about your tea in the Herald, and I
have come to help you make the lives of afiflicted little children
more bright." With love for your little boy, I am very sincerely
yours,

Helen Keller.

South Boston, May 19th, 1892.

My dear Mr. Rodocanachi : — I am going to have a tea in
aid of the kindergarten for little blind children, next Tuesday,
from three until six, at Mrs. Spaulding's, 99 Beacon street. Will
you please come, and ask my good friends at the Norfolk House
to come also ? I shall be so happy to see you again before I
leave Boston. Do you think Mr, Waite has forgotten me ? If he
has not, perhaps he will tell the people who read the " Herald "
about my tea. I know he will feel a tender sympathy for the
helpless little ones whose lives are dark and lonely, because he
loves his own little boy and likes to see him enjoy all the beautiful
blessings that God has given him. He will, I am sure, be glad to
help me make the lives of poor little blind boys and girls more
bright and happy. Hoping that 1 shall see you at my tea, I
remain, lovingly your little friend,

Helen Keller.

149

South Boston, May 20th, 1892.
My dear Miss Curtis: — I hope you do not think that Helen
has forgotten you. That would be a great mistake for I love you
very much even though I do not write to you often. When I go
home I shall have more time, and then you shall have a long let-
ter. I will tell you what Phillips thinks of the little flag and also
what our dear country's flag means to me. But now I must tell
you about my tea. I have wanted for ever so long to help Mr.
Anagnos make the lives of little sightless children brighter; but
I did not know how I should do it until I heard that people some-
times gave teas in aid of good objects. Then it flashed into my
mind that I could give a tea for little blind children. I was sure
the kind people of Boston would not let my little plan fail, when
they knew that I was trying to share my joy with those whose
lives are spent in darkness and loneliness. The preparations for
the tea are nearly completed. It will be at the house of Mrs.
Spaulding, 99 Beacon St., next Tuesday afternoon from three to
six. I hope I shall see you and your dear sister there. Please
give my love to Peggy and Harriot. Lovingly yours,

Helen Keller.

South Boston, May 19th, 1892.
My dear Mrs. Crosby : — I am going to have a tea in aid of
the kindergarten for little sightless children, next Tuesday after-
noon, at Mrs. Spaulding's, 99 Beacon St. Will you please come ?
And I hope you will interest your friends and ask them to come
too. I should be delighted to see Mr. Savage there. Perhaps if
you tell him that I am trying to make the lives of many little
helpless blind children good and happy he will ask his people to
help me. I want to see you and Sumner very much ; please try
to come to my tea. I wish I could write you a longer letter but
I must not now. Lovingly yours,

Helen Keller.

I50

South Boston, May 20th, 1S92.

Mv DEAR Mrs. Hayes: — Will you please tell the young ladies
whom I met at the kindergarten that the tea I told them I was
going to give, will be at Mrs. Spaulding's, 99 Beacon street, next
Tuesday afternoon, from three to six ? I hope I shall have the
pleasure of seeing many of them there. The tea is in aid of the
little sightless children who must live in darkness and ignorance
unless kind people help Mr, Anagnos to build another pleasant
home for them, where they will be tenderly and wisely cared for,
and allowed to grow in beauty and goodness.

Please give my love to the young ladies and think of me always
as your loving little friend,

Helen Keller.

South Boston, May 19th, 1S92.

My dear Miss Grace: — The preparations for my tea in aid
of the kindergarten for little blind children are nearly completed.
It will be given at Mrs. Spaulding's, 99 Beacon street, next Tues-
day afternoon. Will you please come ? And will you tell your
friends and ask them to come too .'' I am sure they will all be in-
terested if you tell them that I am trying to make the lives of
many little helpless children bright and happy. Do come and
help me. Please give my love to your mother and sisters, and
believe me, lovingly yours,

Helen Keller.

The attendance of her beloved friends, Bishop
Brooks and Dr. Oliver Wendell Holmes, was secured
by a personal call on the former and the following
note to the latter : —

South Boston, May 21st, 1892.

Dear, gentle Poet : — I am going to have a tea, in aid of the
kindergarten for little sightless children, next Tuesday afternoon,

151

from three to six, at Mrs. Spaulding's, 99 Beacon street. I shall
be more happy than words can express if you can be there. I
take very great pleasure in sending you tickets for yourself and
Judge Holmes, and I shall look forward to seeing you both on
Tuesday.

I was delighted with your kind letter, and I shall always keep it
with my choicest treasures.

With warmest love, I am your little friend,

Helen Keller.

Invitations were also sent to Dr. Edward Everett
Hale, Mrs. Julia Ward Howe, Mrs. Louise Chandler
Moulton, Mr. and Mrs. Edward H. Clement, Rev.
Julius H. Ward and several others.

To his excellency, the Governor of Massachusetts,
Helen wrote the followino- letter: —

o

South Boston, May 20th, 1892.

Dear Governor Russell : — I am going to have a tea in aid
of the kindergarten for little sightless children, next Tuesday
afternoon, from three to six, at Mrs. Spaulding's, 99 Beacon
street, and I shall be very happy indeed if you can be there. I
take great pleasure in sending you tickets for yourself and Mrs.
Russell and the dear little boys, Richard and William. I shall
look forward to seeing you on that day.

It is with delight that I remember my visit to the State House,
and I shall always think of the, first governor I ever saw, with the
pleasantest feelings.

With kindest love for the little boys and Mrs. Russell, I am
your little friend,

Helen Keller.

Governor Russell was out of town on official busi-
ness when this letter was posted. On his return

152

home he found it on his desk awaiting him, and he
immediately sent a courteous and graceful acknowl-
edgment, expressing his regrets at his absence from
the " tea " and explaining the reason why he had
failed to be there.

While Helen was in the midst of her labors she
received from Miss Anna Louise Partridge of
Augusta, Maine, the following letter, which speaks
for itself : —

Augusta, Me., May 22nd, 1S92.

My dear little Helen Keller : — Perhaps you won't re-
member among the many, many friends of the Kindergarten for
the Blind one who has done so little but felt so much for them ;
so I will introduce myself as Miss Partridge, from Augusta,
Maine, whose little school last year gave a little entertainment, or
" Kindergarten Recital," for the benefit of the Kindergarten for
the Blind. We want to do it again this year about the iSth or
20th of June for the same purpose as before — the new building
fund (that is if you think our little offering will be as acceptable
there as anywhere).

Since we have arranged to do this, I hear that there is a move-
ment in progress among the older children in town to give an
entertainment for the Perkins Institute later, but think too
much can not be done in such a good cause, and I want my little
ones to feel their " mite " will still be worth the giving.

I have in my school thirty or more of the loveliest and most
attractive little children in the city, with the happiest of homes
(they are all under nine years of age), and it seemed to me
specially appropriate that these happy little ones, should do some-
thing for the little ones in the Kindergarten for the Blind to
help make them happy. They had sent flowers from time to
time, but I wanted them to do more; so last year the use of our
Unitarian church parlors was kindly given, and our little recital

153

was very much of a success. The children won the hearts of all
present, and the parlors were filled to overflowing. I only hope
we may do as well this year, but, of course, cannot be sure. I am
going to ask you, if you wouldn't like to write a letter to these
little children of mine, many of whom met you last summer at
Gardiner and all of whom know about you and speak of you most
lovingly— Z.S I think one word from you, which the children and
their parents could see, would do more than many of mine to
awaken an interest and let them know what a blessing this Kin-
dergarten for the Blind is to these little blind children, some of
whom (like your little Tommy Stringer) have never known a real
home before. I have read of the -tea" which you are to give
very soon, and I know it can but be all you would wish, and
feel sure it must be very successful. I know how very much occu-
pied your time must be, but I thought if you could only write just
a few lines (as soon as you conveniently could before you went
away) to these, my little pupils, who I hope will grow up in such
a way as to seek and find their greatest happiness in " doing good
to others," I would consider it a great favor, and hope it w^'ould
prove one too to the little blind children. With best wishes for
your happiness, cordially your friend,

Anna Louise Partridge.

It was with great delight, that Helen heard of the
entertainment which the children of Miss Partridge's
little school proposed to give in aid of the kindergar-
ten for the blind, and in compliance with the request
contained in the above letter, she sent the following
note : —

My dear Miss Partridge : — Of course I am glad to write a
letter to my little friends in Augusta. I am delighted to hear that
they are going to give an entertainment in aid of the Kinder-
garten. It is beautiful to think that these happy little children,

154

who live in pleasant homes and are watched over and cared for by
loving parents, are working for other little ones who are not so
blessed as themselves. They will, I am sure, find great happiness
in the thought that they are helping with their love and sympathy
to make the lives of little blind children more bright. Please give
them my love and best wishes for the success of their entertain-
ment, and believe me, with much love and kind wishes.

Your little friend,

Helen Keller.

At last the twenty-fourth of May, the appointed
date for the festival, came. The day was one of the
loveliest of the season. The sun shone brightly, and
the air was clear and balmy. The walk through the
public garden, dressed in its charming spring attire
and ringing with the melodious music of the birds,
which were sweetly singing their carols under the
fragrant blossoms of the trees, formed a prelude or
introduction to the entertainment proper, the Spauld-
ing house being situated near by. The great man-
sion with its handsome furnishings and the fine view
from its windows made an appropriate frame for
the animated picture of the assembled guests who
thronged the parlors and surrounded the young host-
ess. " Mrs. Spaulding graciously effaced herself in
making every body comfortable, and was everywhere
at once in the pervading sense of tactful management
and harmonious adjustment of guests and service."

The flower table was in charge of Miss Rosalind
Richards, Miss Marion Pearce, Miss Susan Brooks
and Miss Alice Pitts. Four young ladies presided

155

over the candy table, — Miss De Wolf, Miss Eleanor
Gray, Miss Elsie Talbot and Miss Mary L. Hubbell
Tea was dispensed by the Misses Agnes and Ger-
trude Brooks, Miss Eloise Derby, Miss Marian
Appleton and Miss Marian Lawrence. Music was
furnished by Helen's schoolmates, — Miss Mary H.
Hoisington, Miss Edna A. Joslyn, Henry R. W.
Miles, and Henry E. Mozealous.

The attendance was very large. The eagerness
with which the public responded to Helen's an-
nouncement gave unmistakable evidence of the hold
which she has upon all classes of people. An im-
mense number of literary and benevolent persons,
representative of the thought, culture, learning, best
social type and philanthropy of this community,
flocked together under the hospitable roof of Mrs.
Spaulding to pay homage to the genius of the won-
derful child and to aid her in her mission of love and
mercy.

Helen has seldom appeared to better advantage
than on this occasion. Her resources proved to be
inexhaustible and always at command. She received
everyone with unfailing joyousness and cordiality,
now chatting merrily with Bishop Brooks and Mrs.
Howe, or laughing heartily with Dr. Holmes and Dr.
Hale, now embracing a child who had come to bring
her a contribution for the kindergarten, now shaking
by the hand a lady of four score and nine who was
very desirous of seeing her, now inquiring of Mr.
Bates the name of his boy, or of Mr. Chamberlin how

156

little Corda was, now giving a rose with a kiss to a
timid tiny girl who was anxious to approach her, now
sending a sweet message of affection and best wishes
to some absent friend, who was not able to attend,
and always saying pleasant words and rendering
warm thanks to each and all for their active interest
in the cause of the education of the blind.

The grace of her gentle touch,
The heart that cares for all so much,
The noble mien, the noble face.
All fit her for a high place.

The " tea " proved a delightful festival, and its re-
sults verified fully Helen's highest expectations. It
was a most brilliant success not only in numerical
attendance but socially and financially as well.

The affair called forth much generous and appre-
ciative comment, showing the strong, loving interest
which the heroine of the occasion roused in the
breast of everyone. It is impossible to describe the
enthusiasm with which she was received. The news-
papers were full of glowing accounts of this unique
event. The " Listener " spoke of it in the columns of
the Evening Transcript as follows : —

All Boston was at Helen Keller's feet yesterday afternoon. " I
did not know you had so many friends, Helen," a gentleman said
to her, after waiting a long time in the crush for his turn to greet
her. "All the people in Boston are my friends," she answered,
smiling not confidently, but gratefully, in her seraphic way. Only
a moment before the room had rung with laughter when Dr.

157

Holmes (who, by the way, did not look any older nor step any
older than he did ten years ago) was chatting with Helen, But it
was really no laughing matter when she assured him that really
she had not been deceiving him all the while and that she does
not possess eyes to see and ears to hear ! Her case almost seems
a reversal of the scriptures ; it is as much as to say to the world,
" He that hath not ears to hear, let him hear ; and he that hath
not eyes to see, let him see." Helen's face wore a rapt and some-
what excited expression as all the people passed in review before
her, but that she was in perfect mastery of herself was shown by
her quick recognition of her friends as they grasped her hands,
and her special word for each acquaintance. It is a high sort of
presence of mind that enables one who is " receiving " to say the
proper word in the case of every person in a great crowd. The
power to recognize instantly an acquaintance by a mere grasp of
the hand seems a wonderful thing to us who have learned to de-
pend entirely on our eyes, and it must seem scarcely less so to the
blind who learn to depend upon their ears. But we simply do not
know what a vast deal of differentiation there is in hand-grasps.
To Helen herself, as it was to Laura Bridgman, probably it is hard
to understand how people can regard it as so wonderful. Helen's
gift of always saying the proper thing and making exactly the
proper inquiries is probably much more wonderful.

It was pleasant to think that the Kindergarten for the Blind was
profiting so famously by Helen's earnest and nervous work for it,
and by the universal and generous interest in her. People could
not have invested their dollars in a nobler cause.

The correspondent of the Salem Gazette, Miss
L. F. S. Barnard, wrote a most interesting descrip-
tion of the occasion, which we copy in full.

Boston, May 26, 1S92.
The sun, which refused to shine for so many days, at last con-
sented to appear on the day of Helen Keller's tea. All Boston

I5S

seemed to be pouring into Mrs. Spaulding's elegant Beacon street
house, rich with its pictures, carvings, and beautiful ornaments,
but most wonderful of all was the young hostess.

Clad in an embroidered white muslin, a pink sash about her
waist, and hosts of friends about her, she expressed herself as
being "perfectly happy," and certainly she looked it. Miss Sul-
livan, the delicate-faced teacher, who more than all others has
brought light unto darkness, stood close beside her charge, who
tightly clasped her hand, and often turned to embrace her.

Such a happy, rapturous face ! No sign of deprivation, dark-
ness or suspicion, but life, light and love. " I love everybody."
she said, kissing the little children, taking them in her arms, and
passing her hand lightly over their faces and hair.

When Bishop Brooks's coming was made known to her, she
stepped forward, stretched out her arms till she grasped him, and
then gave him a hearty kiss. Dr. Hale was received in the same
loving manner, and he held some lively conversation with her,
which she interpreted by putting her finger on his lips. Young
and old hung about her, fascinated by her wonderful gifts, and to
every one presented she said some word of greeting. On being
asked if she liked Boston, she said, " Oh, yes, it is the city of kind
hearts."

The idea of giving a tea was her own, and one from which she
could not be turned. She could and would aid the blind children,
and every movement and word showed how much interested she
was in making it a success. Never languid, never weary, she
grasped hands, exchanged greetings, and was on the alert for any-
thing that might happen. Little children, almost babies, crowded
about her, one old lady of eighty-nine pressed forward to see her,
and numerous celebrities joined the throng to see the latest
wonder of the world. Laura Bridgman, wonderful though she
was, lacked much when compared with Helen, whose poetical
nature seems to have a rare insight into things hidden and unseen.
The sweet smile which wreathes her beautiful mouth has no affec-
tation about it ; it is a natural expression of the love and light

159

within. Her eyes were lifted upward as if she drew inspiration
from above, and her feet were so full of happiness that she could
scarcely stand still, but lightly danced back and forth in her
pleasure.

" Perfectly happy ! " Yes, she looked it. Forgetting self and
deprivations in her joy at being able to help others, and practical
enough to reckon up in her busy head what the profits would
probably be.

Back and forth from one spacious parlor to another she moved,
the crowd following her, only a few dropping off from time to time
to purchase flowers or sweets from the dainty tables, or passing
into the rear room where hot drinks and cool creams were served
from the flower laden table.

Musical selections were given from time to time, but the throngs
came to see this gifted child and cared for little else. A child in
years, though well developed in body and mind. Mr. Anagnos,
one of her dearest friends, was often by her side, holding her soft,
white hand in his as he tapped his message on her palm, a mes-
sage of good cheer often, for she laughed heartily after getting it.

So the afternoon passed away, brightly, cheerily, and as the
people passed from her radiant presence into the beautiful sun-
shine without, probably each person thought " If she can be so
happy, why then can not I ? "

All who joy would win

Must share it —
Happiness was born a twin.

One of Helen's guests, Mrs. James Tucker, was so
deeply impressed with the child's charming appear-
ance and demeanor that she wrote the following son-
net, which was published in \}i\^ Evening Transcript
under the 7iom de plume Margaret May :

i6o

To Helen' Keller.

Dear child, we dream not of thy fettered pain,

Shut in from all life's harmonies, with silent ear
Which answers not to bird-song, or the strain

Of grand symphonic music, we may hear ;
We cannot know the darkness thou must feel.

With only sense of warmth or chill, or odor sweet,
Or touch of velvet petal, to reveal

The spring with bloom of flowers, and green turf, neath thy feet.

But ah ! with keener sense of all these things.

Revealed by intuition, doubly strong in thee,
With pure, glad soul, which soars on buoyant wings.

But helpless to pour forth its throbbing melody ;
God give to thee, sweet girl, that subtler sense

To guard thee from tli' approach of treachery and wrong.
May true love bring thee some faint recompense

To swell the inner gladness of thy voiceless song !

Helen was elated by the grand success of her un-
dertaking. From the very beginning she had been
sure, that the "city of kind hearts" would not allow
it to fail, and she was filled with joy when she found
that she was right in her faith. The first letter in
which she gave utterance to her delight, was written
the next day to her dear friend, Miss Clara Thorn-
dike Endicott, who was not able to attend the tea.
It read as follows : —

South Boston, May 25th, 1S92.

My dear Miss Endicott : — I was very sorry indeed that you
were not able to come to my tea yesterday. It was a great suc-
cess. I think we made more than a thousand dollars, and more
love and sympathy was expressed for the little sightless children
than could be represented by much more money. I thought of

i6i

you and your dear father several times and wished you were both
there to enjoy everything with me. My beloved friend, Bishop
Brooks, my gentle poet. Dr. Holmes, my dear cousin, Dr. Hale,
and many, many other good and wise people came and made us
glad by their presence. But I will come and tell you all about it
tomorrow, if I may ? I am going home next week and I would
like to say goodbye before I go ; but I should not like to weary
you. Please give my love to Mr. Endicott and tell him I did not
think so much tea would be good for teacher so I asked some
other friends to come and drink nine cups for her. I am very
glad that you are better and hope when I hear from you this sum-
mer you will tell me that you are quite well again.

Lovingly yours,

Helen Keller.

To another friend, Miss E. P. Whitney of West
Newton, she wrote as follows : —

South Boston, May 25th, 1S92.

My dear Miss Whitney : — I am very sorry that you could
not come to my tea. It was a great success. I thank you very
much for the five dollars which you sent me for the little sightless
ones, and I enclose a note of thanks for Charlotte. I hope some-
time I shall have the pleasure of seeing you.

With love and best wishes from your little friend,

Helen Keller.

Thank you, dear Charlotte, for the fifty cents which you sent me
for the dear little children who cannot see. It will help bring
light and gladness into their lives, and you, too, will be happier
for having done a kind deed,

I am your little friend,

Helen Keller.

l62

To the munificent benefactress of the little blind
children, Mrs. Warren B. Potter, whose order for
tickets was received after the tea was over, Helen
sent the following message of explanation and love : —

South Boston, May 26th, 1892.
My dear Mrs. Potter: — I was very sorry indeed when I
heard that your order for tickets to my tea came after it was over.
It would have given me great pleasure to have seen you there ;
for I know what a good friend you have been to little sightless
children, and that you have done much to make their lives bright
and happy. I love you because your heart is kind and full of
gentleness and sympathy, and I want you to know that I love you
even though we have never met.
My tea was a great success !

Ever your little friend,

Helen Keller.

The valuable assistance, which Miss Caroline Derby
rendered to the success of the entertainment, was
appropriately acknowledged in the following letter,
overflowing with joy and enthusiasm: —

South Boston, May 26th, 1892.
Dear Miss Carrie: — I am more happy than words can ex-
press over the success of my tea. I think it is always so, when
our hearts are brimful of joy and gratitude we never know exactly
what to say ; but I like to think that God knows all that we feel
even though our language be ever so imperfect. And you, dear
Miss Carrie, must try to imagine the happiness that I feel this
beautiful May morning. I thank you most emphatically for all
you have done to make my tea a success. I am sure we shall
always find a sweet pleasure in the thought that we have helped a
little to brighten the lives of many afflicted children. Mr. Anag-

i63

nos says, we made about eleven hundred dollars. Is it not splen-
did ? Come on Saturday after three.

Please give my love to your dear aunt, and believe me, with

warm love, affectionately yours,

Helen Keller.

One of the earliest and stanchest friends of the
kindergarten, Miss Charlotte M. Haven, of Ports-
mouth, N.H., sent to Helen a contribution of ten dol-
lars for her " tea," enclosed in the followinsj letter: —

Portsmouth, N.H., May 23i-d, 1892.

My dear young Friend : — I have just read your letter to
Mrs. Barrows, in the last " Christian Register," and most truly
wish I could attend the " tea," tomorrow afternoon you have so
kindly purposed, — to be given in behalf of the little blind chil-
dren. But as I have been an invalid for many years, and unable
to go out, it will not be possible for me to be present, — nor could
I, even if living in Boston. But I feel a deep interest in the sight-
less little children, and in the kindergarten that will benefit and
aid them so much, — and so I enclose to you ^10, to add to any
you may receive from the sale of tickets for the tea. Please use
it as you think best.

I should love much to see you, for I do not feel that you are a
stranger. My best wishes are with you, for a very pleasant and
happy summer in your own dear home. The season here is later ;
but now it is very beautiful ; and I v/ish you could look into our
pleasant, old garden, this afternoon as the sun shines upon the old
apple trees, laden with blossoms, and so fresh and fragrant, after
the heavy rain of yesterday, while the grass beneath, is of an
emerald green.

Two beautiful orioles are flitting among the blossoms, — the
robins are building a nest in the pear tree near my window,
which is nearly a hundred years old, — and a delicate little yel-
low bird is making a home in the syringa bush close by.

164

This scene, so full of beauty and this rich unfolding of a re-
newed life all around us, reminds me of Lowell's beautiful lines in
"The Vision of Sir Launfal," "And what is so "rare as a day in
June " — for June will soon greet us again.

Again, accept my best and kindest wishes for the months to

come ; — and with much love believe me,

AfTectionately your friend,

Charlotte M. Haven.

Helen was highly pleased with the contents of this
most kind and interestinor letter, and as soon as she
found a few minutes of leisure she sent the following
reply : —

South Boston, June ist, 1S92.

My dear Miss Haven : — I thank you very much for your
sweet letter, and for the warm interest you take in little blind
children. I do not feel as if you were a stranger to me, because
your letters tell me a great deal about you. I know that you love
the beautiful flowers, the little birds, and the lovely June days.
I also love these beautiful things with my whole soul, and so we
are warm friends. I thank you in behalf of the little blind chil-
dren for your unfailing kindness to them. My tea was a great
success. We made eleven hundred and thirty-five dollars. I am
very happy indeed, and very grateful to the kind friends who
helped me carry out my little plan. I am going home to-morrow.

Believe me, dear lady, your loving little friend,

Helen Keller.

Another contribution of five dollars, enclosed in the
following letter from an invalid lady, was received by
Helen on the day previous to that of her " tea " : —

RoxKURY, Mass., May 22nd, 1892.
Though an entire stranger, I must say, my dear Helen, because
of my warm interest in you, and unfailing love for children, so

i65

many of whom I had the care of through my long life, and with so
much enjoyment, I do not iee\ you are a stranger to me. I have
heard so much about you, but it would give me great pleasure to
know you personally, to take you by the hand and look into your
face, as perhaps I might have the opportunity of doing, if I were
not an invalid and unable to go about much, I have some little
nieces and nephews in Plattsburgh, New York, who are very much
interested in all I can send them about you, and in your kind
thought for, and love of, your little deaf, dumb and blind friend,
"Tommy." I hope your many friends will fill your little purse
very full, in his behalf, for your dear sake as well as his. I want
to put my small mite in it, and enclose $5.00 — five dollars —
which you are to make use of, as seemeth to you best. I wish it
were one hundred times as much, but every little helps. I hope
your " tea," which you mention in your Transcript letter, will prove
a great success. Not having seen any notice of it, I do not know
what it is to be, or has been, if it already has taken place. I should
be delighted to hear from you, but you have so many personal
friends to write to I hardly feel I ought to ask for such a favor !
I would like to hear the money reaches you safely. Not knowino-
your address, I shall send, through your, and my, very dear friend,
Rev, E. E. Hale, whom you must love very much, as do all who are
blessed by his friendship. I hope you have quite recovered from
your recent illness and that your little friend, to whom you have
been as a dear and loving sister, is well and happy. Will you tell
him an old lady friend sends her love and good wishes, as she also
does to you, dear Helen. I know you are enjoying the beautiful
waking up of spring, after the long winter's sleep. Your spirit feels
it all, and is made happy thereby, is it not? The dear and loving
Father in Heaven keep and bless you ever more. With heart-
felt interest and all the love you will accept, ever your true
friend,

Mary R. Hudson.

i66

To this touching letter Helen replied as follows: —

South Boston, June ist, 1892.
Very dear Friend : •:— I cannot leave Boston without sending
you a loving message. I enjoyed your kind letter very much
indeed, and I have wanted to write to you and thank you for it,
and for the five dollars which you sent me, but I have been very
busy. Tomorrow I start for the South with my dear teacher. If
I were not going away so soon, I would certainly come and see
you. It fills my heart with gratitude to think I have so many lov-
ing friends. Dear little Tommy is doing well. You will be pleased
to hear that my tea was a great success. We made more than
eleven hundred dollars, and many new friends for little sightless
children. I am very, very happy because I have been able to do
something for the little ones who are not so blessed in many ways
as I am. I would like to write you a longer letter, but I must not
to-day. I have still several notes to write and feel rather tired. I
shall think of you often this summer, and I shall always be very
happy to hear from you. I am with much love and many thanks
for your warm interest in the little blind children,

Affectionately yours,

Helen Keller.

A gift of five dollars from Mr. Charles G. Chase, of
Brookline, with whom Helen had spent a very pleas-
ant afternoon at the Wheaton Seminary in Norton,
was acknowleged as follows : —

South Boston, May 26th, 1892.
Mv DEAR Mr. Chase : — I am very sorry indeed that you could
not come to my tea. I should have written to you about it, but I
thought the newspapers would tell everything. Please accept many
thanks for the five dollars you sent me. It was very kind of
you to send it when you could not come.

167

I shall always remember my visit to Wheaton Seminary with
pleasure, and I hope when you see the teachers and scholars again
you will give them my love.

Teacher and Mr. Anagnos send their kind regards and best
wishes.

Remember me kindly to Mrs. Chase, and believe me,
Your loving little friend,

Helen Keller.

On being informed that Miss Camilla H. Shinkle,
one of the students at Mrs. S. H. Hayes' private
school, had sent a generous gift of money to the kin-
dergarten, Helen hastened to write her as follows : —

South Boston, May aSth, 1892.
My dear Miss Shinkle: — I have just heard of your gener-
ous gift to the kindergarten for little blind children, and I want to
thank you in behalf of the helpless little ones whose lives will be
made more bright because of your tender sympathy. I am sure
you will always remember with pleasure this kind deed. I do
believe the very sunshine will seem more bright and clear to you
now that you have brought light and music into the lives of others.
Hoping that I shall see you again sometime, I remain,
Lovingly your friend,

Helen Keller.

To a letter from Mrs. Mary E. Stearns, expressing
deep sympathy for the little blind children, Helen
responded as follows : —

South Boston, May 28th, 1892.

My dear Mrs. Stearns :— Your kind letter makes me feel as

if I had always known you, and your loving sympathy for the little

blind children makes me love you dearly. I should like very

much indeed to see your beautiful garden. I love the spring-time

1 68

because it is so full of beauty and renewed life. My spirit feels
the beauty that is all about me and I rejoice in it. I was pleased
to hear about your noble husband, and I am very grateful to you
for sending me the poem which so beautifully describes his brave,
unselfish life.

Please accept my best and kindest wishes and believe me
Affectionately your child-friend,

Helen Keller,

The receipt of some home made bon-bons, sent to
Helen for her " tea," was acknowledged as follows : —

South Boston, May 28th, 1892.
My dear Miss Miellez : — Please accept many thanks for the
bon-bons which you w^ere so very kind as to make and send to my
tea, and believe me, with love and best wishes.
Sincerely yours,

Helen Keller.

Mr. George B. Knapp of Boston, one of the most
faithful friends of the blind, sent a contribution of
twenty dollars, accompanied by the following note : —

Boston, May 27th, 1892.

Dear Helen : — As it was not convenient for Mrs. Knapp and
me to attend your tea last Tuesday, I wish you to accept the
enclosed twenty dollars and add it to the sum you received that
day in aid of the Kindergarten.

Wishing for you a very happy summer, and hoping that your
many loving friends here in Boston may have the pleasure of wel-
coming you back in the autumn refreshed and in perfect health,
I am, Sincerely your friend,

George B. Knapp,

169

Helen acknowledged the receipt of the gift as
follows : —

South Boston, June ist, 1892.
My dear Mr. Knapp : — Please accept many thanks for the
twenty dollars which you sent me. I am sorry that you and Mrs.
Knapp could not come to my tea. It was delightful to see so
many dear friends, and I was very, very happy all day. You will
be glad to hear that we made eleven hundred and thirty-five dol-
lars. It makes my heart beat very fast with joy to think how
many little lives that sum will make more bright. Please give my
love to your dear wife, and believe me,

Your loving little friend,

Helen Keller.

•

A little boy, to whom Helen gave a bunch of
flowers at the reception, sent her a contribution with
the following note : —

49 Commonwealth Ave., May 26th, 1892.
Charles Torrey Allen, the little boy with curls, to whom dear
Helen gave a bunch of sweet flowers at the recent kindergarten
reception, sends with his love and every good wish the enclosed
mite to add to her kindergarten fund.

Helen acknowledged the gift as follows: —

Master Charles Torrev Allen.

Dear little Boy: — I thank you very much for remembering
me, and I am glad that your little heart is full of love for the
little blind children. I hope you will always be as dear and good
and loving as you were when I saw you at the kindergarten
reception. Please give my love to your mamma, and tell her to
kiss you for me. Lovingly your friend,

, Helen Keller.

170

It is needless to observe, that Helen wrote these
acknowledgments readily and cheerfully and never
showed the least impatience or murmured at the im-
mense amount of work which devolved upon her.
She was anxious to please every body and had no
time to think of her fatigue.

Finally the account of the receipts of the " tea "
was closed, and it was found that the net proceeds
amounted to $1,135.00. For this sum Helen sent a
cheque to Mr. Edward Jackson, treasurer of the
kindergarten, with the following letter:

South Boston, May jSth, 1892.

My dear Mr. Jackson : — I take very great pleasure in send-
ing you the enclosed check for eleven hundred and thirty-five dol-
lars. It represents the net proceeds of my tea in aid of the
kindergarten for little blind children. I would like to add this
sum to the building fund, and when I return, in the autumn I
shall give another tea to raise money for the support of the little
boys and girls who are to find happiness and joy in this beautiful
new home. The kind people of Boston will not forget that after
the building is completed more money will be needed to carry on
the good work. No, they will not forget this and they will not let
dear Mr. Anagnos plead in vain for the little ones whose lives will
be made bright and helpful in the child's garden. He will not
wait very long for sufficient money to continue his beautiful and
benevolent work.

I am very grateful to all those who in any way helped to make
my tea a success, and I hope you will find an opportunity of ex-
pressing my warm thanks and grateful acknowledgments to the
people of Boston for their many kindnesses to me. I am, with
much love and best wishes, Your little friend,

Helen Keller.

171

A few contributions, received several weeks later,
brought up the total amount of the net proceeds to
^1,156.00.

As soon as the business matters involved in
Helen's undertaking had all been brought to a suc-
cessful termination, she was quite ready to start for
the south in obedience to the wishes of her parents ;
but, although she was tired out after going through
such arduous labors, she could not think of leavingr
Boston without expressing in adequate language her
sense of obligation to those who more than all others
had helped to make her entertainment a grand suc-
cess. To Mrs. Spaulding, whose thoughtful kindness
and benevolent hospitality will be always remem-
bered with deep gratitude, she wrote as follows :

. South Boston, May 30, 1892.
My dear Mrs. Spaulding : — I have not written to you before
because I have been very, very busy attending to my business let-
ters. Did you ever hear of a little girl before who had so many
business letters to write ? Every day I have to write to kind
friends who send me money for the little blind children or Tommy,
and I have a great many checks to endorse. Of course I love to
do it because all the time I think that many little lives will be
made glad if I do all I can to help them. My tea was a great
success ! We made eleven hundred and thirty-five dollars. You
cannot imagine how delighted I was to send it all to Mr. Jackson !
For I knew that my check represented more love and sympathy for
little sightless children than a much greater sum could express. I
shall never forget you and dear Miss Alice, and I thank you both
for all you did to make my tea a success. I shall often think of
you this summer, and my dear mother will be pleased to hear how
kind you were to her little girl. I hope you will have a beautiful

172

summer in the lovely country, and come back to the city with a
heart full of loving pity for all of God's unhappy children. I shall
write to you again when I get home, and I shall always be very
much pleased to receive a letter from you or Miss Alice.
Ever your loving little friend,

Helen Keller.

To her dear friend and benefactor, Mr. John P.
Spaulding, who has a noble heart, —

As free to utter good deeds as to act them.

and whose numerous benefactions " proclaim him
most generous," Helen sent the following letter: —

South Boston, May 31st, 1892.

My dear Mr. Spaulding: — I cannot leave this beloved city
without thanking you for all your kindness to me. I have been
trying to write to you ever since my tea, but I have been very
busy, attending to other letters and I left yours until the last, feel-
ing sure that you and Mrs. Spaulding would understand that I had
a great deal to do. I can hardly tell you how happy I am over the
success of my tea. I knew the kind people of Boston would not
disappoint me when they understood that I was working for help-
less little children. Boston is the City of Kind Hearts. Dear
Bishop Brooks once told me that the most beautiful thing in all
the world was Love, and I am sure the people of Boston believe
this is true. There is nothing else but love. There is nothing else
that makes life so rich and beautiful.

I shall always remember with pleasure and gratitude the be-
loved friends whom I shall leave in Boston, and you, dear Mr.
Spaulding, must try to imagine how much your little friend loves
you for she does not know how to tell you in words. Teacher, too,
is deeply grateful for all you have done for her, and she sends her
kind remembrance.

173

We expect to leave Boston Thursday morning, so I will say good
bye to you now, I hope you will have a very pleasant summer,
and you must think of me sometimes.

Lovingly your little friend,

Helen Keller

In addition to the letters of acknowledgment above
given, Helen wrote propria inanu many others both
to children and to grown up people ; but it would
make the story of the entertainment too voluminous
to insert any more of them here.

The reader cannot help noticing that the keynote
of these letters is a profound love for humanity and
a warm sympathy with afflicted children. They are
invariably optimistic in their tone and breathe the
spirit of hope and joy. That evil shall be banished
and good shall prevail is the master thought in
Helen's mind and the refrain of her writings. She
firmly believes, that better and more prosperous days
for her fellow sufferers are to come, and is glad to de-
vote her talents and energies to the speedy realization
of this dream. She has started an upward movement
in their behalf, unconscious of the difficulties which
lie in her path, and with a determined step, a hopeful
smile, a kind, encouraging word and an unfailing
readiness to lend a helping hand to every one who
may falter, she —

Brightens the day
And lightens the way.

A writer has well observed, that " no flower bloom-
ing by the wayside or shedding its fragrance upon the

174

dreary wilderness, exhibits in a more marked degree
the pencillings of heaven than this rare bud of
genius."

Willie Elizabeth Robin.

Why should we think it shame for youth to wear
A beauty portioned from the natural clay ?
'Tis thine to teach us what dull hearts forget,
How near of kin we are to springing flowers.

— Lefroy.

The past year has been a season of rapid growth
and development for this beautiful little girl. The
early indications of her ability have been verified as
her education advanced, and there is more and more
apparent a degree of intelligence and a varied capac-
ity which, under wise direction, gives promise of a
well balanced mind and a well rounded character.

Willie's health continues good and she has grown
in stature and in flesh. Her cheeks are plump and
rosy, and her sweet face now wears the joyous look of
childhood in place of the serious and sometim'es even
sad expression, which rested there before the door of
intercourse with her fellow-beings was opened by
means of the manual alphabet.

She goes about the house and grounds with the
greatest freedom and certainty, and seems happy, in
the sense of independence which this gives her. She
would even like to extend her rambles beyond these
limits, if it were thought safe to allow her to go out
unattended. Her perceptions through her remaining

,/*/

'">y.,'i'JT'

WILLIE ELIZABETH ROBIN,

175

senses are very acute and greatly assist in her free-
dom of locomotion. While taking a walk she has
noticed the passing of an electric car and called her
teacher's attention to it. At another time while sit-
ting on the deck of the steamer to enjoy the fresh
breeze and the smell of the salt water, she felt so
keenly the vibrations produced by the blowing of the
whistle, that she tried to imitate it audibly. At first
she said " moo," but after repeated efforts she gave
the sound more clearly.

She is an industrious little worker, yet she often
dislikes to undertake new things, and her unwilling-
ness to try sometimes amounts to stubbornness.
When, however, she finds that there is no alternative,
she will apply herself to the task and accomplish a
great deal in a very short time. She likes to perform
various household duties. She makes her bed neatly
dusts the room, folds and puts away her clothes in an
orderly manner, and is pleased when she is allowed
to wipe dishes. Her kindergarten work is very well
done; all her handiwork, indeed, gives evidence of
the deftness of her fingers. At Christmas-tide she
became so much interested in the gifts she was pre-
paring, that she wanted to sew all the time. Her
first Christmas-tide was that of 1891, for, until then,
she had had no knowledge of the season. Her
teacher explained to her something of its significance
and talked with her about Santa Claus. Willie
caught the spirit of the occasion and her eager little
fingers were ambitious to express, in substantial form,

176

the "good will to men" to which her heart had just
awakened. On Christmas eve she hung her stocking
with the other children, and in the morning she was
as eager as they to examine its contents and as happy
in the result. But her greatest delight was in the
Christmas tree. The gifts which it brought her gave
her great pleasure, and she hugged them tightly in
her arms lest one should slip, unperceived, from her
grasp.

Willie has a nice sense of neatness and order and
is disturbed when articles are misplaced or out of
repair. She went to her teacher one afternoon say-
ing, " Martha is a bad girl because she broke " —
Here she paused, at a loss for the right word, so she
went downstairs and produced a towel the loop of
which was broken. Miss Thayer took this opportu-
nity to teach her the word loop. Little Willie then
took the towel to Martha and said to her, " Sew ! —
bad ! " But her teacher told Willie that she was mis-
taken, that it was not Martha who had done the mis-
chief, and asked her what she would say to the little
girl whom she had wrongly accused. "Excuse me,
Martha," said Willie, kissing her schoolmate. Still
she was not satisfied to leave the towel. She uttered
a little cry and said, "Sew — Miss Vose"; and only
when her teacher told her that she might put it upon
the table, where Miss Vose would see it, was she con-
tent.

She is fond of little Tom and knows that he, like
herself, is deaf as well as blind. She often seeks him

177

when playtime comes and she has taken great delight
in teaching him to make his bed.

Her progress in the various branches of her school
work has been so even that it cannot be said that she
is superior in handiwork, in numbers, in language, or
in reading, but rather, that she is remarkable for ex-
cellence in «// directions.

Her aversion to trying new things made the early
lessons in language exceedingly difficult for teacher
and pupil, and long after her teacher was sure that
Willie understood and could answer many simple
questions she was very reluctant to use the manual al-
phabet. The work of the first few months was there-
fore prolonged, but that she afterwards went on
rapidly is evident from the following entry in her
teacher's journal : —

December 31, 1891. One year ago today Willie had her first
lesson on the word ya«. Today she has over six hundred words
and is reading in a book.

Since that time her vocabulary has been increasing
much more rapidly and is now sufficient to enable
her to converse with pleasure on subjects within the
range of her understanding.

Before her kindergarten training could begin some
knowledge of language was needful to enable her to
work from verbal directions ; for it has been the aim
to have her follow the same course of instruction as
her schoolmates and in exactly the same way, save
that the directions which they received through oral

178

speech were given to her in the manual alphabet.
As soon as her vocabulary was sufficient her intelli-
gence and quickness of comprehension urged her on-
ward with happy speed. Her teacher says : —

November 22, i8gr. With the second gift Willie led her own
lesson. When I had asked a few questions she took up the cube
and began at once to talk about the number of square faces.
These she told correctly and then spoke of the twelve edges and
eight corners. With a little teaching she was able to find and
name the twenty-four right angles. * * * She is now working on
halves, quarters and eighths and made whole circles with them.

She is familiar with all the combinations of num-
bers up to twenty, and shows the same ability in ele-
mentary mathematics that she has manifested in
other directions.

Willie took her first lesson in reading, September
17, 1 89 1. This beginning seems to have been an
exception to her usual reluctance to undertake new
things, for she was so much interested in it that she
was unwilling to leave it when the bell rang for re-
cess. These reading lessons were added to the regu-
lar kindergarten course which she was taking, and
but little time, daily, could be given to the subject,
yet seven weeks later her teacher's journal mentions
that " Willie has read the first one of the ' Stories for
Little Readers.'" How intelligently she reads may
be gathered from a record in the same journal of her
answers to questions about a story which she had just
been reading in raised print : —

w

179

Teacher : Where were the boys .?

Willie : The boys were in the park.

Teacher : How long did the boys play in the park ?

Willie : They played tmtil dark.

Teacher : What did the boys then do /

Willie : They went home.

Teacher : What did one of the boys have?

Willie : One of the boys had a sled.

Teacher : Do you remember Myra's sled I

Willie : Yes.

Teacher : What did you do 7vith her sled?

Willie : Ride on snow (showing, with her hands, how the sno
came down, saying, "cold.")

Teacher : What else did the boy have ?

Willie : The boy had a little dog.

Teacher : What did this little dog do ?

Willie : He ran and barked.

Teacher : At what did he bark ?

Willie : He barked at the carts.

Teacher : Can you think why the dogs barked at the carts ?

Willie : No I Dogs bark bad.

Teacher : Do you like to see dogs ?

Willie : Gejievas dogs.
Teacher : What do dogs say ?
Willie : Bow wow. (This she tried to articulate.)
December i. Willie began the first steps in writing this morn-
ing. Her first work was to learn how to hold her pencil and to
make vertical lines.

She has an instinctive desire for oral speech and
this her teacher has encouraged and aided until
WilHe can now articulate from seventy-five to one
hundred words. These contain nearly all the sounds
of the English language. Some of them are words

i8o

of more than one syllable, as water, toivel, thimble,
flower, window. She has also learned to combine
words so as to express some of her wishes or ideas
orally. She will say, for example, Come witJi me.
Miss Vose is here. Where is Tom ? I have two
thumbs. Miss Markham has a nniff. I zvash my
face in zuarm water.

She is very happy in learning articulation, and
when she finds that she can call some one by name
and that her call will bring the person to her, she is.
delighted. The pitch of her voice is so natural and
its tone is so pleasant that it seems probable she will
learn to talk in a manner ao^reeable to those around
her.

Drs. Donaldson and Burnham of Clark University
visited Willie June 9, 1892, and made tests and meas-
urements with the following results: —

Height, 1263 mm, minus i cm for shoes, 1253 mm.

Maximum length of head, 171 mm.

Maximum width of head, 143 mm.

^^/^-^/ (Miss Thayer had recently weighed her), 54 lbs. minus
4 lbs. for clothing, 50 lbs.

Sense of discrimination, tested by identification of points touched,
showed normal acuteness apparently. An attempt was made to
test the sense of discrimination with the resthesiometer, different
parts of the hand were tested — finger-tips, palms, wrist, etc., but
the right and wrong answers were about equally divided, irrespec-
tive of the place tested or of the distance of the compass points.
Hence no data sufficient for any inference in regard to discrimina-
tive sensibility were obtained. Evidently she was not yet able to
understand the experiment fully.

i8i

Memory span. Dr. Donaldson gave the figures. Miss Thayer
repeated them to Willie at the rate at which she is accustomed to
talk to her. Willie both received and expressed them with the
right hand. Three figures were given first and were repeated cor-
rectly. Then four figures more were given and repeated correctly.
Two tests were made. Five figures were given and repeated
correctly once. Some difficulty was shown in recalling another
series, she was inattentive, but when the teacher repeated the
figures a second time, she gave them correctly. (This test should
be thrown out.) Six figures were given and could be repeated
only after they had been given a second time.

The test was made to see if there was any difference when
Willie received with the right hand and expressed with the left.
She did not succeed very well in this. Three figures were given
once and correctly repeated. She was somewhat fatigued. It was
interesting to note, however, that she had a tendency to repeat
figures with her left hand, at the same time that her teacher was
giving them to her in her right hand. From this test it appeared
that the memory span is at least three or four figures.

Willie commenced with the first kindergarten o-ift
March i, 1891. A year and a half later she had
completed the full kindergarten course of two years,
and was ready to begin primary work. When we
consider the amount and variety of her attainments
in the short period she has been under instruction,
her progress seems marvellous. Late in December,
1890, she entered the kindergarten, a healthy, vigor-
ous child of six and a half years, with a pretty,
though sad, face and a rude and repellent manner.
She manifested no love for any one but violently re-
pulsed those who tried to caress her. By crossing
her arms upon her breast, and other rude signs

l82

she could express a few of her immediate physical
needs, but nothing more. The world was quite
shut out from her knowledge, and she had no means
of intercourse with any human being. Twenty-
one months have passed and in that brief inter-
val she has learned a language and can talk with
her fingers ; she has taken the full kindergarten
course, and its weaving, pasting, folding, sewing, and
all its handiwork have been beautifully executed by
her skilful fingers, while her intelligent mind has
learned to work from directions, to describe clearly,
and to perform accurately its simple mathematics.
She takes her part in the kindergarten games and in
the gymnastic exercises of her schoolmates. She
reads embossed books, and to say that she has
learned to spell is needless, since her acquaintance
with language was made by spelling every word in
the manual alphabet. She is learning to write with
pencil and has already made a good beginning in oral
speech. What little girl with all her senses could
have accomplished more than this in the short space
of twenty-one months !

With all this mental and physical growth and the
development of manual dexterity, there is a corre-
sponding unfolding of the finer elements of her
nature. Her dormant affections have been awak-
ened ; she loves her teacher, schoolmates and friends,
and gladly receives and bestows caresses and other
tokens of affection. Her reason is helping her to
govern her strong will, and her intercourse with

^^5

those around her, while it is stimulating and broaden-
ing her mind and softening her heart, has already
brought within her reach the natural and innocent
delights of happy childhood.

During the summer vacation Willie spent nine or
ten weeks with the Misses Poulsson. This occur-
rence was a most fortunate one for the little oirj.
She could not have been placed under better or more
desirable influences. Miss Anna Emily Poulsson, a
graduate of the parent school, is endowed with a rare
talent for educating children. Her success as kin-
dergartner in one of the leading families of Boston
and as a writer of juvenile literature secured for her
a prominent position in the pedagogical ranks. Both
she and her sister devoted themselves to the care and
comfort of Willie with loving kindness, helpful dis-
cretion and marked sagacity. They watched over the
child with parental solicitude and kept an exact rec-
ord of her words and deeds. These were recently
woven by Miss Laura E. Poulsson into a most inter-
esting and fascinating narrative, and I am under
great obligations to her for the following extracts
which were copied from her manuscript with her kind
permission.

Willie was allotted a pretty room and her belongings were
arranged in it for her ; then she was shown how everything was
disposed so that she would not be at a loss to get articles that she
needed. She is an orderly being, and accustomed, like the other
children at the kindergarten, to some of the daily care of her own
room ; so every morning before breakfast her bedclothes had a

i84

vigorous pulling apart and spreading out preparatory to the neat
and systematic bed-making which came later. On the first morn-
ing after her arrival the servant put Willie's room in order as a
matter of course. When Willie went upstairs and found the work
done, she made great investigations and expressed some dissatis-
faction. Her nightdress was rolled, not neatly folded ! And there
was actually a wrinkle in the sheet which could be felt through the
counterpane. How shocking ! Out came the nightdress in a
twinkling. It was unfurled with a swift dramatic sweep, carefully
folded, and laid smoothly at the back of the pillow. The sheet
was pulled up, the pillow spatted into elegant shape and satisfac-
tion reigned.

It was explained to Willie that Susan had only the best inten-
tions in making the bed and that she had not known how nicely
little girls could do that for themselves. And Susan was in-
structed to give Willie the opportunity of keeping up her useful
and tidy habits. So, every day, after breakfast, Willie flitted up-
stairs and arranged her room with neatness and dispatch before
proceeding to anything else.

It was amusing to watch the graceful child as she made her
dainty toilet. Though some one was always in her room or near
at hand to render help if necessary, Willie was often unconscious
of the observing eye. How she loved a good refreshing bath !
How she laved and splashed herself ! And how vigorously and
minutely she attended to the proper drying of her pretty body !

The bath being over, next came the putting on of the soft
wrapper and pink knitted slippers, the letting out of the bath
water, and then the trip to her own room for the completion of her
toilet. When the time came for arranging her hair, if allowed the
valued privilege of doing it herself, she would stand before the
bureau tugging at the tangles until every hair was straight and
free. Then would come the brushing, continued till the gold
shone out and the surface felt glossy as satin to her tiny palm.
After this there was the braiding, and the tying, — first with string
and then with ribbon ; — and when all was completed, it was gen-

i85

erally a very trig looking little headpiece that was submitted for
inspection. The braid might have a few hairs askew, the string
might not be quite concealed by the overlaid ribbon, but the
golden sheen of the bang had never a cross line to mar it.

The same appreciation of the beauty of order, the same grace-
ful deftness and willingness to heap up the measure of doing,
were shown in all that this small lady did, whether task or play.
There was not the least vanity in her toilet elaborations nor in the
regard which she had for her best hats and frocks. These were
attended to and appreciated in their proper time and place, and
that was all.

Willie soon knew the house perfectly. An abounding love of
physical freedom, due to the normalness of the child-nature, gen-
erally led her into leaps and rushes when going up or down stairs,
and it was delightful to see the lively dash she would make the
instant her groping hand had found the newel-post. Her sense of
direction is strong and she seldom made mistakes in starting or
turning when going about the house, or in facing toward home
after having made a call. That she might indulge in a good free
run without danger from obstructions she was taken sometimes to
a grassy slope in Boston common, where, in the cool and pleasant
dusk, she could have a fine scamper. Such fun as it was, playing
tag, running races and sitting on the grass between-times tying
rings of grass upon each other's fingers ! The only drawback to
complete bliss in connection with this last pastime, was Willie's
magnified expectation as to the length of time one should keep a
grass ring en evidence. Those which she tied with the utmost care
on the fingers of her grown up companion always disappeared
before her own, which, with suitable treatment, lasted a day or
two ! She couldn't understand it.

During Willie's vacation the lady of the house undertook to do
a little painting. The main part of the painting had been done
previously, but that of the doorsills remained and the paint was on
hand, and in danger of drying up. So it was decided to utilize
the paint and get the job finished in spite of a few days' discom-

i86

fort. The fact that the doorsills were to be made to look very
fresh and nice, with first a coat of paint and then a coat of var-
nish, was explained to Willie. She entered into the spirit of the
undertaking, rejoiced in the prospective freshness, and sympa-
thized completely when told that Mistress Loretta would be sorry
to have footmarks upon the newly-painted doorsills, and would be
so glad if Willie would try to step over them as much as she could.
To tell the truth, Mistress Loretta had made up her mind very
calmly to a few little tracks of Willie's ; but she had duly warned
all the heavy, great-footed grown-ups of dire vengeance if t/ieir
steps were imprinted upon her strips of paint or varnish. Well !
Every body in the house except Willie, in moments of haste and
forgetfulness, trod with varying depths of imprint upon those un-
fortunate sills. Mistress Loretta herself being no better than she
should be in that respect; but no one ever saw Willie fail in
remembrance or make a misstep as long as the embargo lasted.
When she came to a doorway she would put out her hands to its
sides, consider a second or two, and then take the long step which
was going to please Mistress Loretta and preserve the beauty of
the house. The dear child could have cleared half a dozen door-
sills with the generous stride she made, bless her !

One day Willie was riding in a horsecar when there came a
great jar. "What was that?" spelled Willie's nimble fingers.

" A heavy wagon knocked against our horsecar," explained her
friend. "What is against?'' spelled Willie. Then came one of
the word lessons which are given so often by the way with these
children. " I knock my foot agaifist yours " ; "I push against
you"; "The wind blows against your face"; spelled the friend,
choosing sentences which she could illustrate to Willie then and
there. Willie soon understood, was glad no one had been hurt

and closed the discussion of the incident by remarking politely :

" We will excuse the wagon."

Willie has a good friend in one of the three commissioners of

police of Massachusetts. She calls him 7nvA voce, Papd Whiting,

with a rising inflection on the last syllable. She had not been in

i87

her vacation quarters very long before Papa Whiting's affection
drew him there. Willie's joy was charming to behold. She
beamed and nestled and talked with hands and tongue. She
asked after all the members of his family, the servants, the pets.
Then, on being told that Mr. Whiting had determined to learn to
talk with her himself, she immediately undertook to give him a
lesson, making the alphabet for him to copy, putting his fingers in
shape when he did not succeed, and obliging him to persevere
sometime after he would willingly have considered the lesson
finished. Wise little Willie knew that //^<?/«/// was not adjudged
the best gauger of a lesson's length ! When Papa Whiting left,
the child stood quietly by the closed door for a moment, then
pressed an ardent kiss upon it and walked back into the parlor,
her sweet face glowing with the radiance of affection.

Once while visiting at Mr. Whiting's country home she had had
a capital chance to examine a hen, its nest, and a young brood of
chickens. The hen submitted with much kindliness to a tactual
examination, and Willie learned a great deal. The memory of
this was freshened by a little story which had been told her one
morning about " Baby's Breakfast." This story relates how the
cow, the hen, the bee and the baker all gave Baby something good
for his breakfast and how the Baby thanked them. The next
breakfast after this when eggs appeared on the table and Willie
indulged in one, she spelled out in a sprightly way: "Thank you,
Hen, for the egg." Then, waving her hand toward the window,
she continued : " The hen is out of doors ; far, far away."

She was always very dainty and ladylike in her table manners.
No one could be more concerned than herself if she made a spot
upon the linen. She fed herself very neatly, and kept the most
seraphic patience when her fork went up again and again to her
expectant mouth with nothing upon it to reward her labor and her
expectations. Her sense of smell is very keen. She could tell
what fruit there was upon the table before sitting down, and would
often know the varieties of vegetables as they were carried into
the room on a tray. The folding of her napkin was a work of

conscientious exactitude, though she showed signs sometimes that
she would gladly have delegated the task to Susan if encouraged
to that laxity. But Willie's friends felt in duty bound not to let
her lose what had been gained in general training; so, though it
was a plan much against the feelings of " the natural man," they
tried to guide Willie in doing things for herself and others, rather
than take the easier course of doing too much for her themselves.

If any one were a little "under the weather" and Willie discov-
ered it, she was faithfully thoughtful in making inquiries and offer-
ing services. She had a slight indisposition during the summer
vacation, and was naturally watched with great care. She knew
that she was in an atmosphere of sympathy and love, and there-
fore accepted it all in good part when, on coming down to break-
fast one morning at this time, her friends failed in making the
usual polite inquiries after her state of health. She gave her
pretty cheerful greetings, and settled down to the eating of fruit
and porridge, but soon, reaching out one hand to a neighbor at
table, she proffered affably the remark, " I am better, thank you."

It was proposed that Willie should be taken to the seaside. Its
joys were recounted to her and she was told that one of the kin-
dergarten teachers, whom she loves very much, would be there.
Willie danced with pleasure. She did not know exactly how to
express such wonderful delight, but she did the best she could by
clapping her hands ecstatically and spelling with rapid fingers,
"Laugh! Smiles! Fun! Joy!"

"Laugh, smiles, fun, joy," she did indeed have at Clark's Island.
Brimful of liveliness and dearly loving a romp, she was ready for
any fun by land or sea. She investigated the wharf and the shore,
went boating in dories and sail boats and revelled like a mermaid
in salt water. During the bathing hour she splashed and ducked
and floated and tried to swim as eagerly as any one. When she
came home from Clark's Island she used to represent the scene of
these delightful doings with her building blocks. It took two or
three boxes of blocks, a large expanse of table-top, and a good
deal of time for the representation. The ingenuity displayed was

i89

surprising. On the shore she had placed irregular piles of blocks,
here and there, to represent rocks ; bathhouses — very good copies
of the original architecture — occupied the background; a dory,
well shaped fore and aft, was moored at the side of the wharf; the
wharf itself, long, narrow and of quite a height, ran far out into the
water and terminated in a flight of steps, just as the real wharf did.
It was explained by Willie that the sand lay all about on the shore.
She would show you the whole thing by taking hold of your fore fin-
ger, (the rest of your hand being closed and as much out of the way
as possible) and having you feel the irregularities of the rocks, the
smoothness of the sand, the shape of the bath houses (with their
doors which shut and open) and of the dory with its regular out-
line and narrow seats. Then she would walk your fingers care-
fully along the out-running wharf and down the steps at the end.
There she knew that the water was very deep ; but how could that
fact be represented? This puzzled her a long while, and it was
a great triumph when she finally conceived a way ; — which way
was, to build a high wall of blocks enclosing a large space beyond
the shore and thus associate the idea of depth with the space
which the salt water occupied.

The relative situation of all the objects represented in the scene
was very correct ; and when one considers that all this knowledge
was acquired through the medium of touch alone, is it not re-
markable ?

When the end of the summer came, Willie went back to the
kindergarten with her recuperated teacher, both of them happy to
be together again. Since then they have made a long-planned-for
trip to Texas in order that Wilie's father and mother might see
her after their separation of two years and more. But, as Kipling
has conveniently formulated it, " that is another story."

In summing up this brief sketch of little Willie
and her work, I gladly avail myself of the opportu-
nity to state, that she is a remarkable child in every

respect. She is sound in health and perfect in phy-
sique. The unfolding of her intellectual powers and
mental capacities goes on steadily and harmoniously,
while her symmetry of features and general personal
beauty can hardly be surpassed. She looks like a
fairy and is truly exquisite in her ways and manners.

A kingdom is dear Willie's face,
And these the boundaries I trace :
Northward her forehead fair ;
Beyond a wilderness of light hair ;
A rosy cheek to east and west ;

Her little mouth

The sunny south.
It is the south that I love best.

During the past year Willie has made marked
progress in the increase of her vocabulary, in oral
speech, in reading with her fingers, in learning to
write and in manual dexterity. She articulates now
quite distinctly, uses her hands skilfully and goes
through the kindergarten exercises in unison with the
rest of the children.

From a scientific and educational point of view
Willie's case is of greater importance and more pro-
found interest than that of any other blind and deaf
child with whom I am acquainted. It opens a very
wide field for investigation and study to psycholo-
gists, philosophers, glossologists, teachers and all
men of letters. It was my intention to treat /// c\v-
tcnso some facts relating to the coordination of her
perceptions and the development of her thoughts and

191

ideas, and also to show how potent was the influence,
which the acquisition of language exerted upon the
growth of her affections and the foundation of her
moral principles ; but want of time and the length of
this report render it necessary for me to postpone to
some future time the carrying out of this purpose.

Tommy Stringer.

So hope is watchful at time's gate,
Her glad eyes greet the golden day ;

While faith and love on hilltops wait,

To mark tJie op''7iing of his onward way.

By a slight alteration of the last lines, these words,
written by William Branton under the title " waiting
for spring," are applicable with peculiar fitness to
those who have been patiently watching Tommy
Stringer's case with a firm belief in the power of his
mind to come out safely from its triple-walled prison.

This little boy entered the kindergarten April 8,
1 89 1. He was then only four years and nine months
old and the terrible disease, which had deprived him
of sight and hearing, together with the influence of
his subsequent surroundings, had prolonged, in his
case, the season of babyhood. Since his illness he
had been in a hospital in Pittsburgh, where he had
evidently been cared for like a helpless infant.
He could walk, but was so accustomed to being led
that the moment his attendant let go his hand, he
would resort to creeping. The same helplessness

192

was observable in other directions, and his whole ap-
pearance indicated indolence. The effect of spinal
meningitis was still noticeable in the carriage of his
head, which was drawn backward. He was a healthy
little child, with a sweet, attractive face and gentle,
affectionate manner, and it was evident that he pos-
sessed the ability to become more independent in his
habits.

Indications of intelligence were not lacking, and
it was interesting to watch his movements when left
to himself. He was encouraged to spend much time
out of doors in the first months after his arrival.
One morning he was left sitting in the porch with a
basket of pebbles to play with. He amused himself
by dropping them through the cracks of the floor,
and he quickly noticed when one was only a little too
large to slip down between the boards. As he took
them from the basket, without pausing to try them,
he instantly threw away the larger ones and dropped
the small ones into the cracks. Tom one day found
a book and he at once began to turn the leaves care-
fully, going through the volume in such an easy and
natural manner that it seemed as if he remembered
having looked at pictures before he lost his sight.
At another time he was sitting in the lap of a gentle-
man the top of whose head he found was quite bare.
He passed his hand gently over the smooth surface,
then felt of his own brown top-knot. This he re-
peated several times and seemed to be thinking very
seriously of the difference.

193

Kind friends supplied him with toys until he had
quite a collection, which he kept in the lowest drawer
of the bureau in his room. When he went to play
with them he would take the rug from his bedside
and, sitting down upon the floor, he would spread it
across his legs ; then taking out his playthings, one
by one, he would examine each and drop it upon the
carpet. When he had taken them all out, he would
drop each one into the drawer rather noisily, happy
in watching the vibrations produced by its fall, v/hich
he perceived by resting one hand upon the edge of
the drawer.

Tom's early lessons were mainly in the direction of
making him more independent. He was taught to
avoid creeping, to walk more firmly, to feed himself
neatly at table, and while he was learning these
things his teacher would spell, in his tiny hands, the
names of some of the articles which he most wanted,
when she gave them to him — just as she would have
spoken the words to him if he could hear. She did
not, at first, require him to spell them also, nor did
she seek to enforce upon his attention the connection
between the object and the word. This came later.
For the present she simply talked to him as the
mother talks to her infant, only on account of the
deafness of her pupil, she was obliged to talk by
means of the manual alphabet.

After a time she would show him the article, spell
its name in his hand, then place his fingers in posi-
tion to repeat the successive letters. This she would

194

repeat over and over and over again, seeking to estab-
lish in his mind an association of the manual word
with the article. Bread was the first word which she
tried to teach him to spell, and with this she patiently
worked with him day after day. Tom would pas-
sively yield his fingers to her manipulation, but weeks
passed before he manifested the slightest interest in
the performance whose meaning he did not even care
to know. The following extracts from his teacher's
journal will illustrate his progress in learning lan-
guage:—

October 29. Tom is still in bed but better, so I gave him
short lessons, and he seemed to wish me to spell to him for he put
his right hand in mine, then, lifting my left, motioned for me to
spell. He would do nothing of himself.

November 15. Tommy surprised us all greatly by voluntarily
making b and r for bread, at the table. He did this very rapidly
for each mouthful.

December 5. Tommy spelled mug in his own hand today,
patting the letters softly.

December 14. He had hard drilling on boot today, until he
spelled it over and over again. He liked to throw it on the floor
then spell b-o-o-t, and pick it up. In the schoolroom we worked
with several balls for that word and he was quite interested. The
two I's troubled him a great deal.

January ii. In the schoolroom, today, before 1 gave Tom the
ball we were going to work with, he became so impatient for it
that he voluntarily spelled it to me. We worked upon, Ball will
roll, rolling it upon the table and spelling the sentence.

January 15. At the table this morning Tom could not remem-
ber / in milk. I kept him an hour after breakfast. He seemed
perfectly willing and anxious to do it, and did spell f/iug. . . .

195

Wishing to see if he recognized the letter, I made / for him and a
smile of delighted remembrance passed over his face. Then he
made it himself each time for a drink of milk.

March 3. Tommy has mastered towel today. He began on
it ten days ago. He spells bib at the table before having it tied.
With the word meat, which he knows, I am teaching him and potato ;
with the word bread, and butter.

When Tom had been a year at the kindergarten,
and was not yet si.x years old, he had learned about
twenty-five words which he could himself spell, includ-
ing two or three short sentences. These words were
such as appealed to him most strongly, as bread,
water, apple, chair, table, hat. In addition to these he
understood a number of other words and some brief
commands which his teacher would spell to him ; but
he was not able to repeat them.

From this time he learned much faster, and on the
thirtieth of September, a little less than eighteen
months after he entered the kindergarten, baby Tom
had a vocabulary of 150 words.

It was necessary to provide occupation for his
hands before he had made much progress in lan-
guage, and he would busy himself for a long time in
stringing balls and cubes alternately. Then he began
to learn weaving. His teacher says : —

November 17. In the schoolroom he had weaving to do and
he was given a regular weaving needle to use with the paper strips.
He soon learned the method of threading it and did it with much
deftness.

196

December ii. Tommy did very well at his weaving today.
After working a few minutes he will often put his fingers on the
strips already woven and examine them with a look of amusement.

March 5. Tom had his first sewing on a cotton bag today.
Every Saturday morning the boys assemble for this purpose and
Tom has begun now to learn to sew. I showed him the other
boys at work and let him see their thimbles. I then gave him a
tiny thimble — with which he was amused and pleased — and a
small bag to be oversewed. I took his hand with the needle and
helped him to set the stitches and he pulled it through and held
out his work for another stitch, seeming pleased and interested.
Part of the time I let him use the needle by himself and he kept
quite near to the edge of the cloth. He soon found the use of the
thimble.

His teacher tried to 2:ive him an idea of verbal
speech by allowing him to watch the vibrations of her
throat while she slowly said ah, prolonging the sound.
This seemed to excite his attention and he tried to
imitate it. By repeated efforts he has learned to
articulate mamiita quite clearly.

When little Tom came to the kindergarten he was
an affectionate child, trusting everybody and ready
to go with anyone who held out a hand to him, ap-
parently without discrimination ; and though he has
learned to recognize his teacher and has, to some
extent, his favorites, he is still happy with strangers,
generally preferring men to women.

Tom is a genuine boy and the roguish tricks of
boyhood are already beginning to be noticeable. On
the first of May he had a new teacher and some of
the early entries in her journal illustrate this trait: —

197

May 6, For the first few days I was watching Tom and did not
use my authority. He thought it was very nice and took advan-
tage by spelling milk m-i-k. An hour passed while we were work-
ing for the letter /. At supper Tom spelled the word quickly
putting special emphasis on the letter /, then laughing.

May 12. Tonight Tom went up to his room immediately after
supper and, quickly undressing, went to bed. This was to avoid
spelling the names of his clothes, which I have taught him and
have had him spell, morning and evening, as he puts on or takes
off the garments.

Notwithstanding his gentleness Httle Tom some-
times manifests a passive stubbornness which is very
difficult to overcome. Occasionally his teacher asks
him some question to which she is sure he can reply,
but he does not wish to do it. She insists that he
shall spell the answer and will not let him go until
he does. Without the slightest manifestation of ill-
humor and without making any attempt to comply
with her wishes he will stand waiting for release.
When he begins to grow tired, perhaps a merry smile
will gather on his lips and he will put out his arms to
hug his teacher and coax her to forget the attempted
discipline. Repulsed in this, he relapses into the
former attitude of waitingr. Sometimes these strue-
gles are very long, for Tom is lazy and does not
like to take the trouble to spell.

Although he has been a year and a half at the kin-
dergarten he is even now younger than either of the
other blind and deaf children when their education
was commenced. He has started at grreater dis-

198

advantage than they, for he is less active both men-
tally and physically than they were at his age.
Nevertheless he has made a good beginning and has
endeared himself to all the kindergarten household.
His dormant faculties are beginning to awaken ; the
baby face is being transformed into that of the boy,
and the natural traits of boyhood are manifested in so
many directions as to encourage the hope of a normal
development of his mind and character through the
various stages of his education.

Helen Keller's Plea for Tommy Stringer.

Is aught so fair
In all the dewy landscapes of the spring
As the graceful tear that streams for other's woes?

— Akexside.

Helen's interest in little Tommy has in nowise
abated. Her love for him glows in her soul with
continued fervor. She watches his progress with the
keenest pleasure, and seizes every opportunity to call
public attention to his wants and to promote his wel-
fare.

Last April, when arrangements were being made
for the annual reception, which was to be held at the
kindergarten on Froebel's birthday, under the auspices
of the ladies' visiting committee, Helen wrote to a
number of her personal friends, requesting them to
be present and to see little Tommy. Among those
to whom she sent special invitations were the follow-

199

ing: Bishop Brooks, Dr. Oliver Wendell Holmes,
Rev. Edward Everett Hale, Rev. Minot J. Savage,'
Mr. John P. Spaulding, Prof. Alexander Graham Bdl
and Hon. John Hitz of Washington, Mr. F. B. San-
born and several others.

To Dr. Holmes she wrote as follows : ~

SouTH Boston, April i8tb, 1892.
Dear kind Poet : — My heart sings for joy these lovely April
days ! Spring — beautiful spring has returned again with its buds
and birds and sunny skies. I feel the glad awakened spirit of life
in every thing; and long to show the dear friend, who has made
me feel the beauty and melody filling all this great world of ours,
how deeply grateful I am for his beautiful poems. They speak to
my soul of " the loveliness of earth and sky," and though all with-
out is silent, oh, how silent! there is music in my heart more
sweet than the voices of the birds or the laugh of happy chil-
dren. I would like very much to see you before I go home. It
would give every one great pleasure if you could come to the
reception at the Kindergarten next Thursday. I shall be there to
welcome you with a loving kiss.

Please accept this note as a token of a little girl's love and
g''3t'f"de. Sincerely your little friend,

Helen Keller.

To this charming note Dr. Holmes sent the follow-
ing exquisite reply, which filled the heart of the little
girl with joy: —

Boston, April 30th, 1892.

My dear sweet Helen .--Your Loving letter reached me

many days ago, and would have been answered long before this

had I not been suffering from a severe cold with feverishness and

languor which took the life out of me, so that my great heap of

200

letters remained unanswered, and yours which should have had
immediate reply got confounded with others vastly less interesting.
You will be glad to know that I have got better much quicker
than I feared it might let me off and am well enough to go to the
Saturday Club today.

Your letter was and is very pleasing to me. It is delightful to
find what a world you have made for yourself. You must have
eyes and ears in your soul, spiritual organs of sense, which do for
you what our outward organs do for us poor seeing and hearing
mortals. How do we know that your spiritual vision and hearing
are not as much above ours as the perceptions of an angel are
above those of a human being ? Some peculiar sources of happi-
ness you certainly have the daughters of kings and queens might
envy. You meet and will always meet with love and tender re-
o-ard everywhere. There is no human heart that does not warm
with affection to the dear little sister who finds light in the dark-
ness which envelops her, and music in the silence in which she
moves and has her being. I think God has granted you a cheer-
ful temperament, one of the very greatest blessings granted to
mortals. There are a great many seeing and hearing persons on
whom the beauty and music of creation seem to be thrown away, —
they see and hear through a cloud and a dumb atmosphere of their
own. Perhaps we ought not to judge them harshly, but we have a
right to be thankful that life does not present duty to us in this
sad aspect.

I hope the little boy in whom you and all of us took so much
interest is doing well. I was grieved that I could not come out to
the Kindergarten on the 21st of this month. Just at that time I
was feeling very miserably and entirely unfit for enjoying any such
occasion. I hope I may have the opportunity of seeing you again
before long, and I am always greatly pleased to hear from you,
and to know that you remember me faithfully and lovingly, as I do
you, my dear child.

Always affectionately yours,

Oliver Wendell Holmes.

20I

To Mr. Savage Helen sent the following invitation,
which shows that she was determined to enlist in
little Tommy's behalf the interest of as many distin-
guished people as possible : —

South Boston, April i8, 1892.

My dear Mr. Savage : — You will probably not remember me,
among the many people you saw at dear Mr. Hale's reception ; but
I think you will know who I am when I tell you that I am the little
girl whom Mrs. Crosby introduced to you that evening.

I write to tell you that there will be a reception, at the kinder-
garten for little sightless children, next Thursday afternoon, and
that it will give me very great pleasure to see you there. I want
you to see Tommy, — the dear little deaf and blind child who came
to our beautiful child's garden one year ago this month. I want all
the kind people in Boston to feel an interest in Tommy, because he
will always need the sunshine of their love and care to brighten his
life. It seems to me that the most fragrant blossoms of the heart
are loving thoughts for others. Their sweetness may so fill with
beauty and gladness the life even of a little deaf and dumb and
blind child that he will never dream that there are wonderful and
beautiful things in the world which are mysteriously concealed from
him. So, please come to the kindergarten on Thursday, and see
Tommy, and perhaps you will tell the people whom you meet at
the reception how they can bring sunshine into many little
lives. From your little friend,

Helen Keller.

Instead of writing to Dr. Edward Everett Hale,
Helen called on him at his house and begged him most
earnestly to attend the reception and plead the cause
of her little protege. Although he was tired after the
festivities of his seventieth birthday and overwhelmed

202

with work, he complied heartily with her request and
made a most eloquent appeal, the substance of which
is given below.

ADDRESS OF REV. EDWARD EVERETT HALE, D.D.

Ladies and Gentlemen : I am here as Helen's retained coun-
sel. She came to see me last week, dear child, and said, as she
could not speak, she wanted me to speak for her. I asked her
what I should say. She told me I was to say that there is money at
present for Tommy Stringer, but that we want to look forward for
the future. We want to take pledges of the present for the future.
I am glad to speak in behalf of the little boy and of that dear girl.
I cannot say all that I think. I cannot say what I feel about the
obligation that we are all under to these four or five children —
to Helen, to Tommy, to Edith and to Willie for what they are
doing for us. I wish we might all understand that it is not one
child that we are trying to take care of. What Helen and Miss
Sullivan and Mr. Anagnos have done, has accomplished more in
the way of improving popular education, education in every pri-
mary school, than any dozen speakers have ever done in the same
time. The training of these children throws every day new light
on methods of training. Sensible education has received an en-
tirely new impulse. I felt it in California last year, I felt it every-
where.

Consider the lesson which these children have given to the
whole world, these children without sight and without hearing, and
without voice — until they learned it in this miraculous way. They
have given us the great philosophical and religious lesson of the
time. Everywhere there are people who try to persuade us that
hope and faith and love are only a physical manifestation of the bet-
ter work of the five senses. But here come these children with
only one, two, or three of these senses, and it proves that they
have more faith, and hope, and love than any of us. That spiritual

203

revelation is going to do more and more every year in overthrow-
ing the pretence that man is made up of a lot of atoms of matter
and that he has not any soul. The victory of the soul of these
poor children, the victory of faith, and hope, and love which
makes the soul omnipotent over the senses, is the most remarkable
sign of victory of the nineteenth century. So we all owe to each
of those children a hundred times, a thousand times, as much as
to any teacher of the science of education who can be named.

I have travelled beyond the brief which my client gave me. My
statement to you is that you must provide the money by which this
boy Tommy shall be educated until he is a man. More than
money I hope that we may give our endless gratitude to Mr.
Anagnos, to Miss Sullivan, and to the other ladies who have the
patient and constant care of these little people. It is very well at
the end of the year for us to hear the story of what these children
have learned, but think of the endless patience necessary before
they learned it ! We stand up in the pulpit and say, " love is the
whole." Some of you believe it and some of you don't. Some of
you believe it until you get out on the street, some of you believe
it till you get to the church door, but some of you believe it all
the time. Then you see dear Helen Keller. She always comes
running into the room like an angel, really thinking that every-
body in the world loves everybody else because she does. There
is no pulpit in the world that can teach the lesson of love as that
child does, to every one who is fortunate enough to meet her.

Here then is Tommy for whom she asks me to plead. (Mr.
Hale here lifted Tommy up on his shoulder.) Isn't he a good
speech, darling boy ? And Helen bids me ask you to care for him
and educate him till he be a man.

No sooner did Dr. Hale cease speaking than Helen
stepped forward and asked permission to say a few-
words. This having been granted by Dr. Eliot, who
stood near her, she surprised her friends and the au-

204

dience by a spontaneous appeal in Tommy's behalf.
She spoke rapidly and with intense earnestness and
enthusiasm, yet with such distinctness of utterance,
that the stenographer, Mrs. Isabel C. Barrows, was able
to transcribe the following sentences which she after-
wards published in the CJwistian Register: —

My dear friends, I cannot speak very well ; but I want to say
something about Tommy. You have been very kind, but I would
like to have you continue kind. Your kindness will be like the
rain in April : it will make the little plantlets in the kindergarten
grow. Oh, how beautiful it will be when Tommy's mind is bright
and clear from the clouds that hide it now ! Life is sweet and
beautiful when we have the wonderful key of language to unlock
all its beautiful secrets. So help us to educate Tommy and give
him this key. Help us to bring gladness into his life and into the
lives of other little blind children.

At my request Helen afterward wrote out from
memory the text of her speech, 2. facsimile of which
is here inserted.

JlLTCLTLt irO JjCLTj So-rn i tKi-TLD to -uOTJ- T-n.-lj 5 t L I .

Jc(L-n.-rLok s\i.LQ_k "»^L)u-u -u_riLl -u e t . Lr -u.-t -r-n x.
n.l.(Lp.-t lb luLl Ol -tkouoklS Q-Tt. d J-rn.uSl:
i>h.'fLl.bb iOTTLi ol tki^n-i^ |\nrLc!-n.l.SS l !> likt
)i.ai-n. i-n. t>lk\x.L/ii; -rT-uti.Kts ^ ->^ fju-ij tk i-n.a a'p-Q'Lir

Lo-U-IU Ki-rvdrxi bS -UJ-lI I -n-LO-Ki V^\ LVHi ktcL-rLV-

Litb \y.\.y\ Q^o"u/ Q.-nd IrloSiOTn. . Jki-n. k. n. o "U-T
ko-kk-ij -UJ-I ikcLLl Q_ll Ir L -arkt-n Jo-rn.-n\.xi'S
>TT.i-n.d It \i.\t sVs Ir i.a ■u.-\i i-u_L o_Txd Irwiokt i ^LO-Ta lr£-
ki-^d -tki clo-u.ds tka.^ kidi i 1: -rxo \ir Loi/'i'n.Q
4:ko-u.Qkts Ion olrki^S Q.\\.l X^S. -r-r\ 0 "i V luaQtiQ-n-t

205

IrLoE.'io-rrvS O' tki. ktO-^v^- f k i if n. i^ I \>.-"-\. V -rTT.a-u
JSo IlLl -uxiVk S-urltl: -niSiS a-n.d loij Vkt LiU ol q_

IrLiT-ud a-n.c) d t o. • Q.-n. d o'u.Tn.lr tk i i a tka ^ ki -0/111
-TvtT^Hi dfuio-TTx koTjj- IilIL bn.t -v-Lro\ila i ^ o '
~LLrD~rT_ 0- tYLl-u-L -tkL-TLD^ "llj k I c H. Ql^I kidcl4"n, l^o-m.
k-t-m. . Ltit lS lria.-u.ti KuL a_-n.o SiJ-rll4r t^lt K-t-n.
"Tjj-L ko-T^t tka_i: lrta.-u.Vi Ki_L K.L-U , La-n.Q ua.a 4- .
^D -u.-n.Loi:l<. its ji-tviCio-LLS Slcftits. Jo, ktlL
ni-S id-u-ca^: t J o Tn'rn.-tj . UtLk -u_^ \r\\. t-o.n Liokb
a-T-Ld DLa.d-n.L55 ltt. to it.i5 L i I L a~r-L d LTxto
tkt LL-irtS a I Q-LL UlrVlt IrLi-n. (J c k i L d yl L-tv .

Helen spoke with unsurpassed fluency and fervor,
and her listeners were entranced and moved to tears.

As some vast river of unfailing source,
Rapid, exhaustless, deep, — her words flow'd,
And oped new feelings in the human heart.

It is hardly possible to describe adequately the
tremendous effect of Helen's appeal. It was as
thoug^h some wizard of the olden time had cast his
spell over the assembly. The voice, which until quite
recently had been stilled in silence, thrilled everyone
present with its deep tones and touching plea. The
words of the child evidently came direct from the
heart, brinoinor with them the vision that was in her
brain and the light that was in her soul. Her lan-
guage was as elegant as it was expressive. Though —

The flowering moments of her mind
Lost half their petals in her speech,

206

yet her utterances were full of the deepest pathos.
It was the pouring forth of a full soul, which could
not help speaking out its message of kindness and
affection for a fellow-sufferer.

The audience was deeply touched by Helen's words
and various sums of money were placed in her hands
as a substantial proof of the interest awakened.

Contributions to the fund for Tommy's education
continued to come in for several weeks after the
reception. Helen has never failed to acknowledge
propria manu et idoneis verbis even the smallest gift.
From her extensive correspondence we cull the follow-
ing letters, which bear convincing testimony to the
intensity of her sympathies, the tenderness of her feel-
ings, the variety of her thoughts and the abundance
of her mental resources.

Mrs. M. Abby Newell, the widow of the late An-
drew Newell, who became blind while pursuing his
honorable career as a successful and enterprising mer-
chant, has never ceased to manifest a warm interest
in the class of sufferers to which her husband be-
longed. Wishing to help little Tommy, she sent
to Helen a generous gift of money with the following
letter : —

West Roxbury, April 25th, 1S92.
Dear Helen Keller: — Though a stranger to you, you are
not unknown to me, and since you " love every body and every
body loves you," I would like to be numbered among your loving
friends, because, having lost by death a precious blind husband
four years ago, to whom my whole time and every thought was de-
voted for many years, and whose death left me very desolate, my

207

heart goes out to all who are thus afflicted, and I have the greatest
desire to help them.

The beautiful story of your character and life interested me
deeply, as also has that of your dear little friend. Tommy Stringer,
and to make you happy, and him through you, I send with this a
cheque for $50.00, which you will add to the fund for his education,
and after his mind has been released from its prison house, I hope
you will live to see him as happy as yourself in every way — and,
may friends increase day by day to carry on the glorious work of
educating the sightless ones everywhere.

I shall think of you always with sincere affection, and trust you
will number among your faithful and sympathizing friends,

M. Abby Newell,

Helen's response to this touching and most loving
letter was as follows: —

My dear Mrs. Newell: — Please accept many thanks for

your most generous contribution to little Tommy's fund. Your

kind letter made me very happy indeed. Is it not beautiful to

think that even the great sorrows which come into our lives, and

make our hearts desolate, help us to understand and sympathize

with the sorrows of others ? Although I am only a little girl, I

think I know how sad and lonely your heart is without your dear

husband. My heart is full of sympathy and love, and I send you

a tender kiss. Ever your little friend,

Helen Keller.

Miss Anna E. Marble sent to Helen a very kind
letter with the pennies contributed for Tommy by the
poor children of the Cottage place kindergarten.
The receipt of this was thus acknowledged: —

South Boston, May 3rd, 1892.
My dear Friend : — I received your kind letter and the chil-
dren's pennies several weeks ago, but I have not had time to write

208

until today. Please thank the dear little ones for their precious
pennies, and tell them that their little deed of kindness will never
be forgotten by me. I hope I shall see them sometime. I would
like to tell them how glad I am that they love Tommy. Some
day, some beautiful day he will understand how many little hands
have helped pull down the thick, dark walls that imprison his mind,
and he will be grateful, O ! so grateful to the loving little workers
for the light and music which has come into his life because of
their love and sympathy.

Give each little child my warm love and believe me, dear, kind
lady, always Your loving little friend,

Helen Keller.

To Miss Marion Yerxa of North Cambridge, who
contributed two dollars to Tommy's fund, Helen
wrote the following note : —

Soul H Boston, May 3rd, 1S92.
My dear little Marion : — I remember you perfectly, and it
made me very happy indeed to know that you thought of dear little
Tommy when you got home. I thank you, dear little girl, for the
two dollars which you sent to help educate Tommy. I am sure that
some day when you are a tall girl you will be glad that your money
helped bring the sunshine of knowledge into the life of a helpless
little boy.

Please forgive me for not writing before, and believe me always
Your loving friend,

Helen Keller.

In acknowledgment of a gift of money from Miss
Grace Gordon Cowing, Helen wrote as follows: —

South Boston, May 3rd, 1892.
Mv DEAR Miss Cowing: — Please accept my loving thanks for
the money which you and your dear mother sent me to help edu-
cate little Tommy. You may indeed call me your little friend ;
for I love all those whose hearts are kind and gentle. God has

209

linked our hearts together with the golden chain of sympathy, and
even though we have never met we are friends.

Please give my warm love to your mother, and think of me al-
ways as Your loving friend,

Helen Keller.

To Mr. George W. Wales, one of the trustees and
constant benefactors of the kindergarten, Helen wrote
as follows in acknowledsfment of a contribution of

O

twenty-five dollars, which she had received from him
for Tommy.

South Boston, May 19th, 1S92.

My dear Mr. Wales: — I am deeply grateful to you for the
twenty-five dollars which you sent to help educate Tommy. I am
always delighted to add a new name to the dear little fellow's list
of friends.

I am very glad that you and Mrs. Wales are coming to my tea.
Enclosed please find the tickets. I am looking forward joyfully
to the event. I am sure I" shall not fail. The kind people of Bos-
ton will come to my tea when they know that I am trying to help
Mr. Anagnos bring light and music into the lives of many little
ones who are sad and lonely now.

Please give Mrs. Wales my love, and believe me, with renewed
thanks and loving wishes,

Sincerely your little friend,

Helen Keller.

A little invalid boy named Paul R. Wild, who lives
in Somerville, raised two dollars by selling pansies,
one half of which amount he sent to Helen for Tommy
with the following explanatory note: —

Somerville, May 22nd, 1S92.
Miss Helen Keller : — The money enclosed in this letter is for
your little Tommy. It was earned by Paul Wild, a little Somer-
ville boy, who is ten years old. He is very much afflicted himself.

2IO

having had a stroke of paralysis, which troubles his walking and
makes his right hand almost useless. He has a lovely pony that
is very fond of him, waits for him to climb in and out the cart and
is so gentle he can drive him anywhere with one hand. Paul goes
to the Foster school and during his vacation he sold pansies for
the pansy farmer, delivering themwith his pony. He earned two
dollars. One he used to buy a birthday gift for his little brother
Prescott and the other he wishes you to have for your poor little
Tommy. If you receive this money please send him a little note
for he is anxious to know that his money was not lost in the mail.

Paul R. Wild.

To this touching note Helen replied as follows: —

Dear little Paul: — I thank you verj', very much for the dol-
lar which you sent me for Tommy, and for the loving sympathy
that made you want to help another little boy. I am glad that
you have a pony. I have one too, and I like to ride him. I call
my pony Black Beauty because I enjoyed the story so much.

Please give my love to Prescott, and pat your gentle pony for
me. Lovingly your little friend,

Helen Keller.

Rev. Edmund F. Slafter, who as almoner of the
late Miss Lucy A. Adams favored the kindergarten
with a generous gift of five hundred dollars, did not
forget little Tommy's fund. He sent to Helen fifty
dollars for it with the following note : —

Boston, May 24th, 1S92.
My dear Miss Helen: — I have great pleasure in inclosing to
you my check for $50.00 for little Tommy's education fund. I
received this money from a dear friend, not now living, and I am
sure she would be glad to have it go to this good object. I send
it because I think it will please you and the dear little Tommy.
Your sincere friend,

Edmund F. Slafter.

21 I

Helen acknowledged the receipt of the gift in these
words : —

South Boston, June ist, 1892.
My DEAR Mr. Slafter : — It did indeed please me to receive
the fifty dollars which 3'ou gave me for dear little Tommy, and I
am very grateful to you for it, and for the kind thought which
makes the gift more precious. I am going home tomorrow and I
shall not see you for a long time, but I want you to know that I
shall not forget you even when I am far away from this beloved
city, and I do hope you will think of your little friend sometimes.
Lovingly yours,

Helen Keller.

To Mrs. Mariana R. Cross of Brookline who sent a
contribution for Tommy in the name of her little boy
Robert, Helen wrote the following note: —

South Boston, May 26th, 1S92.
My dear Mrs. Cross: — Please thank your dear little boy,
Robert, for the sweet and loving sympathy which his gift repre-
sents. Some day he will see Tommy, the helpless little brother
whose life will have been made brighter because Robert thought
of him.

Tell him that Helen sends him a kiss and her love.
Always your little friend,

Helen Keller.

On behalf of the children of the Lend-a-hand soci-
ety of the first congregational church of Ipswich, Mrs.
E. Constant sent to Helen three dollars for Tommy
with the followins^ letter : —

o

Ipswich, May 23rd, 1S92.
Helen Keller: — We have at our church at Ipswich which is
the First Congregational church, a small children's society called
the Lend-a-hand society. We heard about you and your kind

212

interest in Tommy Stringer and what you desired to do to help
him, and so our society voted to send you three dollars to use for
Tommy Stringer. It was very good of you to think of him. We
are very glad to help, even if it is only a little. We all hope God
will bless you.

The children of our society would be very happy to have a
little note from you, and if they can they would like to help at
some time again.

Lovingly yours, on behalf of the Society,

Mrs. E. Constant.

Helen's acknowledo-ment read as follows : —

Thank you, dear little children for the three dollars which your
society sent me for dear little Tommy. I am glad that you are
learning to lend a hand and help others while you are still chil-
dren. Lovingly yours,

Helen Keller.

These letters, together with those which have been
previously published, suffice to show, how richly-
gifted is their little author, how great is the fertility
of her mind, how keen is her sense of the appropriate-
ness and fitness of things, and what an extraordinary
command of language and wealth of ideas she pos-
sesses.

Helen is a child of stronor affections and catholic
sympathies. She is a born philanthropist. Her no-
blest characteristics are devotion to others and forget-
fulness and sacrifice of self. She delights in giving
help and carrying relief to the suffering. She is ever
ready to deny herself the comforts of life in order to
be able to assuage and solace the woes of her little
brothers and sisters in misfortune. She has received

213

from above the gift of mercy, and her ministrations
are sanctified by the sacrament of love. Her talents
are always at the service of the blind, the deaf, the
poor and the downtrodden. When a genius like hers
consecrates itself to the cause of afflicted humanity it
becomes " the glory of the earth and the perfume of
heaven."

Annual Reception.

Blest be that spot, where guests retire,
And learn the luxury of doing good.

— Goldsmith.

The customary reception, which is annually given
at the kindergarten by the ladies' visiting committee,
was held on Thursday, April 21st, at 3 o'clock. This
date was chosen with a view of doing appropriate
honor to Froebel's birthday.

Cards of invitation were sent to all the friends and
benefactors of the infant school, and the throng; of
interested guests who filled the house showed that
their response was full and cordial. Many distin-
guished persons were present, representing the intel-
lect, the philanthropy and the wealth of our commu-
nity. The trustees of the institution were of course
in attendance.

After receiving a hearty welcome from the ladies,
the guests passed on to the schoolrooms and parlors.
The little boys and girls were variously occupied in
their class rooms, developing the charming designs of
kindergarten work, which as they grow from day to

214

day beneath the tiny fingers inweave and unfold pat-
terns even more perfect of child life and character.

Willie Elizabeth Robin and Tommy Stringer were
seated among their schoolmates, not less happy or
busy than the latter, and were surrounded by a multi-
tude of visitors eager to get a glimpse of them and
to see them working. Edith Thomas and Helen
Keller were holding receptions in the parlors. The
latter was the centre of a constantly changing group
of friends, whom she greeted with the wonderful
vivacity and affection, which are her special charac-
teristics. An excellent portrait of Helen, loaned for
the occasion by Mr. Albert H. Munsell, whose skil-
ful brush had just completed it, attracted much atten-
tion. It was deservedly admired by all competent
judges both as a striking likeness and as a fine work
of art. Helen is more than a beautiful specimen of
human form :

She is a spirit still and bright,
With something of an angel-life.

The young artist merits the congratulations and
the praise bestowed upon him for having succeeded
in obtaining a clear conception of the child's spiritual
nature. He has produced not only her features but
her expression with marked success. May we not
hope that some of the friends and patrons of the in-
stitution will combine together to purchase this pict-
ure and place it side by side with that of Laura
Bridgman, so that it may be kept forever where it
belongs ?

215

At half past three the children and the visitors
assembled in the hall. Dr. Eliot presided with his
wonted dignity and grace. The little orchestra, con-
sisting of trained performers on various toy instru-
ments, opened the exercises with a " Froebel's
March," composed for the occasion by their teacher,
Miss Cornelia C. Roeske. This delightful " kinder-
symphony " was given with such animation and har-
monious precision as to evoke generous applause.
*' Sir Robin " was pleasingly recited by three little
boys, and a duet, written also by Miss Roeske, was
sung with charming simplicity and exquisite sweet-
ness.

At the conclusion of the children's programme Dr.
Eliot introduced the Rev. Edward Everett Hale as
one " who had something to say." Dr. Hale's ad-
dress in behalf of the adopted child of Boston's
benevolence has been given in full in the preceding
pages. His words were as forceful and effective as
were those of Helen Keller, which followed. His
earnest appeal called forth the sympathy of a tiny fel-
low, who was heard sobbing "because he had no
money to give " for his little friend and schoolmate.
It was afterward found, when the purses were opened,
that the copious tears, which flowed from such a ten-
der and sympathetic heart, had been coined into gold
for the benefit of Tommy.

Dr. Eliot endorsed the appeal for this unfortunate
boy heartily and with great emphasis, and then pro-
ceeded to set forth the needs and purposes of the

2l6

kindergarten in a stirring and most impressive
speech, which in substance was as follows : —

ADDRESS OF DR. SAMUEL ELIOT.

After that speech I do not like to say anything. Still there are
some things that must be said. One is an expression of our grati-
tude to these teachers and these children for the happy hour that
we have spent with them. They show us today, as Dr. Hale says,
what they have been doing with an infinite amount of pains and
patience, and we come just in time for the fine flower of their work
to sit here and listen to the songs and recitations of their chil-
dren. We learn once more to sit at the feet of children and to
learn from them what they can teach us. Those words of Words-
worth come back :

Our simple childhood sits upon a throne.

These children are sitting upon a throne this afternoon and we
are their subjects in sympathy and in interest.

The kindergarten at this glad Easter-tide is breaking into new
life, its projects all growing largely. We are to build an addi-
tional building and a part of another building. Why do we do it,
vou ask. The answer is simple. There are thirty-seven inmates
of the kindergarten today, and it was not built for so many.
There are twenty-one applicants for admission, and of these
twelve have taken out papers, and six have filled them, so that six
children in addition to the thirty-seven are actually waiting to be
taken into our rooms. That is reason enough for growing, for
growing materially as well as spiritually. There is another reason.
Our school at South Boston is crowded to overflowing, and it is
absolutely necessary to make some provision for the younger chil-
dren, especially the girls who are now there. It is proposed when
these new buildings are erected to bring some of the younger girls
of the primary class over here where they may share in the benefi-
cence of the kindergarten and lend the kindergarten their pres-

217

ence in return. I think these two reasons are sufficient for
building additional quarters.

In order to do this thing we need money. We need sympathy
first. That is already gained I am sure. Next we need a good
deal of money, and I suggest that each person here shall consider
himself and herself a volunteer committee to raise this money.
We have upwards of $40,000 in hand, but we need upwards of
$20,000 more, for $65,000 in all will be needed to build and fur-
nish the building we propose to erect.

That is not all. These buildings will not sustain themselves,
and we want to provide for running expenses. We are not abso-
lutely penniless so far as an endowment is concerned, but a great
many more thousand dollars will be necessary to complete that
endowment. I beg every one of you, men and women, boys and
girls, to take this matter to your hearts.

I read the other day in one of the last new novels a motto
which struck me as applicable to us, and I cannot but repeat it.
It was in a story called " Blanche Lady Falaise," and the motto
was ''Jefaisfoj-t, et je falaise,''' "I move forward and I beat like
waves upon a cliff." We must beat in the same way, and do it
over and over again. How often we have done it, — Mr. Anagnos,
the trustees, and I, — this community very well knows. But the
community has never failed to hear and to give. And now we ask
once more. We beat upon the cliff, not as the angry ocean sweeps
against the rocks which it would destroy, but as the gentle sea
which laps the shore and seems to invite all who look upon it to
enter into its life. So we ask you to come to our assistance and
help us to build and endow this institution.

Who can listen to these children, who can see the face of
Tommy (that vigorous boy who has already smashed my watch
this afternoon;) and not feel a desire to care for him and make
him and make them all happy in this home } Some day, I hope,
— it will be after my time, — there will be no further necessity
of asking for money for the Perkins Institution for the Blind.
Heaven speed that day.

2lS

Dr. Eliot spoke with great warmth and force, and
his address, although brief, was of unsurpassed elo-
quence and power.

His read)- speech flowed fair and free.
In phrase of gentlest courtesy.

He is so deeply interested in the kindergarten, that
he seldom opens his lips without letting fall some
gem of wisdom, of beauty and of suggestiveness, to
the profit and delight of his auditors. Indeed he has
become a recognized leader in our movement, clear
of vision and always confident of coming triumph.
When he touches upon the cause of the little sight-
less children he seems to be consumed with a burning
and inexhaustible enthusiasm, and his words, whether
written or spoken, are a succession of flashes from a
steady fire.

As soon as the meeting closed the visitors began
to gather in the alcove, where Mrs. Thomas Mack,
the treasurer of the day, added many new names to
the list of the subscribers to the kindergarten
fund.

Closing Remarks.

Our cause is the best.
Tlien reason wills, our hands should be as good.

— Shakespeare.

In taking leave of my readers, I cannot refrain
from addressing a few concluding remarks to the
friends and helpers of the little sightless children and

2 19

to all benevolent persons, who may be disposed to
take a kind interest in their welfare.

Experience has shown, that the kindergarten is not
only the safest and most appropriate place for human
plantlets to grow in, but the best agency for the amel-
ioration of the condition of the blind both physically
and mentally, as well as morally and socially. The
results already obtained through its ministrations are
truly remarkable and attest the soundness and validity
of this statement.

We have therefore one of the noblest and most
promising causes for which to work and to which
to consecrate our thoughts and energies.

During the past five years the infant institution
has made great progress in its course of advancement
and completion. Thanks to the generosity of some
of the leading men and women of Boston and of the
public in general, its accommodations have been en-
larged, its educational facilities increased, its domes-
tic arrangements improved, its grounds put in good
order, and a part of its urgent financial needs sup-
plied. For these blessings we can scarcely find fitting
terms to give adequate expression to our sense of
gratitude and delight.

But with all that has so far been accomplished our
enterprise is still in its infancy; its development is
far from being complete. Hence we must not pause
and rest on our oars feeling perfectly satisfied with
our present gains. Lingering inactivity is dangerous.
It is the thief of time. It creates apathy. We must-

220

push onward vigorously. From victories won we must
look forward to new battlefields. From the height of
every achievement we must survey the widening cir-
cle of fresh needs. From the summits of success and
possession we must turn away towards the land of
the unattained.

All signs appear to indicate the approach of a
period of prosperity, and we have every reason to be
encouraged. What has already been done, though not
all that we could wish, is sufficient to inspire us with
confidence that the remainder will soon be finished.
Our onward movement, sustained by the propelling-
force of earnestness and decision, will become resist-
less, and it will enable us to reach the goal of our as-
pirations triumphantly. Of this there is no doubt
provided we are not " out of heart " and do not faint
before the difficulties which we may encounter on our
march.

So far as I am concerned, I am sure of a favorable
outcome of this striving. I am hopeful and sanguine
in my conviction of ultimate victory not because I do
not see lions in our way, but because my absolute
faith in the goodness and beneficence of our cause
gives me so much courage that I am not daunted bv
them. Overhung: as the horizon still is with thick
murky clouds, I firmly believe that

Sunshine must follow the rain.

All which is respectfully submitted by

M. AXAc;\os.

REPORT OF THE MATRON.

To Mr. Axagnos, Director.

Sir : — It is my privilege again to offer for your consider-
ation the following report of the kindergarten for another
year.

If its daily incidental life could be written out in full,
transcribed from the pages of a faithful diary into this re-
port, it would bear unmistakable testimony to the value of
individual instruction, and to the high character of the work
performed by our teachers, through whose unremitting and
efficient efforts the present results have been realized.

The claims of the kindergarten are more imperative today
than ever before in its brief history. The preliminary and
preparatory work already begun seems but the modest har-
binger of future achievement, commensurate with the broad
character of the enterprise, and the importance of giving it
such permanence and scope as its requirements and oppor-
tunities are likely to demand.

The indispensable need for more ample accommodations
is being rapidly met, but none too soon to answer the urgent
demand, or to avert possible moral and physical peril to
many a waiting child.

The health of both children and household has been uni-
formly good, and we record with deep thankfulness our ab-
solute freedom from epidemic or other sickness during the
entire year.

2 22

The present number of pupils is thirty-six, nineteen girls
and seventeen boys.

It is a noticeable fact that the resources of these children
previous to their coming here are too often extremely lim-
ited, and their condition is far from satisfactory. They lack
the bodily and mental stimulus of either healthful play or
work, and even in those cases more favored as to outward
circumstances the same deficiencies are apparent.

It is in this discouraging, often deplorable condition that
they enter the wholesome, lovable atmosphere of the kinder-
garten to find an influence at once corrective and decisive,
and at the same time harmonious to the child nature.

Here with gift and game and occupation the very finger-
tips begin their training for lifelong uses, the idle hands find
welcome employment, habits of attention and order are in-
culcated, sounds gain new and intelligible meanings, and
through manifold and multiplied object lessons the child is
encouraged and assisted to the regular and practical exercise
of its mental powers.

Good language, correct pronunciation, courtesy and a
respect for the rights of others are pervasive influences,
while the importance and love of work in all its uses and
beauties are the main principles which the true kindergarten
aims to exemplify, and to instill into the mind of the child.

The time has come for the extension and application of
kindergarten methods in more advanced departments of pri-
mary and manual instructions, and classes from our ranks
have already begun this intermediate work.

The instruction of Willie Robin has progressed steadily.
The child fulfils every promise and is a joy and delight to
all who know her. The methods pursued in her training are
strictly those followed in the kindergarten, and the same
work is required of Willie as of the other members of her

223

class. This she always performs intelligently and efficiently.
In numbers and in other forms of abstract thinking she
shows good powers of concentration, while all the tasks re-
quiring the use of her fingers she does with extreme dain-
tiness, and neatness. She is learning to write, always a
tedious process with the blind. In the manual language she
communicates freely with those about her. This year atten-
tion has been paid to articulation with good success, and
there is every reason to hope that she will eventually be
able to use this medium of communication with ease and
fluency.

Willie spent her vacation (a period of nearly two months)
with Miss A. Emily Poulsson, and this happened very for-
tunately, as Miss Poulsson is an ideal teacher of children.
Willie was very happy with Miss Poulsson. She spent some
weeks with her at the seashore, and enjoyed both sailing
and bathing. She was brave and fearless in the water, at-
tempting to swim as the directions were given her.

She is extremely sensitive to every impression from with-
out, and finds great enjoyment out of doors, walking, riding,
or playing with the other children.

Anyone who contemplates the work of the kindergarten
in this one instance, cannot but be favorably impressed with
its value.

Tommy Stringer came to the kindergarten April 8, 1891.
He was then four years old, utterly helpless and literally
without a sign or any medium to indicate a want or desire.
He was unable to walk alone or to feed himself. He showed
no discernment nor choice about food, but would eat very
fast of everything given to him ; nor did he show any pref-
erences for persons. He made few articulate sounds, noth-
ing beyond the ordinary cry of an infant denoting pain, sel-
dom a sound of pleasure.

224

Notwithstanding this unhappy and pitiable condition,
there was every indication of sense and intelligence, of
power to think definitely, to deliberate, to reason and con-
clude.

In the first six months he seemed to make the transition
from infancy to childhood. His face lost the expressionless
look it had worn. He held his head more erect. He stood
better on his feet, and began to walk without assistance.
While he did not attempt voluntarily to make the manual
signs given him, he would hold up his hand to have the
words mug, bread, meat, spelled upon his tiny palm.

The progress in his case has been painfully slow. The
resistance to every form of physical or mental activity has
been passive rather than active, showing however at times
a stubborn will that yielded only after long pressure. It
soon was evident that, despite this extreme slowness, little
by little he was obtaining control of his fingers, though
they seemed so nerveless and unresponsive to anything in-
dicative of will power. He began, like Willie Robin, by
stringing balls and cubes together, and learning the names
of all the objects he handled. Bread, was the first word
he made with his fingers, unaided. This was seven months
after his coming here.

At the present time, — eighteen months after his arrival
at the kindergarten, — the number of words he knows has
increased to nearly two hundred, and he begins to use short
sentences. His happiness is something beautiful to see,
and he will often scream and laugh in simple excess of joy.

It has been a struggle out of night
Toward the morning's radiant light,

but the awakening is sure and full of promise.

225

Miss Margaret A. Bull served acceptably as teacher for
the first year, and Miss Laura A. Brown has held this posi-
tion since April i, 1892.

Music in connection with the kindergarten gives happy
expression to child life. The interest in it increases, and
the character of the work done has steadily improved.
There were eighteen children taking pianoforte lessons last
year, and one violin pupil. There are also daily singing
classes which all the pupils attend. In addition to this
Miss Roeske has formed a kinder-orchestra, whose perform-
ances are a source of entertainment and pleasure aside from
the valuable drill exercise.

The principal public event of the year was the reception
of the Ladies' Visiting Committee, on Thursday, April 21,
1892.

We make grateful acknowledgment to the Ladies' Visiting
Committee and to the many friends to whom we are in
debted, especially those who have personally encouraged us
by their interest in the work.

The King's Daughters of Newton, in addition to a gen-
erous contribution to the kindergarten endowment fund
made it possible for two of our youngest children to spend
the summer in the country, who otherwise would have been
in the city through the hot summer months.

Other similar organizations and individuals have rendered
valuable help in this way.

A beautiful and useful model of a furnished house was
presented to the kindergarten by Mr. and Mrs. A. T. Whit-
ing, to whom we are also indebted for many other favors
bestowed upon the children.

To Miss Mabel Bond we acknowledge our obligations for
some fine models of animals and a box of toys.

We would also recall in sweet remembrance one dear

226

child of the kindergarten, Cora Beatrice Standing of Fall
River, who came here as one of the first pupils when the
house was opened in 1887. After a year's attendance she
was promoted to the higher department at South Boston.
Ill health obliged her to leave school, and after a lingering
illness she died at her home July 13, 1891, at the age of
fourteen years and five months. Her love for the kinder-
garten was constant, and often during her sickness she re-
ferred to the happy days she had spent under its roof. It
was her request that one hundred dollars of her own little
property should be given to the kindergarten, and it is in-
tended that one of the cabinets in the new building for girls
shall be purchased with this money, and shall bear her
name.

Respectfully,

ISABEL GREELEY.

LIST OF THE CHILDREN.

Almy, Lilian.
Colyar, Amy H.
Forbush, Vinnie F.
Goggin, Mary,
Griffin, Martha.
Heap, Myra.
Kennedy, Annie May.
Kennedy, Nellie A.
Matthews, Clara.
McKenzie, Maggie.
Muldoon, Sophia J.
Newton, Eldora B.
O'Neal, Katie.
Puffer, Mildred E.
Robin, Willie E.
Saunders, Emma E.
Thurley, Blanche M.
Wagner, Grace.

Wagner, Alice M.
Aberg, George Herman.
Amadon, Charles H.
Cunningham, James H. B.
Dodge, Wilbur F.
Fuller, Albert.
Jacobson, Guy H.
L'Abbe, Harry.
Lawton, George.
Levin, Bernard.
M anion, Lawrence.
Martello, Antonio.
Rochford, Francis J.
Simpson, Wm. Oren.
Stringer, Thomas.
Vaughn, Wm. ^L
Walsh, Frederick V.
Younge, William Leon.

ACKNOWLEDGMENTS.

Among the pleasant duties incident to the close of the year
is that of expressing our heartfelt thanks and grateful acknowl-
edgments to the following artists, litterateurs, societies, proprietors,
managers, editors and publishers, for concerts and various musical
entertainments, for operas, oratorios, lectures, readings, and for
an excellent supply of periodicals and weekly papers, books and
specimens of various kinds.

As I have said in previous reports, these favors are not only a
source of pleasure and happiness to our pupils, but also a valuable
means of esthetic culture, of social intercourse, and of mental
stimulus and improvement. So far as we know, there is no com-
munity in the world, which does half so much for the gratification
and improvement of its unfortunate members as that of Boston
does for our pupils.

/. — Acknowledgments for Concerts and Operas in the City.

To Mr. Eugene Tompkins, proprietor, and Mr. Henry A.
McGlenen, manager, of the Boston Tlieatre, for a general invitation
to six operas and three representations of " The Old Homestead."

To the Pegon French Opera Company, for twenty-five tickets to
each of two representations.

To Miss Agnes Huntington, for a general invitation to the Eng-
lish opera, " Capt. Therese."

To Mr. Chas. T. Ellis, for fifty-two tickets to an operatic festival.

To the Handel and Haydn Society, through its secretary, Mr.
Chas. W. Stone, for sixty-eight tickets to one oratorio concert.

229

To Mr. Chas. C. Parkyn, for an average of twenty-three tickets
to each of three Philharmonic orchestral concerts.

To Mr. Chas. T. Ellis, for forty tickets to one Young People's
Popular Concert.

To Messrs. Miles and Thompson, for fifteen tickets to one Mole
chamber concert.

To Prof. Carl Baermann, for twenty season tickets to three
chamber concerts.

To Mr. L. Parkyn, for thirty tickets to a pianoforte recital by
Madam Helen Hopekirk.

To Mr. Ernst Perabo, for six tickets to one concert by the
Kneisel Quartette.

To Mr. E. W. Tyler, for thirty tickets to a pianoforte recital by
Mr. Carl Stasny.

To the same, for twenty-eight tickets to a pianoforte recital by
Mr. Otto Bendix.

To the same for thirteen tickets to the first and twenty tickets
to the second pianoforte recital by Mr. Eugene d'Albert.

To Mr. Henry F. Miller, for fourteen tickets to an ensemble con-
cert by Messrs. Doerner and Andres.

To Mr. Ferdinand Dewey, for ten tickets to one pianoforte
recital.

To Mr. E. B. Perry, for twelve tickets to one pianoforte recital.

To Miss Gilbraith, for six tickets to a pianoforte recital by Miss
Avis Bliven.

To Mr. Chas. T. Ellis, for fifty tickets to two pianoforte recitals
by Mr. Eugene d'Albert.

To Miss Ellen M. Wheelock, for twenty-five tickets to one New
England Conservatory orchestral concert.

To Mr. Eliot Hubbard, for thirty-eight tickets to one song
recital.

To Mr. Chas. T. Ellis, for fifty tickets to a lecture on the pre-
cursors of the pianoforte, given by Mr. Krehbiel.

To the Apollo Club, through its secretary, Mr. Arthur Reed, for
six tickets to each of six concerts.

230

To the Cecilia, through its secretary, Mr, Edward Pelham Dodd,
for an average of sixteen tickets to each of four concerts.

To an unknown friend, for three tickets to one Cecilia concert.

To a friend, for thirty tickets to a concert by Mrs. Julia Wyman.

To Miss Gertrude Franklin, for sixteen tickets to each of two
song recitals.

To Rev. J. J. Lewis, for an invitation to all concerts and other
entertainments given in the Broadway Universalist Church.

// — Acknozvledgme7its for Concerts^ Lectures and Readings
given in our Hall.

For a series of recitals, concerts and readings given from time
to time in the music-hall of the institution, we are greatly indebted
to the following artists : —

To Mr. George J. Parker, assisted by Mrs. Ella Cleveland Fen-
derson, contralto, Mrs. E. Humphrey Allen, soprano, Mr. C. N.
Allen, violinist, and Dr. L. H. Fenderson, reader.

To Mr. George J. Parker, assisted by Miss Bailey, soprano,
Mrs. F. A. Flanders, reader, and Miss Agnes Snyder, accompa-
nist.

To Mr. Ernst Perabo, assisted by Mr. Franz Kneisel, violinist,
and Mr. Alwin Schroeder, violoncellist.

To Mr. Henry F. Miller and Company, for one c?isemble concert
by Messrs. Doerner and Andres.

To Miss Agnes Snyder, pianist, assisted by Mrs. Frances Dun-
ton Wood, soprano. Miss Mary How, contralto, Mr. Wulf Fries,
violoncellist, and Mr. John Kelley, accompanist.

To Mrs. F. A. Flanders, for one reading.

To Miss Abby Conn, Miss Washburn and Miss Webster, each
for one reading.

///. — Acknowledgments for Periodicals and Newspapers.

The editors and publishers of the following reviews, magazines
and semi-monthly and weekly papers, continue to be very kind

2^1

and liberal in sending us their publications gratuitously, which are
always cordially welcomed and perused with interest :

The N. E. Journal of Education, . . Boston, Mass.

The Atlantic,

Boston Home Journal,

Youth's Companion,

Our Dumb Animals,

The Christian Registei

The Musical Record,

The Folio,

Littell's Living Age,

Zion's Herald, .

The Missionary Herald,

The Well-Spring,

The Salem Register,

The Century,

St. Nicholas,

The Journal of Speculative Philosophy,

American Annals of the Deaf,

The Etude,

The Silent Worker, . . Inst, for the Deaf -Mutes, Trenton, N.J.

Church's Musical Journal, . . . Cincinnati, O.

The Messenger, .... Ala. Academy for the Blind.

'^^^'^f' • • • West Va. Inst, for Deaf-Mutes and Blind.

Good Health, Battle Creek, Mich.

L' Amico dei Ciechi, .... Florence; Italy.

I desire again to render the most hearty thanks, in behalf of all
^ our pupils, to the kind friends who have thus nobly remembered
them. The seeds which their friendly and generous attentions
have sown have fallen on no barren ground, but will continue to
bear fruit in after years; and the memory of many of these de-
lightful and instructive occasions and valuable gifts will be re-
tained through life.

M. ANAGNOS,

Salem, Mass.
New York, N. Y.

Washington, D. C.
Philadelphia, Pa.

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ANALYSIS OF MAINTENANCE ACCOUNT.

Meats, 31,063 pounds, $2,748.72

Fish, 3,140 pounds, 218.08

Butter, 5,987 pounds, 1,666.04

Rice, sago, etc., 41-64

Bread, flour, meal, etc., i,33i-3o

Potatoes and other vegetables, 791.08

Fruit, fresh and dried, 396-09

Milk, 31,902 quarts, i)7H-5S

Sugar, 9,614 pounds, 37^-13

Tea and coffee, 999 pounds, 355-^5

Groceries, 1,169.25

Gas and oil, 456-76

Coal and wood, 2,747.55

Sundry articles of consumption, 262.20

Wages and domestic service, 5»iS5-24

Salaries, superintendence and instruction, .... 22,713.30

Outside aid, . .' 457-47

Medicines and medical aid, 42.27

Furniture and bedding, 3.480.19

Clothing and mending, ^-^7

Expenses of stable, 47 4-3 1

Musical instruments, 1,482.41

Boys' shop, 27.45

Books, stationery, etc., i,95i-34

Construction and repairs, 4,016.39

Taxes and insurance, 1,218.25

Travelling expenses, 103.93

Sundries, ^39-53

$55,564-59

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WORK DEPARTMENT, OCT. 1, 1892.

Statement.

Amount due Perkins Institution from first date, . . $45,116.03
Excess of receipts over expenditures, 84,80

$45,031.23

Cash received during the year, $18,428.43

Salaries and wages paid blind people, . . $4,055.31
Salaries and wages paid seeing people, . 3,996.90
Amount paid for rent, repairs, stock and

sundries, 10,291.42 18,343.63

$84.80

Stock on hand Oct. i, 1891, $6,273.99

Stock on hand Oct. i, 1892, . $2,783.01

Receivable bills, 3,227.42 6,010.43 263.56

Loss, $178.76

241

The following account exhibits the state of the property
as entered upon the books of the institution Oct. i, 1892 : —

Real Estate Yielding Income.

Building 8 and 10 Hayward place,
Building 250 and 252 Purchase street,
Building 1 72-1 78 Congress street,
Building 205 and 207 Congress street,

House II Oxford street,

Houses 412, 414, 416 Fifth street, . .

House 537 Fourth street,

Houses 541 and 543 Fourth street,
Houses 557 and 559 Fourth street,
Houses 583, 585, 587, 589 Fourth street,
Houses 99 and loi H street, . . . .

Real Estate used by the Institution.

Real estate used for school purposes,
South Boston,

Real estate used for school purposes,
Jamaica Plain,

Unimproved land, South Boston, . . .

Mortgage notes,

Note on demand,

Railroad Stock.

Boston & Providence R.R., 30 shares,
value,

Fitchburg R.R., preferred, 70 shares,
value,

Chicago, Burlington & Ouincy R.R., 100
shares, value,

Boston & Maine R.R., 31 shares, value,

Boston & Albany R.R., 148 shares, value,

Railroad Bonds.

Eastern R.R., one 6^ bond, value, . .
Boston & Lowell R.R., one 5^ bond,

value,

Chicago, Burlington & Ouincy R.R., 27

4s, value,

Chicago, Burlington & Northern R.R., 14

5s, value,

Kansas City, St. Joseph & Council Bluffs

R.R., 5 7s, value,

St. Paul, Minnesota & Manitoba R.R., 10

4s, value,

Amounts carried forward, . . .

j;50,ooo.oo

44,000.00

77,000.00

59,000.00

8,000.00

9,900.00

4,800.00

9,600.00

15,500,00

21,200.00

3,300.00

15,790.00
6,222.20

13,708.04

3,938-96
29,933.00

$1,270.00

1,000.00

26,190.00

14,416.88

6,375.00

8,800.00

5,051.

$302,300.00

288,378.00

106,326.00

9,975.00

126,000.00

50,000.00

59,592.20

12,571-20

242

AfHOunts brought for^uard, . . •

Kansas City, Clinton & Springfield R.R.,
3 5s, value,

Atchison, Topeka & Santa ¥6 R.R., 13
4s, value,

Atchison, Topeka & Santa Fe R.R., 5 4s,
2d mortgage,

Cash,

Household furniture. South Boston, . .
Household furniture, Jamaica Plain, . .

Provisions and supplies, South Boston,
Provisions and supplies, Jamaica Plain,

Coal, South Boston,
Coal, Jamaica Plain,

$58,051.88

11,470.50
3,850.00

$17,000.00
4,500.00

$585-38

52,453.00
565.00

$942,571.20

76,423.63
i3>i93-9-

21,500.00

735-38
3,01 S. 00

Work Department.

Stock

Receivable bills,

$2,783.01
3,227.42

6,010.43

Musical Departmettt.

One large organ,

Four small organs,

Fifty-three pianos,

Band instruments,

Molins,

Musical library,

Printing Department.
Stock and machinery, . . . •

Books,

Electrotype plates,

School furniture and apparatus, .
Library of books in common print,
Library of books in embossed print,

Boys' shop,
Stable and tools,

$4,000.00

200.CO

9,800.00

550.00

35.00

750.00

$3,340.00
16,079.00
11,268,00

$3,233.00
13,856.00

I5-335-00

30,687.00

9,000.00

1 7,089.00

91.67
690.90

$1,136,346.13

243

The foregoing property represents the following funds
and balances, and is answerable for the same: —

INSTITUTION FUNDS.

General fund of the institution,

Harris fund,

$122,011.97
80,000.00
20,000.00
39,500.00
10,000.00
2,500.00
2,500.00

Richard Perkins fund,

Charlotte B. Richardson legacy, . . .

John N. Dix legacy,

Joseph Scholfield legacy,

Eleanor J. W. Baker legacy,

$276,511.97

$108,500.00
34,303.86

867.80

PRINTING FUND.
Capital,

Surplus for building purposes,

142,80386

KINDERGARTEN FUNDS.

Helen C. Bradlee fund,

Mrs. George W. Wales fund, ....
Mrs. Warren B. Potter fund, ....

Sidney Bartlett legacy,

George Downs legacy,

Mary Williams legacy,

Elisha T. Loring legacy,

Ellen M. Gifford legacy,

Joseph Scholfield legacy,

Mrs. Eleanor J. W. Baker legacy, . . .
Mrs. Lucy A. Dwight legacy, ....

Royal W. Turner legacy,

Funds from other donations,

$40,000.00

10,000.00

20,000.00

10,000.00

3,000.00

5,000.00

5,000.00

5,000.00

3,000.00

2,500.00

4,000.00

3,000.00

61,944.00

172,444.00

Funds for building purposes,

Cash in treasury

22,556,00
12,326.12

Buildings, unimproved real estate and per-
sonal property in use of the institution,
South Boston,

397,295.38
111,541.00

Land, buildings and personal property in use
of the kindergarten at Jamaica Plain, . .

$1,136,346.13

Total amount of property belonging to the
kindergarten,

Total amount of property belonging to the
institution proper,

$318,867.12

817,479.01

$1,136,346.13

244

FINANCIAL STATEMENT OF THE KINDERGARTEN
For the Year ending Sept. 30, 1892.

Receipts.
Donations —

Mrs. Warren B. Potter fund, $20,000.00

Legacies —
Miss Sarah Bradford, . . . $100.00

Mrs. Eleanor J. W. Baker, . 2,500.00

Mrs Lucy A. Dwight, . . . 4,000.00

Royal W. Turner, 3,000.00 9,600.00 $29,600.00

Endowment fund, $6,168.57

Annual subscriptions tlirougli Ladies* Aux-
iliary Aid Society, 1,959.50

Contributions, 396.00

For current expenses, 8,524.07

Donations for new building, 19,324.82

Board and tuition, 4,644.50

Rents, 816.00

Sundry small items, 9.85

Income from investments, 9,643.16

Income from Miss Mary E. Gill's fund, . . 216.25

Cash on hand, Oct. i, 1891, 5,622.71 $78,401.36

Expenses.

Maintenance, $9,597.84

Levelling and grading, 7,473.00

Expenses on houses let, 196.85

Bills to be refunded, 44-17

New buildings, 19,763.38

Invested, . 29,000.00 $66,075.24

Balance Oct. i, 1892, $12,326.12

245

PROPERTY BELONGING TO THE KINDERGARTEN.

Helen C. Bradlee fund, $40,000.00

Mrs. Warren B. Potter fund, 20,000.00

Mrs. George W. Wales fund, 10,000.00

Legacies —

Sidney Bartlett ro,ooo.oo

George Edward Downs, 3,000.00

Mary Williams, 5,000.00

Elisha T. Loring, 5,000.00

Ellen M. Gifford, 5,000.00

Joseph Scholfield, 3,000.00

Royal W. Turner, 3,000.00

Mrs. Lucy A. Dwight, 4,000.00

Mrs. Eleanor J. W. Baker, 2,500.00

Funds from other donations, 61,944.00

Funds for building purposes, 22,556.00 $195,000.00

Cash in treasury, 12,326.12

Land, buildings and personal property in use of the

Kindergarten at Jamaica Plain, 111,541.00

Total amount of property belonging to the

Kindergarten, $318,867.12

KINDERGARTEN ENDOWMENT FUND.

List of Contributors.
From Sept. 30, 1S91, to Oct. i, 1892.

A friend, $500.00

A friend, 20.00

A friend, 2.00

A friend. Beacon street, 50.00

Amount carried forward, $572.00

246

Amount brought forward, $572.00

A friend of the little blind children, additional, . . . 200.00
A friend, First Congregational Unitarian Church,

Providence, 100.00

A friend, through Helen Keller, 100.00

A class of young ladies in the Union Church of East

Braintree, 1500

Aspinwall, Mrs. W. H., 5.00

Atkinson, Mrs. Edward, 20.00

Balfour, Miss Mary D., fifth contribution, 10.00

Barnard, James M., 10.00

Barnard Memorial Kindergarten, through Miss L. H.

Symonds, 3.77

Baylies, Mrs. W. C, second contribution, 5.00

B., C. A., 1500

Bowen, Mrs. E. M., 20.00

Boyden, Mrs. Charles, 25.00

Brigham, Miss Eleanor W., North Grafton, .... 5.00
Brooks, Mrs. Francis, sale of " Heidi," ninth contri-
bution, 35-00

Cary, Miss A. P., third contribution, 100.00

Cash, 5.00

Children of Barnard Memorial Chapel, 4.31

Charlestown, Loyal Temperance Legion, 5.00

Clark, Mrs. Joseph W., 300.00

Clarke, Mrs. James Freeman, third contribution, . . 5.00

Crosby, Sumner, . 25.00

Cowing, Mrs. Martha W., 25.00

Curtis, Miss L P., second contribution, 5.00

Eastman, The Misses, Wellesley, 25.00

Endicott, Miss Mary E., third contribution 25.00

Eleven children from West Newton, 125.68

Estate of Mrs. Thomas Cole, Salem, 50.00

Amount carried foriuard, $1,840.76

247

Amount brought forward, $1,840.76

Fairbanks, Miss C, L., third contribution, .... 10.00

Farnum, Mrs. Henry, New Haven, third contribution, 50.00

Fay, Miss Lillie, 2.00

Field, Mrs. E. E. V., Milton, annual, 25.00

Field, Mrs. Nancy M., Monson, sixth contribution, . 100.00

First Orthodox Congregational Church, Somerville, . 2.42

From a friend, 100.00

From a friend to the little blind children, 80.00

Gammell, Mrs. William, Providence, second contribu-
tion) 100.00

Gore Kindergarten, East Cambridge, Mrs. Berthold's, 5.20

Guild, Mrs. S. E., sixth contribution, 25.00

Hammond, Mrs. George W., annual, 10.00

••^- C., 5.00

"• ^-t 25.00

H. H., ^00

Higginson, Frederick, 25.00

Houston, William C, 20.00

Jackson, Mrs. J. B. S., annual, 50.00

Jenks, Miss C. E., eighth contribution, 5.00

Jordan, Mrs. Helen L., 5.00

-^ ' 5.00

Kimball, Mrs. M. D., fourth contribution, .... 100.00

Kindergarten at Brighton, Mrs. Rust's, 2.03

Kindergarten at Hyde Park, Miss Stevens's, . . . 3.00

Kindergarten at Newton Lower Falls, Mrs. Sweetser's, 3.59

King, George A., Washington, 4.00

Kramer, Henry C, third contribution, 20.00

Ladies of Lynn, through Mrs. Lucy B. Haven, ... 61.00

Lodge, Mrs. Anna C, fourth contribution, .... 100.00

Loring, Mrs. W. Caleb, fourth contribution, .... 50.00

Loud, Mrs. Sarah P., r.oo

Amomit carried forward, $2,842.00

248

Amount brought forward, $2,842.00

Levering, Mrs. C. T., 5.00

Lyman, Mrs. G. H., 10.00

Lyman, Mrs. George H., 5.00

M., 5.00

Marsh, Miss Sarah L., Hingham, 50.00

Meredith, Mrs. Mary E., third contribution, 5.00

Morgan, Eustis C, Saco, Me., third contribution, . . 50.00

Morse, Mrs. Leopold, third contribution, 100.00

Minot, Dr. Francis, third contribution, 25.00

Neal, George B., Charlestown, 20.00

Ober, Louis P., second contribution, 10.00

Oliver, Dr. Henry J., 100.00

Parker, Mrs. E. P., second contribution, 100.00

Parkinson, Mrs. John, fourth contribution, .... 25.00
Part proceeds of entertainment given at Beaconsfield

Terraces, 13700

Peabody, F. H., third contribution, 20.00

P. K., 50.00

Porteous, Mrs. John, 4.00

Porteous, Miss M. J., i.oo

Primrose Club, Dorchester, third contribution, . . . 126.25
Proceeds of entertainment at Dudley street Opera

House, Roxbury, through Mrs. Call, .... 41.00
Proceeds of entertainment at the Norfolk House,

Roxbury, 3500

Proceeds of fair held in Ashmont by Ethel Hutchin-
son, Amy Lang and Lena Nesbit, 113.00

Proceeds of fair held in Dorchester by Florence
Warner, Margaret Jackson, Ruth Hayes, Maud

Withington and Martha Packard, 50.00

Proceeds of fair held by William Swan and Gordon

Rankle, 't 10.12

Amount carried fonvan/, $3'939 37

249

Amount brought forward, $3)939-37

Proceeds of fair held at Hull by Eleanor Devonshire
and Louise Comey of Dorchester, and Nancy

Noyes of Jamaica Plain, 12.12

Proceeds of fair held in Hingham by Alice and Bessie

W. Ripley, and Edith and Helen R. Burdett, . . 20.38
Proceeds of fair held at Hull by the " Rainy Day
Club," Marjorie Bouve, Christel W. Wilkins,
Edith A. Kelly, M. Alice Eaton, Marion E. and

Lillian Smith, and Edith L. Caverly, 225.00

Proceeds of Greek dance at Mrs. J- A. Beebe's, . . . 252.00

Putnam, Mrs. J. J., 5.00

Robeson, William R., 100.00

S., 10.00

Sabine, Miss Catherine, fifth contribution, .... 3.00

Schlesinger, B., third contribution, 50.00

S., E. P., So-oo

Shattuck, Mrs. G. C, third contribution, 10.00

Shepard, Mrs. Emily E., Brookline, 20.00

Shurtleff Kindergarten, through Mrs. Voorhees, . . 5.00

Sohier, The Misses, 50.00

Stewart, Mrs. Charles B., 20.00

Sunday-school of First Church, Boston, annual, . . , 90-34

Stevenson, Miss A. B., 20.00

Sunday-school class. Miss A. B. L, French's, . . . 5.00
Sunday-school class in Kirk street Church, Lowell,

Miss Adelaide Ward's, 4-29

Sunday-school class in Shepard Memorial Church,

Cambridge, Miss Smith's, 2.07

Sunday-school class of eight girls in Union Church,

Weymouth, 10.00

Thaw, Mrs. William, Pittsburg, Penn., 5o-oo

The Ministering Ten of King's^ Daughters in Cam-
bridge, 20.00

Amount carried forward, $4»973-S7

250
Amount brought forward,

Thorndike, Mrs. J. H., annual,

Vose, Miss Caroline C, Milton, second contribution,

Washburn, Rev. A. F., third contribution,

Watson, Thomas A., East Braintree, second and third

contributions,

Weld, Miss Susan,

White, C, J., fifth contribution,

Whitney, Edward, third contribution,

Whitney, Miss Sarah W., third contribution, ....

Willard, Mrs. Ashton R.,

Wood, Miss C, fourth contribution,

The Mrs. Warren B. Potter fund,

^,973•57

100.00

10.00

20.00

800.00

100.00

25.00

100.00

25.00

10.00

5.00

$6

,168.57

20

,000.00

CONTRIBUTIONS FOR CURRENT EXPENSES.

Annual subscriptions through the Ladies' Auxiliary
Aid Society, Miss Olga E. Gardner, treasurer pro

tern., $1,479.50

Cambridge Branch, through Mrs. E. C. Agassiz, . . 400.00
Dorchester Branch, through Mrs. Elizabeth S. Whit-
ten, So.oo

Baker, Mrs. Richard, annual, 50.00

Brown, Miss H. Louise, annual, 5.00

Children of Miss Sampson's private school, Charles-
town, 6.00

Coolidge, Mrs. J. T., annual, 10.00

D,, L. W., and M. M. D., annual, 50.00

First Congregational Unitarian Society, New Bedford, 50.00

Amount carried forward, $2,130.50

251

Amount brought forward, $2,130.50

lasigi, Miss Mary V., annual, 15.00

Lowell, Miss G., annual, 10.00

Lowell, Miss Lucy, annual, 10.00

Meyer, Mrs. George von L., annual, 50.00

Montgomery, William, annual, 15.00

Motley, Mrs. E. Preble, 10.00

Thorndike, Mrs. J. H., annual, 10.00

Wales, Miss M. A., annual, 25.00

Warren, Mrs. J. Sullivan, annual, 20.00

Whitehead, Miss Mary, annual, 10.00

Whitwell, S. H., annual, 25.00

Whitwell, Miss S. L., annual, 25.0©

^2,355-5°

FOR THE NEW BUILDING.

A. B., fourth contribution, $100,00

A friend, 1,000.00

A friend of the little blind children, additional, , . . 20.00

A friend, through A. F. Whiting 25.00

Amadon, Charles jrr

Andrew, Mrs. Emily H., Montana, 10.00

Antonio and Lawrence, Hartford, Conn., .cq

Appleton, Mrs. William, ninth contribution, .... 1,000.00

Bigelow, Mrs. Caroline T., second contribution, . . 100.00

Boston, 1,000.00

Brackett, Miss Mary, Quincy, 20.00

Brooks, Mrs. F. A., third contribution,

Burnham, Mrs. John A., second contribution, . . .

Carter, John W., 25.00

Amount carried forward, $3,502.05

100.00
100.00

2 c 2

Amount brought forward, $3,502.05

Gary, Miss Anne P., fourth contribution, 1,500.00

Chapin, Mrs. A. M., Milford, second contribution, , . 5.00

Chickering, Mrs. S. G., i.oo

Chickering, Mrs. S. M., Joy Mills, Pa., fourth contri-
bution, 50.00

Children of the Baptist Church, Jamaica Plain, . . . 4.03

Cook, Mrs. Charles T., Detroit, Mich., 50.00

Cushing, Thomas, second contribution, i.oo

Dunklee, Mrs. John W., 50.00

Durant, William, third contribution, 20.00

Egbert, Willie, Marblehead, third contribution, . . . 10.00

Eliot, Dr. Samuel, sixth contribution, 100.00

Entertainment at Fauntleroy Hall by Ethel Howard

and others, 64.

o

Fair held by little girls at 28 Mt. Vernon street, . . 75.00
Fair held by children at Mrs. D. Mcintosh's, Jamaica

Plain, 31-45

Faulkner, Miss, 500.00

Fay, Mrs. Dudley B., 25.00

Ferris, Mrs. M. C, Brookline, second contribution, . 200.00

Ferris, Miss E. M., Brookline, 100.00

Foote, Miss Mary B., Cambridge, 5-oo

Friend, A. B. M., second contribution, 1,000.00

Friend, S. M. F., second contribution, 1,000.00

From a friend, 500.00

Fry, Mrs. Charles, second contribution, 100.00

Glover, Joseph B., x\lbert, and the Misses Glover,

annual, 600.00

Goodnow, Mrs. Lucie M., Cambridge, second con-
tribution, 25.00

Gunnison, The Misses, 4 0°

Hayes's School, Mrs. S. H., second contribution, . . 310.00

AnioHut carried forward, $9'S33-^3

^53

Amount brought forward, $95833.03

Hogg, Mrs. John, 25.00

Howland, Mrs. O. O., 25.00

Hutchins, Mrs. Constantine F., fourth contribution, . 20.00

Kent, Mrs. Helena M., second contribution, .... 100.00

Kidder, Mrs. H. P., second contribution, 50.00

Kindergarten at Berkeley Temple, ten children, . . .10

Kindergarten at Cambridgeport, Mrs. Voorhees's, . . 5.00

Kindergarten School, Walpole street, Miss Carr's, . . 7.50

King's Daughters at Newton, in. 00

King's Daughters of the Trinitarian Church, Concord, 10.00

Lang, Mrs. B. J., second contribution, 20.00

Lee, Mr. and Mrs. George C, 500.00

Lee, Col. Henry, 1,000.00

Levin, Bernard, .75

Little children of Miss A. L. Partridge's school,

Augusta, Maine, second contribution, .... 53-oo
Little folks of Miss H. H. Sampson's school, Charles-
town, twelfth contribution, 8.00

Mackay, Mrs. Frances M., Cambridge, third contribu-
tion, 50.00

Mason, Miss Ida M., sixth contribution, 1,000.00

Morse, Miss Margaret F., third contribution, . . . 5.00

Motley, Edward, fourth contribution, 100.00

Newell, Mrs. M. Abbie, fifth contribution, .... 50.00

Nickerson, Andrew, second contribution, 25.00

Peabody, Rev. Dr. A. P., 250.00

Peters, Edward D., fifth contribution, 5S-oo

Phinney, Mrs. W. D., Brookline, 5.00

Pope, Drs. C. A. and E. F., 10.00

Powars, Mary A., 2500

Primary class in Day street Church, 2.75

Proceeds of Helen Keller's " Tea," 1,156.00

Amount carried forward, $14,502.13

254
Amount brought forward, $14,502.13

Proceeds of Doll Show, 277.66

Proceeds of fair held in Milton by the "Junior Ten"
of the Lend a Hand Club at the home of Edith

S. Tilden, 315-00

Proceeds of entertainments, February 22, by pupils of

Perkins Institution, 161.06

Quincy, George Henry, third contribution 25.00

Richardson, Mrs. T. O., fifth contribution, .... 200.00

R., S. W., 25.00

Saltonstall, Henry, second contribution, 1,000.00

Saltonstall, Mrs. Leverett, third contribution, . . . 100.00

Sampson, George, second contribution, 25.00

Sears, David, 250.00

Shaw, H. R., 5.00

Shuman, Mrs. A., 5.00

Slafter, Rev. Dr. Edmund F., almoner of L. A. Adams, 500.00
Sunday-school class in Congregational Church, Con-
cord, N.H., 9.01

Sunday-school class in Eliot Church, Roxbury, . . . 3. 86

Sunday-school class in Immanuel Church, Roxbury, . 5.00
Sunday-school primary department of Washington

street Church, Beverly, 5.25

Thayer, Mrs. Nathaniel, Sr., fourth contribution, . . i. 000. 00

T., A. P., 10.00

Thomas, Ediih, 5.00

Through Mrs. Thomas Mack, 2.50

Through Lindanna Maxfield, 11 -35

Tower, Col. W. A., 100.00

Tuckerman, Mrs. C. S 25.00

Upham, Mrs. George P., 500.00

Wales, George W., annual, 100.00

Walsh, Fred. V., second contribution, 2.00

Amount carried forward, $19,169.82

255

Amount brought forward^ $19,169.82

W., L. H., 50.00

W., S. L., 100.00

Whitehead, Miss Mary, 5.00

$19,324.82

The trustees earnestly appeal to the public for further contribu-
tions to the amount of $21,500, which is still lacking to complete
the building fund.

All contributors to the fund are respectfully requested to peruse the
above list, and to report either to Edward Jackson, Treasurer, No.
§3 State Street, Boston, or to the Director, M, Anagnos, South
Boston, any omissions or inaccuracies which they may find in tt.

EDWARD JACKSON, Treasurer.

No. 53 State Street (Room 840), Boston.

2:^6

DONATIONS AND SUBSCRIPTIONS FOR TOMMY
STRINGER.

A friend,

Anonymous,

Apple, Mrs.,

Bartlett, Miss Mary F

Baylies, Mrs. Charlotte W.,

Brown, Mrs. J. Conklin,

Brown, Warren,

Bugbee, Harry H., per Mrs. Charles Chapin, . . .

Children of Mrs. John C. Phillips,

Children of the Cook School,

Children of the Cottage Place Kindergarten, . . .

Children of the Florence Kindergarten,

Corey, J. B.,

Cowing, Miss Grace, and mother,

" Dear Cofnerers " of the Congregationalist, ....

Dickson, Mrs. Sarah M.,

Eastman, Misses,

"F.,"

Fay, Mrs. Joseph S., Jr.,

Fay, Miss Sarah M.,

Fernald, Lenora W., in memory of Fannie A. Mc-

Mullin,

Forbes, Mrs. John M.,

Four little girls, Walla Walla, Washington, ....

Friend " E.,"

From an "old lady,"

Amount carried forward. $460.81

$1.

00

10.00

5'

,00

10,

,00

10,

,00

10.00

I,

,00

I,

,00

20,

,00

I,

94

•50

13

•17

5

.00

25

.00

30

.00

5'

.20

10.00

200.00

25

.00

25

.00

10.00

10.00

26

.00

5

.00

I

.00

■ ^57

Amount brought forward, $460.8 1

From Elsie Williams, Edna Gill, Caroline Rogerson,

Charles M. Rogerson, 4.00

From the Child's Hour fund, sent by " Dewdrops,"

Royalston, Mass., .76

Gift, .06

Howe, Mrs. Henry M., 10.00

Ives, L. T., 5.00

Jones, Miss E. M., 5.00

Jones, Winifred C, per Mr. Martin, i.oo

Junior Children's Aid Society, Washington, Pa., per

Annie L. Harding, 170.00

Junior department of Park Avenue Congregational

Sunday-school, Minneapolis, 5.00

Keller, Helen, 5.00

Kindergarten of Miss Stevens, Hyde Park, Mass., . 8.00
Lend-a-Hand Society of the First Congregational

Church, Ipswich, 3.00

Lesley, Mrs. J. P., 10.00

Lewisson, Sarah, 20.00

Lewisson, Sarah McCalmont, 20.00

Lodge, Mrs. John E., 50.00

Maddox, Irene and Fred, i.oo

Marshall, John, i.oo

Matthews, Mrs. A. B., 50.00

Matthews, Alice, 10.00

Matthews, Annie B., 10.00

McGonnegle, Robert D., 5.00

Merritt, E. P., 25.00

Miscellaneous gifts at Ladies' Reception, April 21, . 6.00

Muldoon, Sophia, 5.00

Newell, Mrs. M. Abbie, 75-oo

Parker, Thomas R., annual, i.oo

Amount carried forward, $966.63

2=;8

Amount brought forward,

Peyraud, Mademoiselle, annual,

Primary class, Walnut Avenue Congregational Church,

Roxbury,

Primary department of First Congregational Church

of Chelsea, per Mrs. Otis Atwood,

Primary department of Immanuel Sunday-school.

Roxbury,

Pupils of the kindergarten of Misses Garland and

Weston,

Rust, Mrs. W. A., . . . *

Saltonstall, Rosamond and John, annual,

Six little girls in Keene, N.H., through Rev. Charles

B. Elder,

Slafter, Rev. Edmund F.,

Sunday-school class, Florence, Mass., through Miss

Blanche M. Smith,

Thacher, Miss Elisabeth B.,

Through A. I, Root, editor of Gleanings in Bee Culture,
Through Forest atid Stream Publishing Company, ]

sent by Mrs. E. A. Walter, $10.00

Mrs. A. J. Wallace, .... 5.00

" Mount Royal," 2.00

H. B. Donovan, 2.00

W. Wade, i.oo

Through Miss Annie S. Harlow,

Through Miss Lucy Wheelock,

Through the Montreal Witness,

Trowbridge, Miss Elizabeth D.,

Two little girls of Hingham, Lila Ufford and .Alice

Lincoln,

Union Sabbath-school of Harmon, 111., through Mrs.

E. E. Ross,

$966.63

5.00

4.04

5.00

17.00
5.00

20. GO

62.26

50.00

3-25
12.00
18.90

12.75
4.60

55-08
3.00

5-25

2-75

Amount carried forward, $1,27351

^59
Amount brought forward, $1,273.51

Wales, Mr. and Mrs. George W., 25.00

Warren, Philips H., 2.15

Wheeler, Mrs. Nathaniel, 5-°°

Wheelock, Miss Lucy, lo-oo

Wild, Paul R., i-oo

Yerxa, Marion, 2.00

Young, Miss Lucy F., and the Unitarian Sunday-school,

Groton, io-o°

$1,328.66

Further contributions will be thankfully received and gratefully

acknowledged by

M. ANAGNOS, Trustee.

r /w^^« -^^^ 4.^<zd €>-^ 'tA^e ^■c^-e-^ft^i-'Ti^d .

LIST OF EA^BOSSED BOOKS

Printed at the Perkins Institution and Massachusetts School kok
THE Blind, Boston, 1892.

Title of Book.

JUVENILE BOOKS.

Alcott, Louisa M. Little Women

Andersen. Hans. Stories and Tales,

Arabian Nights, six Selections by Samuel Eliot, . .
Burnett. Frances H. Little Lord Fauntleroy, . . .
Child's First Book,

" Second "

Third '•

" Fourth ••

Fifth •'

Sixth ••

" Seventh ■'

Children's Fairy Book, arranged by M. Anagnos, . .
Chittenden, L. E. The Sleeping Sentinel, ....

Coolidge, Susan. What Katy Did,

Eclectic Primer,

Ewing, J. H. The Story of a Short Life,

Greene. Homer. The Blind Brother, ......

Hale. Rev. E. E. The Man without a Country, . .
Harte, Bret. The Queen of the Pirate Isle, ....

Heidi, translated from the German by Mrs. Brooks, .

Kingsley, Charles. Greek Heroes,

Little Ones' Story Book,

Poulsson, Emilie. Bible Stories in Bible Language, .
Poulsson. Emilie. Stories for Little Readers, . . .
Richards, Laura E. Captain January and otiier stories,

Sewell, A. Black Beauty, . . /

Standard Braille Primer,

Turner's First Reader,

Twelve Popular Tales, selected by H. C. Lodge, . .

Wiggin, Kate D. The Story of Patsy,

Wiggin, Kate D. A Christmas Dinner,

No. Price

of per

Vols. Set.

53.00

3.00
3.00
.40
.40
.40
.40
.40
.40
.40
2.50

•^5
2.50

.40
2.00
2.00

.50

.40
5.00
2.50

.40
3.00

.40
1.50
3.00

.50

.40
2.00

.50

.40

!6l

Title of Book.

Youth's Library, Volume i,

3,

4,

5

6,

7,

8,

Script and point alphabet sheets per hundred,

GENERAL LITERATURE.

American Prose,

Cooke, Rose Terry. The Deacon's Week,

Dickens, Charles. Christmas Carol, with extracts from

" Pickwick Papers,"

Dickens, Charles. David Copperfield,

Dickens, Charles. Old Curiosity Shop,

Eliot, George. Janet's Repentance,

Eliot, George. Silas Marner,

Emerson, R. W. Essays, .... .

Extracts from British and American Literature, ....

Goldsmith, Oliver. The Vicar of Waketield,

Hawthorne, Nathaniel. The Scarlet Letter,

Hawthorne, Nathaniel. Tanglewood Tales.

Lytton, Edward Bulwer. The Last Days of Pompeii,
Macaulay, Thomas B. Essays on Milton and Hasting.s,
Martineau, Harriet. The Peasant and the Prince, . . .

Ruskin, John. Sesame and Lilies,

Scott, Sir Walter. The Talisman,

Scott, Sir Walter. Ouentin Durward.

POETRY.

Anagnos, Julia R. Stray Chords,

Bryant, W. C. Poems,

Byron, Lord. Hebrew Melodies and Childe Harold, . .
Byron, Lord. Poems selected by Matthew Arnold, . .

Holmes, O. W. Poems

Longfellow, H. W. Evangeline,

" " Evangeline and other poems, . . .

Hiawatha,

Lowell, J. R. Poems,

Milton. Paradise Lost,

Milton. Paradise Regained, and other poems, ....
Pope, Alexander. Essay on Man, and other poems, . .
Scott, Sir Walter. Lay of the Last Minstrel and other

poems,

No.
of

Vols.

Price
per
Set.

1.25
1.25
1.25
1.25
1.25
1.25
1.25
1.25
5.00

6.00

.25

3.00
15.00
12.00
3.00
3-50
3.00
5.00
3.00
5.00
4.00
9.00
3.00
3.00
2.50
6.00
6.00

2.00
3.00
3.00
3.00
3.00
2.00
3.00
2.50
3.00
5.00
3.00
2.50

3.00

262

Title of Book.

Shakespeare. Hamlet and Julius Caesar, . . .

" King Henry Fifth,

" Romeo and Juliet

Stratton, H. W. Commemoration Ode. ....
Tennyson, Lord. Idylls of the King, ....
Tennyson, Lord. In Memoriam and other poems,

Whittier, J. G. Poems,

Wordsworth, William. Poems,

BIOGRAPHY.

Biographical Sketches, arranged by M. Anagnos,
Biographical Sketch of George Eliot, ....
Memoir of Dr. Samuel G. Howe,

HISTORY.

Constitution of the United States,

Dickens, Charles. Child's History of England, . . .

Fiske, John. Washington and his Country,

Freeman, Edward A. History of Europe,

Higginson, T. W. Young Folks' History of the United

States,

Schmitz, Leonhard. History of Greece,

Schmitz. Leonhard. History of Rome,

RELIGION.

Baxter, Richard. Call to the I'nconverted, . . .

Book of Psalms,

Book of Common Prayer,

Hymn Book,

New Testament,

Paley, William. Natural Theology

Selections from Swedenljorg,*

TEXT BOOKS.

Cutter's Anatomy, Physiology and Hygiene, . . .

Geometrical Diagrams,

Guyot's Geography,

Huxley's Science Primers, Introductory, ....
" Life and her children," a reader of Natural History.

Scribner's Geographical Reader,

Wentworth's Grammar-school Arithmetic

No.

of

Vols.

Price

$4.00

2.00

2.00

.10

2.50

2

3.00
6.00

I

3.00

3.00

.25

3.00

.40

6.00
9.00
2.;o

3-50
3.00
2.50

I

2.50

I

3.00

I

3.00

I

2.00

3

7.30

I

4.00

I

3.00

r.oo

3.00

2.00

3.00

2.50

3.00

' Printed by donor for free distribution.

Title of Book.

No.

of

Vols.

Price
per

Set.

MISCELLANEOUS.

Combe, George. Constitution of Man

Howe, Dr. S. G. CycIopEedia,

Latin Selections,

Longfellow's Birthday, by Julia R. Anagnos,

Most Celebrated Diamonds, translated by Julia R.
Anagnos,

$4.00

32.00

2.00

.25

.50

MUSIC.

Band Instruments.

Arban. Method for the Cornet and Sax-Horn, .... i

Bach, Charles. Twelfth Andante and Waltz, .... i .25

Heinecke. Arrangement of Meyerbeer's Les Huguenots, i .60

Lavallee, C. Overture. The Bridal Rose, i .75

Prendiville, H. Little Rose Waltz, i .23

Rollinson, T. H. The Color Guard March, i .35

Sponholtz. Peace of Mind, ^ Sextette 1

Donizetti. Nocturne from Don Pasquale, >■ for Brass >• i .25

Ringleben. Polka Mazurka, . . . . ) Instruments}

Vaughan, A. H. Arrangement of Schubert's Serenade, . i .30

Pianoforte.

Bargiel, W. Op. 32, No. i, Idylle,

Becht, J. China Aster Mazurka,

Behr, F. Op. 575, No. 11, Think of me, . . .

Blakeslee, A. C. Op : 9, May Party Dance, . .
Op: 25, Gems of the Evening,
No. I, Crystal Fountain Waltz,
No. 3, Let's be Gay Mazurka,
No. 4, Social Hop Schottische,

Burgmiiller, F. Op: 100, Studies,

Chopin, F. Op: 34, No. 3. Waltz. (Kullak). . .
Op: 64, No. I, Waltz. (Kullak), . .

Cramer, J. B. Studies

Godard, B. Op: 56, Second Valse,

Goldner, W. Gavotte Mignonne,

Gurlitt. Op : 50, Studies,

Heller, St. Op : 46, Studies,

Jadassohn. Op : 35, Scherzo,

Kirchner, Th. Op. 7, Album Leaf,

Knight, J. S. Evening Dew Waltz,

Kullak, Th. Scherzo,

Lange, G. Op : 249, No. i, In Rank and File, .
Op : 292, Six Characteristic Pieces, .
No. I, Playfulness, ,

.06
.05
.05
.06

.05
.05
.05

•75

.06

.06

1.50

.05
.05
■75
■75
.05
.05
.05
.05
.05

.06

264

Title of Book.

No.

of

Vols.

Price
per
Set.

Lange, G
Lichner, H.

Loeschhorn.
Lysberg, Ch.
M'erkel, G.

Oesten, Th.

Streabbog, L.

No. 3, Dressed for the Ball,

Op: 174, No. I. Morning Song, . . . .
Op : 270, No. 2. Family Party Waltz, . .

Op : 65, Studies

Op: 71, The Thrashers,

Op: 25, In the Beautiful Month of May,

Op: 81, Pleasures of May,

Op : 276, White Roses,

No. I, In the Spring,

No. 2, A Little Story,

No. 5, In the Summer,

No. 6, Rural Pleasures,

Golden Stars,

No. I, Waltz, No. 2. Polka

No. 3, Schottische, No. 4, Polka-
Mazurka,

No. 5, Galop, No. 6, Quadrille, . . .
No. 7, Bird of Paradise, Polka-Mazurka, .
Op: 175, Pleasures of Youth, . . . .

No. I. Waltz, No. 2, Polka,

No. 3, Schottische, No. 4- Polka-
Mazurka,

No. 5, Galop. No. 6, Quadrille, . . .

Twenty-five Select Pieces. (First Grade),

Berger, F. Donna Mobile from Rigoletto, . . .
M' appari Tutto Amor from Martha, . . •

March from Norma,

Rataplan from La Figlia,

Harmiston, J. Little Romp Quickstep,

Huse, M. F. Cricket Polka,

Lange, G. Op: 243, No. 13, Boy and Cuckoo. . .

Op: 243, No. 4, Harvest,

Latour, P. Marine Galop,

Lichner. Op: 1 1 1, No. 5, Heliotrope,

Op: III, No. 6, Jessamine,

Maylath, H. Op: 166, No. i. Waltz,

Meyer, L. Honey Bee Polka,

My Brother Jack Galop,

Miiller, Ed. Violet Polka Mazurka,

Pansy Galop

Oesten, Th. Op: 202, No. 4, Doll's Dream, . . .

Ritter, G. P. The Echo,

Root, F. W. The Flyaway Waltz,

Smallwood, W. The Gipsy Countess,

The Harebell,

The Sweet Violet,

The Woodbine,

Strauss, j. Merrv War Waltz,

Wallis,J. H. The Skylark

Urbach. Prize Piano School,

$0.06
.05
.05

• .25
.08
.08
.05
•15

•15

•IS

•75

4.00

265

TiTLB OF Book.

Voice.

Bach, J. S. A few German Chorals,

Forty five Hymn Tunes,

Long Metre.
Bowen, Duke St., Federal St., Germany, Hamburg,
Hebron, Luther, Malvern, Mendon, Missionary
Chant, Old Hundred, Rothwell, Ward,

Common Metre.
Arlington, Balerma, Cambridge, Coronation, Dalmatian,
Evan, Heath, Howard, Naomi, Peterborough, Siloam,
St. Agnes,

Short Metre.

Shawmut, Silver St., Utica,

7s. — Eltham, Hendon, Horton, Pleyel's Hymn. 6s &
4s. — Keating. 7s & 6s. — Amsterdam, Missionary
Hymn. 8s & 4s. — Rest. 8s & 6s. — Flemming. 8s
& 7s. — Cesarea, Sicily, Worthing, ids & 9s —
Fraser. 6". P. M. — Peters. H. M. — Benevento,
Lischer, Spontini,

Scala. Vocal Exercises

Miscellaneous.

Key to Braille's Musical Notation,

Musical Characters used by the seeing,

Richter. Exercises in Harmony,

No.

of

Vols.

Price
per

Set.

I
I

$0.50
.50

.50

.50

•35
.25

LIST OF APPLIANCES AND TANGIBLE
APPARATUS

Made at the Perkins Institution and Massachusetts School for

THE Blind.

Geography.
/.— Wall Maps.

The Hemispheres, size, 42 by 52 inches.

United States, Mexico and Canada,

North America,

South America,

Europe,

Asia,

Africa,

The World on Mercator's Projection, .

Each, $35 ; or the set, $280.

//. — Dissected Maps.

1. Eastern Hemisphere, size, 30 by 36 inches.

2. Western Hemisphere,

3. North America,

4. United States,

5. South America,

6. Europe,

7. Asia,

8. Africa,

Each, $27, ; or the set, $184.

These maps are considered, in point of workmanship, accuracy
and distinctness of outline, durability and beauty, far superior to
all thus far made in Europe, or in this country.

267

" The New England Journal of Education " says, " They are
very strong, present a fine, bright surface, and are an ornament to
any school-room."

///.— Pin Maps.
Cushions for pin maps and diagrams, each, $0.75

Arithmetic.

Ciphering-boards made of brass strips, nickel-plated, each, $3.00
Ciphering-types, nickel-plated, per hundred, . . . i.oo

Writing,

Grooved writing-cards, each, $0.05

Braille tablets, with metallic bed, " 1.50

SIXTY-SECOND ANNUAL REPORT

OF

THE TRUSTEES

Perkins Institution

Massachusetts School for the Blind

FOR THE YEAR ENDING

September 30, 1893

BOSTON

Press of Geo. H. Ellis, 141 Franklin Street

1894

TABLE OF CONTENTS.

Page

Communication to the Secretary of State, 5

Officers of the Corporation, 6

Officers of the Institution, 7

Members of the, Corporation, 8

Proceedings of the Annual Meeting of the Corporation, ... 17

Report of the Trustees, 20

I. Number and Health of the Pupils, p. 20. — 2. The School, p. 21. —
3. Commencement Exercises, p. 22. — 4. The New Library and
Musical Department, p. 28. — 5. Post-graduate Course, p. 28. —
6. A New Music Hall, p. 28. — 7. Bhnd Deaf-mutes, p. 29. —
8. Finances, p. 29. — 9. Repairs and Improvements, p. 30.
— 10. The Howe Memorial Press, p. 30. — 11. The Workshop
for Adults, p. 32.— 12. Deaths of Dr. Peabody and Mr. Dwight,
p. 32. — 13. Deaths of the Members of the Corporation, p. 35. —
14. Conclusion, p. 37.

Report of the Director, 38

Introductory Remarks, p. 38. — Enrollment of Blind Persons, p. 40. —
Health of the Inmates, p. 41. — Aim of the Education of the
Blind, p. 43. — Department of Physical Culture, p. 45. — Literary
Department, p. 48. — Edith Thomas, p. 52.— Music Department,
p. 90. — Tuning Department, p. 99. — Department of Manual
Training, p. 102. — Conclusion, p. 109.

List of the Pupils, no

Seventh Annual Report of the Kindergarten for the

Blind, 113^

Officers of the Corporation, p. 115. — Officers of the Kindergarten,
p. 115. — Establishment of the Kindergarten, p. 116. — Report of
the Trustees, p. 117. — Opening of the New Building, p. 117. —
Rapid Growth of the Kindergarten, p. 118. — The Value and Needs
of the Kindergarten, p. 119. — The Kindergarten at the Annual
Festival, p. 123.— Plea of Hon. Harvey N. Shepard, p. 132.

4

Pagb

Report of the Director, 129

Introductory Remarks, p. 129. — Deeds and Needs of the Kindergarten,
p. 131. — More Annual Subscriptions Needed, p. 135. — Incom-
pleteness of the Endowment Fund, p. 140. — The Debt upon the
New Buildings, p. 142. — The Central or Main Building, p. 144. —
Mrs. Warren B. Potter Fund, p. 147. — Primary Classes and
Introduction of Sloyd, p. 14S. — Fruits of the Kindergarten, p.
154 — Willie Elizabeth Robin, p. 159. — Thomas Stringer, p.
194. — Closing Remarks, p. 206.

Dedication of the New Buildings, 208

Report of the Matron, 232

List of the Children, 239

Acknowledgments, 240

Treasurer's Account, 244

General Statement of Receipts and Disbursements, 246

Analysis of the Maintenance Account, 249

Kindergarten Fund Statement, 250

Printing Fund Statement, 251

Work Department Statement, 252

Account of Property, Oct. i, 1893, 253

Financial Statement of the Kindergarten, 256

Property belonging to the Kindergarten, 257

List of Contributors to the Kindergarten Endowment Fund, . 258

Contributions for Current Expenses, 262

Contributions for the New Building, 263

Donations and Subscriptions for Tommy Stringer, 265

Donations through the Ladies" Auxiliary Aid Society, .... 267

List of Annual Subscribers, 268

List of Embossed Books, 288

List of Appliances and Tangible Apparatus, 294

C0mm0ittxr^aIt]^ oi |i;assacljiisdts.

Perkins Institution and Massachusetts School for the Blind,
South Boston, Oct. i6, 1S93.

To the Hon. Wm. M. Olin, Secretary of State, Boston.

Dear Sir: — I have the honor to transmit to you, for
the use of the legislature, a copy of the sixty-second
annual report of the trustees of this institution to the
corporation thereof, together with that of the treasurer
and the usual accompanying documents.

Respectfully,

M. ANAGNOS,

Secretary.

OFFICERS OF THE CORPORATION.
1893-94.

SAMUEL ELIOT, LL.D., President.
GEORGE S. HALE, Vice-President.
EDWARD JACKSON, Treasurer.
M. ANAGNOS, Secretary.

BOARD OF TRUSTEES.

LEVERETT SALTONSTALL, (
EDWARD BROOKS.
WILLIAM ENDICOTT, Jr.
JOSEPH B. GLOVER.
J. THEODORE HEARD, M.D.
HENRY MARION HOWE.

EDWARD N. PERKINS.
WILLIAM L. RICHARDSON,
HENRY STONE.
THOMAS F. TEMPLE.
S. LOTHROP THORNDIKE.
GEORGE W. WALES.

M.D.

STANDING COMMITTEES.
Monthly Visiting Committee,

■whose duty it is to visit and inspect the Institution at least once in each month.

1894.

Januarj', Edward Brooks.

February, W. Endicott, Jr.

March, J. B. Glover.

April, J. T. Heard.

May, H. M. Howe.

June, E. N. Perkins.

1894.

July

W. L. Richardson

August, . . .

L. Saltonstall.

September,

Henry Stone.

October, . .

. T. F. Te.mple.

November,

. S. L. Thorndikk.

December, ,

. G. W. Walks.

littee on Education.

House Committee.

Henry Stone.

E. N. Perk-ins.

H. M. Howe.

G. W. Wales.

Edward Brooks.

L. Saltonstall

Edward Brooks.

mittee on Finance.

Committee on Health.

S. L. Thorndike.

J. T. Heard, M.D.

W. Endicott, Jr.

Wm. L. Richardson, M.D

J. B. Glovbr.

T. F. Temile.

T. F. Temple.

Auditors of Accounts.

J. T. Heard, M.D.
S. L. Thorndikk.

OFFICERS OF THE INSTITUTION.

DIRECTOR.

M. ANAGNOS.

MEDICAL INSPECTOR.

JOHN ROMANS, M.D.

LITERARY DEPARTMENT.
Boys' Section. Girls' Section.

GUY G. FURNEL. ' Miss GAZKLLA BENNETT.

Miss MARY HOWARD. Miss SARAH M. LILLEY.

Miss CAROLINE E. McMASTER. Miss FRANCES S. MARRETT.

Miss JULIA A. BOYLAN. Miss MABEL TOWNSEND.

Miss JESSICA L. LANGWORTHY. Miss JULIA E. BURNHAM.

Miss SARAH M. WALKER.
Miss SARAH ELIZABETH LANE, Librarian.
Mi.ss ALICE M. MARSHALL, Assistant.
Miss ELLA FRANCES PROUT, Clerk.

DEPARTMENT OF MUSIC.

Boys' Section. E. N. LAFRICAIN.

THOMAS REEVES. LORENZO WHITE.
Miss FREDA A. BLACK. Girls' Section

Miss LOUISE LAWTON. ^^.^^ p WEBSTER.

Miss MARY E. BURBECK. ^^^^^^ ^^^^ ^ j,jLEY.

W. LUTHER STOVER. ^^^^ HARRIET W. BUSTIN.

Miss ALMIRA S. KNAPP, Reader. ^^^^ ^^^^^ ^ ^^^^^

CARL BAERMANN.
GEORGE W. WANT. ^______ JULIUS AKEROYD.

TUNING DEPARTMENT.

JOEL WEST SMITH, Getter al Supervisor.
GEORGE E. HART, Instructor atid Manager.

DEPARTMENT OF MANUAL TRAINING.

JOHN H. WRIGHT, IVork Master. Miss MARY L. SANFORD, Work Mistress.

JULIAN H. MABEY, Assistant. Miss FRANCES M. LANGWORTHY, ^«V.

THOMAS CARROLL, Assistant. Miss FLORA J. McNABB, Assistant.

Miss MARY B. KNOWLTON, Sloyd Teacher.

DOMESTIC DEPARTMENT.
Steward. Housekeepers in the Cottages.

ANTHONY W. BOWDEN. Mrs. M. A. KNOWLTON.

Mrs. L. S. SMITH.
Matrons. Miss BESSIE WOOD.

Miss MARIA C. MOULTON. mrs. SOPHIA C. HOPKINS.

Miss P. N. ANDREWS, Acting Matron.
Mrs. SARAH A. STOVER, Assistant.

PRINTING DEPARTMENT.

DENNIS A. REARDON, Manager. Miss LITA WESTON, Printer.

Mrs. ELIZABETH L. BOWDEN, Printer. Miss CORA L. LOCKE, Printer.

WORKSHOP FOR ADULTS.

EUGENE C. HOWARD, Manager. Miss M. A. DWELLY, Forewoman.

PLINY MORRILL, Foreman. Miss ESTELLE M. MENDUM, Clerk.

Miss ELLEN B. WEBSTER, Book-keeper.

MEMBERS OF THE CORPORATION.

Abbott, Mrs. Martha T., Cam-
bridge.

Adams, John A., Pawtucket, R.I.

Agassiz, Mrs. E. C, Cambridge.

Ahl, Mrs. Daniel, Boston.

Alden, Mrs. Sara B., Boston.

Alger, Rev. William R., Boston.

Ames, Hon. Oliver, Boston.

Amory, C. W., Boston.

Amory, Mrs. William, Boston.

Anagnos, M., Boston.

Anderson, Mrs. John F., Boston.

Appleton, Mrs. Randolph M., New
York.

Appleton, Mrs. William, Boston.

Appleton, Dr. William, Boston.

Apthorp, William F., Boston.

Atkins, Mrs. Elisha, Boston.

Atkinson, Edward, Boston.

Austin, Edward, Boston.

Ayles worth, H. 15., Providence.

Bacon, Edwin M., Boston.

Bacon, Mrs. E. P., Boston.

Baker, Mrs. Ezra H., Boston.

Baker, Miss M. K., Boston.

Baker, Mrs. Richard, Jr., Boston.

Balch, F. v., Boston.

Baldwin, Simeon E., New Haven,
Conn.

Baldwin, William H., Boston.

Balfour, Miss Mary D., Charles-
town.

Ballard, Miss E., Boston.

Barbour, E. D., Boston.

Barrett, William E., Boston.

Barrows, Rev. S. J., Dorchester.

Barrows, Mrs. S. J., Dorchester.
Barstow, Amos C, Providence.
Bartlett, Miss Elvira, Boston.
Bartlett, Francis, Boston.
Bartlett, Miss F., Boston.
Bartlett, Mrs. John, Cambridge.
Bartlett, Mrs. Mary E., Boston.
Bartlett, Miss Mary F., Boston.
Bartol, Rev. Cyrus A., Boston.
Bartol, Miss Mary, Boston.
Bates, Arlo, Boston.
Baylies, Mrs. Charlotte A., Boston.
Beach, Rev. D. N., Cambridge.
Beal, James H., Boston.
Beard, Hon. Alanson W., Boston.
Beckwith, Miss A. G., Providence.
Beckwith, Mrs. T., Providence.
Beebe, E. Pierson, Boston.
Beebe, J. Arthur, Boston.
Beebe, Mrs. J. Arthur, Boston.
Bigelow, Mrs. Prescott, Boston.
Binney, William, Providence.
Black, George N., Boston.
Blake, Mrs. George B., Boston.
Blanchard, G. D. B., Maiden.
Boardman, Miss Cornelia B., Bos-
ton.
Bourn, Hon. A. O., Bristol, R.I.
Bouvc, Thomas T., Boston.
Bowditch, Dr. H. P., Jamaica Plain.
Bowditch, Mrs. J. I., Boston.
Bowker, Charles F., Boston.
Boyden, Mrs. Charles, Boston.
Brackett, Mrs. Henry, Boston.
Brackett, Miss Nancy, Boston.
Bradlee, F. H., Boston.

Bradlee, Miss Helen C, Boston.

Brimmer, Hon. Martin, Boston.

Brimmer, Mrs. Martin, Boston.

Brooke, Rev. Stopford W., Boston.

Brooks, Edward, Hyde Park.

Brooks, Rev. Geo. W., Dorchester.

Brooks, Peter C, Boston.

Brooks, Mrs. Peter C, Boston.

Brooks, Shepherd, Boston.

Brown, B. F., Boston.

Brown, Miss H. Louisa, Boston.

Brown, Mrs. John C, Providence.

Browne, A. Parker, Boston.

Browne, Miss H. T., Boston.

BuUard, William S., Boston.

Bullard, Mrs. William S., Boston.

Bullock, Miss Julia, Providence.

Bumstead, Mrs. Freeman J., Cam-
bridge.

Bundy, James J., Providence.

Burgess, Mrs. S. K., Brookline.

Burnett, Joseph, Boston.

Burnham, Mrs. John A., Boston.

Burnham, Miss Julia E., Lowell.

Burnham, William A., Boston.

Burton, J. W., M.D., Flushing,
N.Y.

Cabot, Mrs. S., Brookline.

Cabot, Walter C, Boston.

Callahan, Miss Mary G., South
Boston.

Callender, Walter, Providence.

Carey, The Misses, Cambridge.

Carpenter, Charles E., Providence.

Carter, John W., West Newton.

Carter, Mrs. John W., West New-
ton.

Cary, Miss A. P., Boston.

Cary, Miss Ellen G., Boston.

Cary, Mrs. Richard, Boston.

Case, Mrs. Laura L., Boston.

Cass, Mrs. D. S., Boston.

Center, Joseph H., Boston.

Chace, James H., Valley Falls, R.L

Chace, Hon. Jonathan, Valley
Falls, R.L

Chadwick, Mrs. C. C, Boston.

Chamberlin, Joseph Edgar, Boston.

Chamberlin, E. D., Boston.

Chapin, E. P., Providence.

Charles, Mrs. Mary C, Melrose.

Cheever, Miss A. M., Boston.

Cheever, Dr. David W., Boston.

Cheever, Miss M. E., Boston.

Cheney, Benjamin P., Boston.

Chickering, George H., Boston.

Chickering, Mrs. Sarah M.. Joy
Mills, Pa.

Claflin, Hon. Wm., Boston.

Clark, Mrs. Joseph W., Boston.

Clark, Miss S. W., Beverly.

Clarke, Mrs. Jas. Freeman. Boston.

Clarke, James W., Boston.

Clement, Edward H., Boston.

Coates, James, Providence.

Cobb, Mrs. Freeman, Boston.

Cobb, Samuel T., Boston.

Cochrane, Alexander, Boston.

Coffin, Mrs. W. E., Boston.

Colt, Samuel P., Bristol, R.L

Comstock, Andrew, Providence.

Cook, Charles T., Detroit, Mich.

Cook, Mrs. Charles T., Detroit,
Mich.

Coolidge, Dr. A., Boston.

Coolidge, J. Randolph, Boston.

Coolidge, Mrs. J. R., Boston.

Coolidge, John T., Boston.

Coolidge, Mrs. John T., Boston.

Coolidge, Mrs. J. Templeman, Bos-
ton.

Coolidge, T. Jefferson, Boston.

Cotting, C. U., Boston.

Cowing, Miss Grace G., Roxbury.

Cowing, Mrs. Martha W., West
Roxbury.

Crafts, Mrs. J. AL, Boston.

Crane, Mrs. Zenas M., Dalton.

Crocker, U. H., Boston.

Croft, Mrs. Carrie A., Boston.

Crosby, Joseph B., Boston.

Crosby, Sumner, Brookline.

lO

Crosb)', William S.. Brookline.

Cruft, Miss Harriet O., Boston.

Cummings, Mrs. Annie L., Port-
land, Me.

Cummings, Charles A., Boston.

Cummings, Hon. John, VVoburn.

Cunniff, Hon. M. M., Boston.

Curtis, C. A., Boston.

Curtis, Greeley S., Boston.

Curtis, Mrs. Greeley S., Boston.

Curtis, Mrs. Mary S., Boston.

Gushing, Thomas, Boston.

Dabney, Mrs. Lewis S., Boston.

Dalton, C. H., Boston.

Dalton, Mrs. C. H., Boston.

Dana, Mrs. Samuel B., Boston.

Darling.Cortes A., Providence, R.I.

Darling, Hon. L. B., Pawtucket,
R.I.

Davis, Miss A. W., Boston.

Davis, Mrs. Edward L., Boston.

Day, Daniel E.. Providence. R.I.

Dean, Hon. Benjamin. South Bos-
ton.

Derby, Miss Lucy. Boston.

Dexter, Mrs. F. G., Boston.

Dillaway, W. E. L., Boston.

Dinsmoor, George R., Keene, N.H.

Ditson, Mrs. Oliver, Boston.

Doliber, Thomas, Boston.

Dow, Miss Jane F., Milton.

Dow, Mrs. Moses A., Brookline.

Dunklee, Mrs. John VV., Boston.

Durant. William, Boston.

Dutton, Miss Lydia W., Boston.

Dutlon, Miss Mary M., Boston.

Earle, Mrs. T. K., Boston.

Eaton, W. S., Boston.

Eliot, Rev. Christopher R., Dor-
chester.

Eliot, Dr. Samuel, Boston.

Elliott, Mrs. Maud Howe, Boston.

Ellis, Rev. George E., D.D., Bos-
ton.

Ellis, George H., Boston.

Emery, Francis F., Boston.

Emmons, J. L., Boston.

Endicott, Henry, Boston.

Endicott. Miss Mary E., Beverly.

Endicott, William, Jr., Boston.

Ernst, C. W., Boston.

Evans, Mrs. Glendower, Boston.

Everett, Mrs. Emily, Cambridge.

Fairbanks, Miss C. L., Boston.

Farlow, George A., Boston.

Farnam, Mrs. Ann S., New Haven.

Faulkner, Mrs. Charles, Boston.

Faulkner, Miss, Boston.

Faulkner, Miss Fannie M., Boston.

Fay, Mrs. Dudley B., Boston.

Fay, H. H., Boston.

Fay, Mrs. H. H., Boston.

P'ay, Mrs. Joseph S., Jr., Boston.

Fay, Miss Sarah B., Boston.

Fay, Miss S. M., Boston.

Ferguson, Mrs. C. H., Dorchester.

Ferris, Miss E. M., Brookline.

Ferris, Mrs. Mary E., Brookline.

Field, Mrs. E. E.'v., Milton.

Field, Mrs. Nancy M., Monson.

Fields, Mrs. James T., Boston.

Fiske, Mrs. Joseph N., Boston.

Fitz, Mrs. W. Scott. Boston.

Folsom, Charles F., M.D., Boston.

P'oote, Miss M. B., Cambridge.

Forbes, John M., Milton.

Foster, Miss C. P., Cambridge.

Foster, Mrs. Emily Wells, Hart-
ford, Conn.

Foster, Francis C, Cambridge.

Foster, Mrs. Francis C, Cam-
bridge.

Foster, John, Boston.

Freeman, Miss Harriet E., Boston.

French, Jonathan, Boston.

Frothingham, Miss I-llen, Boston.

Frothingham, Rev. Octavius B.,
Boston.

Fry, Mrs. Charles, Boston.

Fuller, Mrs. Caroline A., West
Hingham.

Gaffield, Thomas, Boston.

II

Galloupe, C. W., Boston.

Gammans, Hon. George H.,
Charlestovvn.

Gammell, Mrs. Wm., Providence.

Gardiner, Charles P., Boston.

Gardner, George A., Boston.

Gardner, Mrs. John L., Boston.

George, Charles H.. Providence.

Gilbert, C. C, Boston.

Gill, Mrs. Francis A., Boston.

Glidden, W. T., lioston.

Glover, Albert, Boston.

Glover, Miss Caroline L., Boston.

Glover, Joseph B., Boston.

Goddard, Miss Matilda, Boston.

Goddard, William, Providence.

Goff, Darius L., Pawtiicket, R.I.

Goff, Lyman B., Pawtucket, R.I.

Goldthwait. Mrs. John, Chestnut
Hill.

Gooding, Rev. Alfred, Portsmouth,
N.H.

Goodman, Richard, Lenox.

Goodnow, Mrs. Lucie M., Cam-
bridge.

Goodwin, Miss A. M., Cambridge.

Gray, Mrs. Ellen, New York City.

Green, Charles, Boston.

Greenleaf, Mrs. James, Cambridge.

Griffin, S. B., Springfield.

Grover, William O., Boston.

Grover, Mrs. William O., Boston.

Guild, Mrs. S. E., Boston.

Hale, Rev. Edward E., Boston.

Hale, George S., Boston.

Hall, Mrs. Florence Howe, Plain-
field, N.J.

Hall, Miss L. E., Hanover.

Hall, Mrs. L. M., Boston.

Hall, Miss Minna B., Longwood.

Hall, Mrs. Martin L., Boston.

Hammond, Mrs. Gardiner G., Jr.,
Boston.

Hammond, Mrs. George W., Bos-
ton.

Hanscom, Dr. Sanford, Somerville.

Harwood, George S., Boston.

Haskell, Edwin B., Auburndale.

Haskell, Mrs. Edwin B., Auburn-
dale.

Haven, Miss Eliza A., Portsmouth,
N.H.

Haven, Mrs. Lucy B., Lynn.

Hayden, Mrs. Isaac, Roxbury.

Hayward, Hon. Wm. S., Provi-
dence.

Hazard, Rowland, Providence.

Head, Charles, Boston.

Head, Mrs. Charles, Boston.

Heard, J. T., M.D., Boston.

Hearst, Mrs. Phebe A., San Fran-
cisco, Cal.

Hemenway, Mrs. Charles P., Bos-
ton.

Hemenway, Mrs. Mary, Boston.

Henshaw, Mrs. Harriet A., Boston.

Herford, Rev. Brooke, England.

Hersey, Charles H., Boston.

Higginson, Frederick, Brookline.

Higginson, Henry Lee, Boston.

Higginson, Mrs. Henry Lee, Bos-
ton.

Higginson, Waldo, Boston.

Hill, Dr. A. S., Somerville.

Hill, Hon. Hamilton A., Boston.

Hill, J. E. R., Boston.

Hill, Mrs. T. J., Providence.

Hodges, Dr. R. M., Boston.

Hodgkins, Frank E., Somerville.

Hodgkins, William A., Somerville.

Hogg, John, Boston.

Hogg, Mrs. John, Boston.

Hollis, Mrs. S. J., Lynn.

Holmes, Charles W., Stanstead,
Canada.

Holmes, John H., Boston.

Hooper, E. W., Boston.

Hooper, Mrs. R. C, Boston.

Horton, Mrs. William H., Boston.

Hove}', William A., Boston.

Howard, Hon. A. C, Boston.

Howard, Mrs. Chas. W., California.

12

Howard, Hon. Henry, Providence.

Howe, Henry Marion, Boston.

Howe, Mrs. Julia Ward, Boston.

Howe, Mrs. Virginia A.. Boston.

Rowland. Mrs. O. O., Boston.

Houghton, Hon. H. O., Cambridge.

Humphrey, Benjamin, Boston.

Hunnewell, Miss Charlotte, Boston.

Hunnewell. Francis W., Boston.

Hunnewell, H. H., Boston.

Hunnewell, Mrs. H. S., Boston.

Hutchins, Mrs. Constantine F.,
Boston.

lasigi. Miss Mary V., Boston.

Ingraham, Mrs. E. T., Wellesley.

Jackson, Charles C, Boston.

Jackson, Edward, Boston.

Jackson, Mrs. Dr. J. A., Manches-
ter, N.H.

Jackson, Mrs. J. B. S., Boston.

Jackson, Patrick T., Cambridge.

James, Mrs. Clitheroe Dean, Brook-
line.

James, Mrs. Julia B. H., Boston.

Jenks, Miss C. E., Boston.

Johnson, Samuel, Boston.

Jones, Mrs. Edward C, New Bed-
ford.

Jones, Miss Ellen M., Boston.

Jordan, Mrs. E. D., Boston.

Joy, Mrs. Charles H., Boston.

Kasson, Rev. F. H., Boston.

Kellogg, Mrs. Eva D., Boston.

Kendall, C. S., Boston.

Kendall, Miss H. W., Boston.

Kennard, Martin P., Brookline.

Kent, Mrs. Helena M., Boston.

Kidder, Mrs. Henry P., Boston.

Kilmer, Frederick M., Somerville.

Kimball, Mrs. David P., Boston.

Kimball, Edward P., Maiden.

Kimball, Mrs. M. Day, Boston.

Knapp, George B., Boston.

Knowlton, Daniel S., Boston.

Kramer, Henry C, Boston.

Lamb, Mrs. Annie L., Boston.

Lamson, Miss C. W., Dedham.

Lang, B. J., Boston.

Lang, Mrs. B. J., Boston.

Lawrence, James, Groton.

Lawrence, Mrs. James, Groton.

Lawrence, Rt. Rev. Wm., Cam-
bridge.

Lee. George C, I5oston.

Lee, Mrs. George C, Boston.

Lee, Henry, Boston.

Lily, Mrs. Amy H., London, Eng.

Lincoln, L. J. B.. Hingham.

Linzee, J. T., Boston.

Linzee, Miss Susan L, Boston.

Littell, Miss S. G., Brookline.

Lodge, Mrs. Anna C, Boston.

Lodge, Henry C, Boston.

Longfellow, Miss Alice M.. Cam-
bridge.

Lord, Rev. A. M., Providence, R.L

Loring, Mrs. W. Caleb, Boston.

Lothrop, John, Auburndale.

Lothrop. Mrs. Thornton K.. Bos-
ton.

Lovering, Mrs. Charles T., Boston.

Lovett, George L., Boston.

Lowell, Abbott Lawrence, Boston.

Lowell, Miss Amy, Boston.

Lowell, Augustus, Boston.

Lowell, Miss A. C, Boston.

Lowell, Francis C, Boston.

Lowell, Mrs. George G., Boston.

Lowell, Miss Georgina, Boston.

Lowell, Mrs. John, Boston.

Lowell, Miss Lucy, Boston.

Luce, Matthew, Boston.

Lyman, Arthur T., Boston.

Lyman, J. P., Boston.

Lyman, Theodore, Brookline.

McAuslan, John, Providence.

McCloy, J. A., Providence.

.Mack, Thomas, Boston.

Mackay,^Mrs. Frances M., Cam-
bridge.

Manning, .Mrs. Mary W.. Brook-
lyn, N.Y.

13

Marcy, Fred. I., Providence.
Marrett, Miss Helen M., Standish,

Me.
Marsh, Miss Sarah L., Hingham.
Marston, S. W., Boston.
Marvin, Mrs. E. C, Boston.
Mason, Miss E. F., Boston.
Mason, Miss Ida M., Boston.
Mason, 1. B., Providence.
Matchett, Mrs. W. F., Boston.
Matthews, Mrs. A. B., Boston.
Matthews, Miss Alice, Boston.
Matthews, Miss Annie B., Boston.
May, F. W. G., Dorchester.
Means, Rev. J. H., D.D., Dorches-
ter.
Merriam, Charles, Boston.
Merriam, Mrs. Charles, Boston.
Merriam, Mrs. D., Boston.
Merritt, Edward P., Boston.
Metcalf, Jesse, Providence.
Meyer, Mrs. George von L., Bos-
ton.
Minot, Mrs. Charles H., Boston.
Minot, Francis, M.D., Boston.
Minot, J. Grafton, Boston.
Minot, The Misses, Boston.
Mixter, Miss Madeleine C, Bos-
ton.
Montgomery, William, Boston.

Morgan, Eustis P., Saco, Me.

Morgan, Mrs. Eustis P., Saco, Me.

Morison, Mrs. Emily M., Boston.

Morrill, Charles J., Boston.

Morse, Mrs. Leopold, Boston.

Morse, Miss Margaret F., Jamaica
Plain.

Morss, A. S., Charlestown.

Morton, Edwin, Boston.

Motley, Mrs. E. Preble, Boston.

Moulton, Miss Maria C, Boston.

Neal, George B., Charlestown.

Nevins, David, Boston.

Newell, Mrs. M. Abbie, Boston.

Nichols, Mrs. Frederick S., Boston.

Nichols, J. Howard, Boston.

Nickerson, Andrew, Boston.

Nickerson, George, Jamaica Plain.

Nickerson, Miss Priscilla, Boston.

Nickerson, S. D., Boston.

Norcross, Grenville H., Boston.

Norcross, Miss Laura, Boston.

Norcross, Mrs. Otis, Jr., Boston.

Noyes, Hon. Charles J., Boston.

Ober, Louis P., Boston.

Oliver, Dr. Henry K, Boston.

Osborn, John T., Boston.

Osgood, John Felt, Boston.

Paine. Mrs. Julia B., Boston.

Paine, Robert Treat, Boston.

Paine, Mrs. Robert Treat, Boston.

Palfrey, Mrs. Francis W., Boston.

Palfrey, J. C, Boston.

Palmer, John S., Providence.

Parker, Mrs. E. P., Boston.

Parker, E. Francis, Boston.

Parker, Richard T., Boston.

Parkinson, John, Boston.

Parkinson, Mrs. John, Boston.

Parkman, George F., Boston.

Parkman, John, Boston.

Payson, S. R., Boston.

Peabody, Rev. Endicott, Groton.

Peabody, F. H., Boston.

Peabody, Frederick W., Boston.

Peabody, O. W., Milton.

Peabody, Mrs. Robert S., Brook-
line.

Peabody, S. E., Boston.

Perkins, Charles Bruen, Boston.

Perkins, Mrs. C. E., Boston.

Perkins, Edward N., Jamaica
Plain.

Peters, Edward D., Boston.

Phillips, Mrs. John C, Boston.

Pickering, Mrs. Edward, Boston.

Pickman, Mrs. D. L., Boston.

Pickman, Mrs. W. D., Boston.

Pierce, Hon. H. L., Boston.

Pierce, Mrs. M. V., Milton.
Pierson, Mrs. Mary E., Windsor,
Conn.

14

Pope, Mrs. A. A., Boston.

Potter, Isaac M., Providence.

Potter, Mrs. Warren B., Boston.

Powars, Miss Mary A., Boston.

Pratt, Elliott W., Boston.

Pratt, Mrs. Sarah M., Boston.

Prendergast, J. M., Boston.

Putnam, Mrs. S. R., Boston.

()uincy, George Henry, Boston.

Rantoul, .Miss Hannah L., Bev-
erly.

Kantoul, Robert S., Salem.

Reardon, Dennis A., Boston.

Reed, Mrs. William Homer, Boss-
ton.

Reynolds, Walter H., Boston.

Rice, Hon. A. H., Boston.

Rice, Mrs. Henry A., Boston.

Richards, Mrs. Cornelia W., Bos-
ton.

Richards, Miss Elise, Boston.

Richards, Mrs. Laura E., Gardiner,
Me.

Richardson, John, Boston.

Richardson, Miss M. Grace, New
York.

Richardson, Mrs. M. R.. Boston.

Richardson, William L., .M.D.,
Boston.

Robbins, Royal E., Boston.

Roberts, .Mrs. A. W., Cambridge-
port.

Robertson, Mrs. Alice Kent,
Charlestown.

Robinson, Henry, Reading.

Rodman, S. W., Boston.

Rodocanachi, J. M., Boston.

Rogers, Miss Clara B., Boston.

Rogers, Miss Flora E., New York.

Rogers, Henry M., Boston.

Rogers, Jacob C, Boston.

Rogers, Mrs. William B., Boston,

Ropes, John C, Boston.

Ropes, Jose])h S., Boston.

Rotch, Miss IMith, Boston.

Russell, Henry G., Providence.

Russell, Mrs. Henry G., Provi-
dence.

Russell, Henry S., Boston.

Russell, Miss Marian, Boston.

Russell, Mrs. William A., Boston.

Saltonstall, Henry, Boston.

Saltonstall, Hon. Leverett, Newton.

Saltonstall, Mrs. Leverett, Newton.

Sampson, George, Boston.

Sanborn, Frank B., Concord.

Sayles, F. C, Pawtucket, R.L

Sayles, W. F., Pawtucket, R.L

Schlesinger, Barthold, Boston.

Schlesinger, Sebastian B., Boston.

Sears, David, Boston.

Sears, Mrs. Fred. R., Jr., Boston.

Sears, Frederick R., Boston.

Sears, Mrs. Knyvet W., Boston.

Sears, Mrs. P. H., Boston.

Sears, Mrs. S. P.. Boston.

Sears, Willard T., Boston.

Sharpe, L., Providence.

Shaw, Mrs. G. Howland, Boston.

Shaw, Henry S., Boston.

Shaw, Miss Pauline, Boston.

Shaw, (]uincy A., Boston.

Shepard, Harvey N., Boston.

Shepard, Mrs. T. P., Providence.

Sherwood, W. H., Boston.

Shinkle, Miss Camilla Hunt, Cov-
ington, Ky.

Shippen. Rev. R. R., Washington.

Sigourney, Mrs. Henry, Boston.

Silsbee, .Mrs. M. C. D., Boston.

Slafter, Rev. Edmund F., Boston.

Slater, H. N., Jr., Providence.

Slocum, Mrs. W. H., Jamaica Plain.

Snelling, Samuel G., Dedham.

Sohier. Miss E. D., Boston.

Sohier, Miss Elizabeth, Boston.

Sohier, Miss Emily L., Boston.

Spaulding, J. P., Boston.

Spaulding, Mrs. .Mahlon D., Bos-
ton.

Spencer, Henry F., Boston.

Sprague, F. P., M.D., Boston.

15

Sprague, S. S., Providence.

Stanwood, Edward, Brookline.

Stearns, Charles H., Brookline.

Stearns, Mrs. Charles H., Brook-
line.

Stevens, Miss C. Augusta, New
York.

Stewart, Mrs. C. B., Boston.

Stone, Col. Henry, South Boston.

Storrs, Mrs. E. K., Brookline.

Sturgis, Francis S., Boston.

Sullivan, Richard, Boston.

Swan, Mrs. Sarah H., Cambridge.

Swan, Robert, Dorchester.

Swan, Mrs. Robert, Dorchester.

Taggard, B. W., Boston.

Taggard, Mrs. B. W., Boston.

Talbot, Mrs. Isabella W., North
Billerica.

Tapley, Mrs. Amos P., Boston.

Tarbell, George G., M.D., Boston.

Temple, Thomas F., Boston.

Thaw, Mrs. William, Pittsburg,
Penn.

Thaxter, Joseph B., Hingham.

Thayer, Miss Adele G., Boston.

Thayer, Miss A. G., Andover.

Thayer, Rev. George A., Cincin-
nati.

Thayer, Mrs. Harriet L., Boston.

Thayer, Mrs. Nathaniel, Boston.

Thomas, Mrs. Joseph B., Boston.

Thorndike, Mrs. Delia D., Boston.

Thorndike, S. Lothrop, Cambridge.

Ticknor, Miss A. E., Boston.

Tilden, Miss Edith S., Milton.

Tilden, Mrs. M. Louise, Milton.

Tilton, Mrs. W. S., Newtonville.

Tingley, S. H., Providence.

Tolman, Joseph C, Hanover.

Torrey, Miss A. D., Boston.

Tower, Col. William A., Boston.

Townsend, Miss Sophia T., Boston.

Troup, John E., Providence.

Tuckerman, Mrs. C. S., Boston.

Turner, Miss Abby W., Randolph.

Turner, Miss Alice M., Randolph

Turner, Miss Ellen J., Boston.

Turner, Mrs. M. A., Providence.

Turner, Mrs. Royal W., Randolph.

Underwood, F. H., Boston.

Underwood, Herbert S., Boston.

Upham, Mrs. George P., Boston.

Upton, George B., Boston.

Villard, Mrs. Henry, New York.

Vose, Miss Caroline C, Milton.

Wainwright, Miss R. P., Boston.

Wales, George W., Boston.

Wales, Mrs. George W., Boston.

Wales, Joseph H., Boston.

Ward, Rev. Julius H., Boston.

Warden, Erskine, Waltham.

Ware, Mrs. Charles E., Boston.

Ware, Miss M. L., Boston.

Ware, Miss Charlotte L., Cam-
bridge.

Warren, J. G., Providence.

Warren, Mrs. J. Sullivan, Boston.

Warren, Mrs. Wm. W., Boston.

Washburn, Rev. Alfred F., South
Boston.

Washburn, Hon. J. D., Worcester.

Waters, Edwin F., Boston.

Waterston, Mrs. R. C, Boston.

Watson, Thomas A., Weymouth.

Watson, Mrs. Thomas A., Wey-
mouth.

Webster, Mrs. John G., Boston.

Weeks, A. G., Boston.

Welch, E. R., Boston.

Weld, Otis E., Boston.

Weld, R. H., Boston.

Weld, Mrs. W. F., Boston.

Weld, Mrs. William F., Boston.

Weld, W. G., Boston.

Wells, Mrs. Elizabeth S., Boston.

Wesson, J. L., Boston.

Wheelock, Miss Lucy, Boston.

Wheelright, Josiah, Roxbur}'.

Wheelwright, A. C, Boston.

Wheelwright, John W., Boston.

White, C. J., Cambridge.

i6

White, Charles T., Boston.

White, Mrs. Charles T., Boston.

White, G. A., Boston.

White, Joseph A., Framingham.

Whitehead, Miss Mary, West
Somerville.

Whitford, Geors^e W., Providence.

Whiting, Albert T., Boston.

Whiting, Ebenezer, Boston.

Whitman, Mrs. Sarah W., Boston.

Whitney, Miss Anne, Boston.

Whitney, Edward, Belmont.

Whitney, Henry M., Brookline.

Whitney, Miss Sarah A., Boston.

Whitney, Miss Sarah W., Boston.

Whitten, Mrs. Elizabeth S., Dor-
chester.

Whitwell, S. Horatio, Boston.

Whitwell, Miss S. L,, Boston.

Wigglesworth, Edward, M.D., Bos-
ton.

Wigglesworth, Thomas.

Wightman, W. B., Providence.

Williams, Mrs. H., Boston.

Williams, Miss Louise H., Boston.

Wilson, Mrs. Maria Gill, Newton-
ville.

Winslow, Mrs. George, Roxburv.

Winsor, Mrs. Ernest, Chestnut Hill.

Winsor, J. B., Providence.

Winthrop, Mrs. John, Stockbridge.

Winthrop, Hon. Robert C, Boston.

Winthrop, Mrs. Thomas L., Bos-
ton.

Wolcott, Mrs. J. H., Boston.

Wolcott, Roger, Boston.

Woodruff, Thomas T., Boston.

Woods, Henry, Boston.

Woolf, Benjamin E., Boston.

Worthington, Roland, Roxbury.

Young, Mrs. Benjamin L., Boston.

Young, Charles L., Boston.

SYNOPSIS OF THE PROCEEDINGS

ANNUAL MEETING OF THE CORPORATION

South Boston, Oct. ii, 1S93.

The annual meeting of the corporation, duly sum-
moned, was held today at the institution and was
called to order by the president, Samuel Eliot, LL.D.,
at 3 P.M.

The proceedings of the last meeting were read by
the secretary, and declared approved.

Mr. S. Lothrop Thorndike presented the report of
the trustees, which was read, accepted and ordered
to be printed with that of the director and the usual
accompanying documents.

The treasurer, Mr. Edward Jackson, read his re-
port, which was accepted and ordered to be printed.

The corporation then proceeded to ballot for
ofificers for the ensuing year, and the following per-
sons were elected : —

President — Samuel Eliot, LL.D.
Vice-President — George S. Hale.
Treasurer — Edward Jackson.
Secretary — M. Anagnos.

'8

*

Trustees — William Endicott, Jr., Joseph B. Glover, J. Theo-
dore Heard, M.D., Henry Marion Howe, Edward N. Perkins,
Leverett Saltonstall, S. Lothrop Thorndike and George W. Wales.

The following amendments to the by-laws of the
corporation, proposed by the trustees, were unani-
mously accepted : —

Article I was repealed and the following was
adopted in its stead : " The corporation shall be
composed of the persons now members thereof ; of

i.

such persons as may at any legal meeting be elected
members by ballot, two negative votes excluding the
candidate voted upon ; and of such persons as have
been at any time appointed trustees in behalf of the
State."

In Article II the words "or any vacancy filled"
were stricken out, and the following were added at
the end of the article : " Vacancies in any office, ex-
cept trusteeship in behalf of the State, may be filled
by the board of trustees."

In Article VI after the words "real estate" the
following were inserted : " They shall elect annually
from their numbei* a permanent chairman, who shall
when present preside at meetings of the board. In
his absence a chairman /r^ tempore shall be chosen."

In Article IX the words "two-thirds " were stricken
out and the words "four-fifths " were inserted in place
thereof.

Mr. Robert Samuel Rantoul of Salem and Mr.
Frederick William Peabody of Boston were after-

19

wards chosen members of the corporation by a unani-
mous vote.

The meeting was then dissolved, and all in attend-
ance proceeded, with the invited guests, to visit the
various departments of the school and inspect the

premises.

M. ANAGNOS,

Secre!ary,

REPORT OF THE TRUSTEES.

Perkins iNSTiraxioN and Massachusetts School for the Blind,

South Boston, Oct. 3, 1S93.

To the Members of the Corporation.

Ladies and Gentlemen : — The trustees have the
honor to present the following report for the year
ending Sept. 30, 1893.

General prosperity has attended the institution.
The number of pupils has increased during the year,
and at its close there are 140 belonging to the school
proper at South Boston, 64 in the kindergarten at
Jamaica Plain, and 17 in the workshop for adults.
In addition to these, 16 persons are employed as
teachers or in other positions, making the total num-
ber of blind persons connected with the establish-
ment 237.

In the early part of the year five cases of measles
occurred in the boys' department. The new nursery
was put into immediate use, and with the rooms
vacated by the music department the needful isola-
tion was secured. Seven other cases followed, but
the disease was in a mild form. Later in the season
there was a case of appendicitis which was success-
fully treated at the Massachusetts General Hospital.
But few other cases of illness occurred, and good
health prevailed during the last half of the year.

I

21

The School.

T^he school is conducted on the same principles
that resfulate other educational institutions, with such
additional appliances as will bring to the touch the
means of knowledge usually addressed to the eye.
General provision has been made for physical culture,
and the new gymnasium is a delight to the pupils of
both sexes. Its classes are a regular part of the daily
programme. A part of the school receive sloyd les-
sons, by which they not only learn to handle tools,
but also receive a mental training through the use
of the hands.

Music is so often a source of remunerative employ-
ment for the blind that this department receives
special attention. The instruction is by means of
the Braille notation, which expresses all musical signs
in a more compact form than the staff. The latter,
however, is also learned, especially by those who are
preparing to become teachers.

It is a matter of resfret that various causes have
combined to deprive us of a number of valuable
teachers, whose resignations at the close of the year
make an unusual number of changes in the personnel
of the establishment. The vacancies have been filled
by new appointees, who give promise of carrying on
the work effectively. These changes will be men-
tioned in detail in the report of the director.

22

Commencement Exercises.

Tremont Temple has for so many years beer? the
scene of our commencement exercises that its de-
struction was felt as a great loss ; but Mr. Eugene H.
Tompkins generously placed Boston Theatre at our
disposal for the afternoon of June 6, 1893.

The spacious room was filled with an audience
representing the benevolence and the intelligence of
Boston and of New England. The stage presented
a charming picture. A forest setting enhanced the
festive air of the boys and girls in holiday attire. An
attractive feature was the group of children from the
kindergarten, so arranged as to form the foreground.
Owing to the illness of Dr. Eliot, Hon. George S.
Hale presided and welcomed the audience in the fol-
io wins: words : —

•J3

Ladies and Gentlemen^ — friends and lovers of those who cannot
see with their bodily eyes the kindly interest with which you
watch the evidence of their successful studies, we welcome you to
our twelfth annual commencement.

I deeply regret the untoward circumstances, which deprive
them and you of the familiar and always welcome presence of
President Eliot, pleasant as it is for me to recall the agreeable
associations which carry me back to my earlier connection, as
one of the trustees, with the institution and its noble founder and
head. Dr. Samuel G. Howe.

You must pardon me for adding a word of deep regret that
we meet at this time without the benediction of a presence we
have so long valued and enjoyed, which we can never forget or
fail to miss, — that we are not to see or hear the benignant look
or words of Dr. Andrew Preston Peabody.

23

A full assurance given by lookes

Continuall comfort in a face

The lineaments of Gospell bookes.

I shall be pardoned too as an old friend of Dr. Howe for
expressing the gratification I feel that the institution has found
a successor, whose zeal, fidelity and capacity he would have
recognized, as we do, with gratitude and pride.

He that governs well leads the blind.
But he that teaches gives him eyes.

And now let me assure you, that our pupils will divine and
feel your presence and your sympathetic interest in them as
quickly and surely as if they could meet your kindly and tender
gaze.

The exercises, arranged to show the work of the
various departments of the school, were well con-
ducted and deeply interesting. The illustration by
the sewing machine of the principles of physics,
showing how thoroughly the science is taught, as
well as the ready skill of Miss Alberta May Snow
and her schoolmates, the music of voices and instru-
ments, the gymnastics and military drill, all indicated
a high standard of mental, artistic and physical
culture.

After the piano solo by Miss Mary A. Hoisington,
Mr. Hale said: —

Now, ladies and gentlemen, Mr. Anagnos offers you some-
thing unparalleled in every previous commencement, something
as rare as if Homer stepped down from the ages and recited one
of his poems. It is only three years since Helen Keller began

to articulate. Today she will read to you Longfellow's poem on
Flowers.

Before proceeding to read the poem, Helen ad-
dressed the audience as follows : —

It gives me much pleasure to be with my dear friends today.
My mother had thought that her little child's voice was lost for-
ever, but the hand of love has found it and brought it home.

She then found the place in her book and read
with great distinctness, giving full expression to the
poem. The scene was most impressive as this tall,
beautiful girl, her face uplifted with a rapt expression,
" spake to us out of the strange world of silence and
darkness." Unable to hear the burst of applause
which followed, yet Helen seemed pleased as she
comprehended perfectly the pleasure and delight of
her friends in this marvellous achievement.

Following a song by Miss Edna A. Joslyn, the
boys of the graduating class took part in an original
dialogue entitled " Our Share in the World's Work."
The diversity of thought and aim in any company of
young men could not have been better brought out,
and the strong common sense views of their future
life were most marked. The youth who proposes " to
think of himself as a man and not as a blind man^'
commends his good judgment and wisdom to all.

Henry E. Mozealous was the valedictorian. His
words of gratitude to his teachers and of cheer to his
comrades were so eloquent, ingenuous, and modest
as to win the praise of all his hearers.

25

Our late associate, Mr. John S. Dwight, followed
the valedictory with the presentation of diplomas to
the eight graduates : — Wallace Edgar Andrews,
Henry George Burke, Charles Paxton Lamar, John
Francis Minor, Henry Edmund Mozealous, Alberta
May Snow, Michael Francis Sullivan, John Henry
Warburton.

Mr. Dwight addressed the graduates briefly but
feelingly, and his words were full of sympathy, advice
and benediction. He spoke as follows : —

We are here to congratulate 3'ou, my young friends, on the
completion of your school studies, and to present you these
diplomas, these parchment vouchers, not idly granted by your
teachers for your faithful, earnest use of the opportunities afforded
you by this institution. Your aim has been high, inspired by a
generous enthusiasm and a thirst for intellectual and moral en-
lightenment, more than by artificial motives, or by any selfish, low
ambition. These have been, upon the whole, happy years ; for
they have taught you each day some new fact, won you some new
proof or some new aspect of the essential beauty of the universal
order, and led you a little further into a realizing acquaintance
with your inborn, God-given nature and faculties. You have
learned and proved, to yourselves and to others, that the loss of
sight is no darkening of the mind's or spirit's light. Practically,
in many ways, you have been learning to see as well as others.

And now we bid you God-speed on your entrance into the
higher, harder school of life. From this day you take upon you
the responsibilities and duties, the cares and chances, with the
hopes and new incitements, of individual voyages of discovery out
into the wide world. You may not feel the tender home touch
(for a while) quite so near. You enter fields of experiment, made
isolated and precarious, struggles somewhat more serious than

26

those of your class-rooms and gymnasia. These will put your
courage and your manhood, your mental and moral stamina, to
the test. You will have to face the trials and temptations of the
world. You have each to bear your part in the labors and the
duties, we trust also in the victories, of this tangled, many-sided,
often enigmatic life. But, if I mistake not the scope and spirit
of your discipline and culture here, you are familiar with the
overcoming of difificulties and the resisting of temptations (sup-
planting them with "metal more attractive").

If your schooling has been practical, if it has taught you to feel
your powers and faculties, and not to overrate your limitations
and magnify them into appalling bugbears ; if it has all led you on
by wholesome stimulus and by the gentle hand of sympathy in the
direction of your natural bent and characteristic talents, so that
every exercise and every study has helped to make you know your-
selves, and be truer to yourselves, then surely each of you will find
a fitting, useful, honorable sphere will open before his honest and
courageous effort. The way to find it is to still press forward, do
your best, and trust God for the result. Thus, true to principle,
never shrinking or swerving from the right, shall the very stress
and strain of difficulty, the very unrelaxing energy and zeal of
industry and dut}^ become like the quietly and steadily revolving
wheel that seems to sleep in its swiftness, and yields the truest
image of repose. Such work is self-resting, self-recovering, re-
freshing.

If you have had peculiar difficulties to contend with, how you
have felt them vanish here in this atmosphere of sympathy and
mutual help! You have nourished between you, as it were, a
corporate pride, an esprit du corps, in holding up and illustrating
your common cause. Able and devoted teachers have taken a
sincere, deep interest in you. They have watched your progress,
severally, as a maiden watches the unfolding of a flower. They
have sought to recognize in each of you the bent of his own nature,
availing of the hints of the wise, loving educator Froebel. So far
at least, yours has been an ^///w///^/ education. The rights of the
body have not been neglected in any hot-house forcing of the

27

intellectual plants. You have learned to crave and claim fresh
air and healthy, daily exercise — nay work, work of the hands —
as part of your birthright. Nor have your innate germs of spiritual
and moral life lacked quickening sustenance, nor been trampled
in the dust by any merely doctrinal and formal, any negative, per-
functory, suppressive ministry. You have learned that to know
God is to know freedom, love and joy. And music, art divine,
language in which the experience that transcends common speech
first finds expression, — music has formed a more than ordinary
part of your education, pervading, tempering, refining, spiritualiz-
ing, quickening your whole culture.

Need I then remind you of what you know so well, that for the
failure of a single sense you have ample compensation? Thus
provided and prepared, you go to claim "your share in the world's
work." You know, each for himself or herself, what that is. In
the conference you have just now held before us you have shown
you have the right idea of it. Persist in that idea; carry it out in
practice ; be true to yourselves, true to humanity and right and
God. Believe with Emerson, who says : —

A point of education that I can never too much insist upon is this
tenet, that every individual man has a bias which he must obey, and
that it is only as he feels and obeys this that he rightly develops and
attains his legitimate power in the world. _ It is his magnetic needle
which points always in due direction to his proper path. ... In morals,
this is conscience ; in intellect, genius ; in practice, talent, — not to
imitate or surpass a particular man in his v/ay, but to bring out your
own new way ; to each his own wit, method, style, eloquence.

— But the time is short. Let me, then, with great pleasure, in
the name and with the greetings of the trustees, with the approval
and the sympathy of all your teachers, with the prayer that God
will bless you, and with the hearty Amen of all these witnesses,
hand you these diplomas.

The exercises ended with a well sung chorus for
mixed voices.

28

The New Library and Musical Department.

This has been a source of added pleasure and
advantage. The spacious rooms, in which books,
specimens and models are made more accessible,
have increased the use of these appliances in class
work and by individuals ; and the removal of the
music department has left the school and household
more quiet, increased the number of sleeping rooms
and made provision possible for many emergencies.

Post Graduate Course.

The need of providing an advanced course for
pupils wishing to enter college becomes apparent.
Every year there are young men and women of intel-
lect, who, with proper education, might become suc-
cessful in literature or the learned professions, but
who now adopt some unremunerative occupation, or,
perhaps, remain idle. Point writing and type writers
have already made literary pursuits available to the
blind, and we must not neglect any possible aid to
the further promotion of these pursuits.

A New Music Hall.

In the last report attention was called to the need
of a larorer hall as an aid to more advanced work in
the music department. It is needed even for general
purposes. The small hall is inconvenient of access,
barely sufficient for the pupils, and utterly inadequate

29

for guests whose presence lends so much encourage-
ment to the performers in our dramatic or musical
entertainments.

Blind Deaf-Mutes.

The progress of the three blind and deaf children,
Edith Thomas, Willie Robin and Tommy Stringer,
has been more than satisfactory. In pursuance of
the purpose mentioned in our last report, these chil-
dren have been placed in the regular classes and sub-
jected to the same rules as others, the only difference
being the presence of their special teacher as inter-
preter. Their progress compares favorably with that
of their classmates, and doubt can no longer be enter-
tained of the feasibility of educating children thus
deprived. The number of these is sufficient to make
it a duty to seriously consider the means of their
education. The schools for the deaf generally have
no provision for the blind child, or the schools for the
blind for a deaf pupil. Shall v/e not make this pro-
vision ?

Finances.

The financial record of the institution is shown in
the report of the treasurer herewith presented, and
may be summarized as follows : —

Cash on hand October i, 1892, $13,193.92

Total receipts from all sources during the year, . . 158,095.53

$171,289.45

Total expenditures and investments, 168,041.00

Balance, $3,248.45

This exhibit gives evidence of continued prosper-
ity. But a generous increase of the income of the
institution is needed to enable us to undertake such
improvements as will broaden the education of the
blind and raise its standard.

Repairs and Improvements.

During the summer vacation improvements have
been made and the buildings put in thorough repair.
The stairs in the west wing of the main building
have been replaced by new ones. The entries lead-
ing from the rotunda to the hall have been replas-
tered and refinished in hard wood and the stairways
reconstructed. The first floor of the central portion
of the main building has been strengthened by steel
beams. This necessitated the substitution of a new
ceiling in the large dining-room below. The bath-
rooms in the o-irls' cottao^es on Fourth street have
been thoroughly renovated, and proper bowls substi-
tuted for the old soapstone sinks. The tin roofs of
the main building and of the girls' gallery and brick
schoolhouse have been repainted. A night watch-
man has been employed, and an electric arrangement
provided to indicate that he attends to his duties
regularly.

The Howe Memorial Press.

The printing ofifice has been amply maintained
and its work carried on with vigor. The following

books have been issued during the year: Shakes-
peare's Merchant of Venice, Milton's Paradise Re-
gained, Dr. Johnson's Rasselas, Charles Kingsley's
Water-babies, Sir John Lubbock's Beaiities of Nature,
John Fiske's War of hidependence, Cora Gleason's
Hand-books of Knitting ajzd Crochet, and Dont by
Censor.

The Seven Little Sisters by Jane Andrews, and
the first volume of Landon's Instmiction Book have
been completed in the Braille point system, together
with several pieces of sheet music. We have now
in press the second volume of Landon's Instruction
Book, and the first volume of George Eliot's Adam
Bede.

A new stereotyping machine, invented by Mr.
Frank H. Hall, late superintendent of the Illinois
School for the Blind, has been recently purchased.
This will enable us to publish both literary matter
and music in the Braille system rapidly and eco-
nomically. It is our purpose to issue in raised
letters a series of books includino; the best Ensflish
literature as well as translations from foreign lan-
guages, and to render these books accessible to every
blind person in the United States. Our publications
have been placed in the public libraries of many
cities in New England and sent to various institu-
tions and persons throughout the country. They
have been constantly loaned or given to the blind of
New England and other sections of the country free
of charge. No sightless reader who has applied for
them has ever received a refusal.

32

Workshop for Adults.

This department has been unfavorably affected
by the general business depression. The receipts
have fallen off steadily and the balance sheet shows
a deficit of $297.26. This is to be regretted, but
there is no doubt that a little activity on the part of
those who take an interest in the blind would bring
about a more satisfactory state of things. It is desir-
able that the business of the workshop should be
increased in order that its benefits may be extended
to a larger number of meritorious blind persons who
are eager to earn their living. We assure our cus-
tomers that our goods are well made, put in the
market for fair competition, and sold as cheaply as
any other. No purchaser is expected to pay higher
prices in the way of charity.

Deaths of Dr. Peabody and Mr. Dwight.

During the year death has invaded our board and
removed two of our most honored and beloved asso-
ciates.

Dr. Andrew Preston Peabody died on the loth
of March, in the eighty-second year of his age, and
the fourteenth of his membership of the board. The
resolutions of the board upon his death were offered
by Mr. Dwight, and were as follows : —

Dear to the members of this board, and to every officer and
servant, every teacher and pupil of the Perkins Institution and

33

Massachusetts School for the Blind, is and must ever be the
memory of our honored, venerable associate, Rev. Andrew Preston
Peabody, D.D., LL.D. No one had the interests of the school
more at heart during the long period that he shared this respon-
sible trust. We all knew him as one of its kindest, wisest, ablest,
and most just of friends. His sympathy lent the needed confirma-
tion and the moral force of certainty to all our deliberate conclu-
sions. We were sure of every measure which had his approval.

In this, as in all the many educational and philanthropic
ofBces he held, it was his joy to serve. No service was ever more
cheerfully and heartily rendered, none administered with sounder,
more impartial judgment, from a richer fund of moral and intel-
lectual resources.

He was beloved by all the youth and by his elder associates
at Harvard, his own Alma Mater, and gave freely of his time,
his sympathy and moral influence to its instruction and its coun-
sels. Yet he found time and strength for all good enterprises ;
and nowhere were his mind and influence, his warm heart and
sage counsel, felt more truly than here among the blind. They
knew and loved him as their friend. They seemed to be his
special charge ; yet so did all the other classes in whose welfare
he was interested. The more he gave (not as the world giveth),
the more he had to give. Such gifts cannot be lost : such influ-
ence is operative long after those who first inspired it have passed
on to better, wider fields of work. He had outlived most of his
contemporaries ; yet he died in the full vigor of his faculties, —
faculties so ripe and refined, brightened and quickened by con-
stant service, that he did with ease the tasks which cost some of
us a special, anxious effort, yet was everything done with his
whole heart and soul, in no perfunctory, half-souled way.

Therefore, with one heart, one mind.

Resolved, That while in Dr. Peabody we mourn a loss which
seems to be irreparable, we can but rejoice and give thanks that
a spirit so religious, cheerful, cheering, a life so pure and self-
sacrificing, so well equipped for all good work by ceaseless self-

improvement, has been spared to us so long to be a helper and
inspirer in so many noble causes, among which not the least has
been the mental and moral development of the sightless pupils
with whose charge we have been intrusted in an effort to fulfil
social justice to a class too long unfeelingl}^ neglected.

Voted, That this tribute be placed on our records, and that
the secretary be authorized to send a copy thereof to the daugh-
ters of our late associate. Dr. Peabody, with the heartfelt ex-
pression of our sympathy in their hour of grief, and also to
publish it in one or more newspapers.

Still more recently the author of this just and
appropriate tribute to Dr. Peabody's memory, John
Sullivan Dwisfht, was himself taken from us. He
died on the fifth day of September ; and at a special
meeting of the Board held on the 15th of the same
month the following resolutions were adopted in his
memory: —

Resolved, That we desire to express our heartfelt sense of the
loss we have suffered in the death of our beloved and revered
associate, John Sullivan Dvvight.

Others have testified to his wisdom as a philosopher, his excel-
lence as a poet and man of letters, his influence in the great field
of musical criticism, which he had cultivated so long and with
such singleness of purpose, his keen interest in all efforts for
making human life better and happier, his sweet and genial nature,
his purity and worth as a man.

It remains for us to bear witness to the closeness of his rela-
tion and the value of his services to the institution which we have
in charge. In youth and middle life the friend and admirer of
Dr. Howe, in full and earnest sympathy with all the deeds and
aspirations of that great philanthropist, he brought down to our
time somewhat of the atmosphere of those early days of our cause.

In later years becoming by appointment of the governor one of
the state members of our board, he devoted time, thought and
labor to the educational interests of our pupils, especially in his
cherished branch of music. His constant visits to our twO'
schools and attendance upon their performances and his familiar
acquaintance and intercourse with individual scholars were most
noteworthy and deserving of the imitation of all of us. He also
rendered inestimable service in the careful and detailed prepara-
tion of our annual reports. In these and other respects his
death has left a gap in our circle not easy to fill, and his cheer-
ful and kindly presence and wise counsels will long be missed
at our meetings.

Resolved, That these resolutions be placed upon our record,
and that copies be sent to Mr. Dwight's family and to Mrs. Julia
Ward Howe.

Deaths of Members of the Corporation.

Besides Dr. Peabody and Mr. Dwight the institu-
tion has lost by death since the last annual meeting
eighteen more of its valued corporate members. The
list includes the Right Reverend Phillips Brooks,
D.D., late bishop of the diocese of Massachusetts,
whose untimely demise robbed the cause of the edu-
cation of the blind of a most earnest helper, and
deprived Boston of one of the most distinguished
lights which shone brilliantly and steadily in its phil-
anthropic, religious, and social circles ; Frederick
Lothrop Ames, who was widely esteemed and greatly
prized in financial circles, and who had for two years
done good service as a member of the board of trus-
tees and was deeply concerned in the work of the
kindergarten ; William R. Robeson, a constant friend

36

to the blind and a man of great kindness and sterling
excellence in all relations of life ; Mrs. Francis A.
Brooks, lovingly remembered by all who knew her;
Richard Chamberlain Nichols, a man of generous
impulses and philanthropic instincts; Miss Abby W.
Pearson, who made it her happiness to do good ;
Addison Macullar of Worcester, a man of sjreat forti-
tude and patience and of remarkably sunny disposi-
tion ; Col. Thomas P. I. Goddard of Providence,
noted for his high character, his talents and his in-
terest in various causes of human well-being; Miss
Mary Ann Wales, truly beloved and highly appre-
ciated for her wise liberality, benevolent activity and
benignant ministries ; Edward A. Green of Provi-
dence, whose loss is deeply felt ; Mrs. Richard Per-
kins, whose beneficence secured for her a rich revenue
of honor and gratitude ; Miss Eliza Howes, a thought-
ful benefactor of the blind ; Miss Mary Ann Tappan,
an honored name associated with good works; Abbott
Lawrence, a man of benevolence and high reputation
for fidelity in various positions of trust and influence;
Mrs. Benjamin S. Rotch, who was one of the most
generous contributors to the funds of the institution
and whose warm sympathy and ready aid were be-
stowed on every cause of humanity; Fitz James Rice
of Providence, who graciously joined the subscribers
to the printing fund; Mrs. Horace Gray, well known
for the virtues and deeds that leave a fragrant mem-
ory ; and Mrs. Anne M. Sweetser, held in high es-
teem for her public spirit and philanthropy.

Zl

Conclusion.

We cannot close this report without again paying
our tribute of respect and admiration to the labors of
our faithful director, Mr, Michael Anagnos, and to
the rare combination of wisdom and culture, of sym-
pathy for affliction and skill in its alleviation, of per-
sonal enthusiasm and faculty of imparting that enthu-
siasm to others, which he has placed at our service
for so many years.

All which is respectfully submitted by

EDWARD BROOKS,
WILLIAM ENDICOTT, Jr.,
JOSEPH B. GLOVER,
J. THEODORE HEARD,
HENRY MARION HOWE,
EDWARD N. PERKINS,
WILLIAM L. RICHARDSON,
LEVERETT SALTONSTALL,
HENRY STONE,
THOMAS F. TEMPLE,
S. LOTHROP THORNDIKE,
GEORGE W. WALES,

Ti'ustees.

THE REPORT OF THE DIRECTOR.

Wide horizon, eager life;
Busy years of honest strife;
Ever seeking, ever founding,
Never ending, ever rounding:
Guarding tenderly the old,
Taking of the new glad hold,
Pure in purpose, bright in heart —
Thus we sain — at least a start I —

— Goethe.

To the Board of Trustees.

Gentlemen: — "Time rolls his ceaseless course,"
sings Sir Walter Scott, and what" is much more to
the purpose, he rolls it with astonishing celerity.
Thus it seems only a little while ago that my last
annual statement concerning- the affairs of the institu-
tion was submitted to your board ; yet the shadow on
the dial-plate indicates, that a whole year has elapsed
since then, and that it has again become incumbent
upon me to prepare the customary report of the
director.

As I take up my pen to write this document, the
Horatian phrase "swift glide the years away" pre-
sents itself to my mind with peculiar vividness.

Eheu ! Fugaces labuntur anni I

39

In giving an account of what has been done during
the past twelve months in the various departments of
the institution, I do not propose to confine myself
to mere statistics, or to fill the space allotted to me
by the narration of ordinary events. My intention is
to touch upon divers topics, which are germane to the
intellectual and moral training of the blind, and to
suggest such changes and improvements in our work
as promise to broaden its lines, advance its standard
and enhance its efficiency.

It is only by following the path of progress that
we can continue the policy of constant growth and
development adopted by the illustrious founder of
this establishment.

Before proceeding to the main part of my story, I
beg leave to congratulate both you and the commu-
nity at large upon the eminent position which the
institution holds among kindred establishments not
only in America but throughout the world. It may
justly claim to be the leading school for the blind of
our time. It has no rival either in the extent and
completeness of its educational facilities, or in the
variety and scope of its departments, or in the social
standing and disinterested devotion of its friends and
benefactors.

40

Enrollment of Bllxd Persons.

Tlien, valiant Titus, take
Convenient numbers to make good the city.

— Shakicspe.are.

At the date of the last annual report the total num-
ber of blind persons connected with the institution
in its various departments, as pupils, teachers, em-
ployes and workmen and women was 210. Since
then 50 have been admitted, and 23 have been dis-
charged, making the total number at present 237.
Of these 155 are in the parent school at South Bos-
ton, 65 in the kindergarten at Jamaica Plain, and 17
in the industrial department for adults.

The first class includes 140 pupils, 12 teachers and
other officers, and 3 domestics.

The second class comprises 64 little boys and girls
and one music teacher; and the third 17 men and
women employed in the workshop for adults.

Though the above fiQ:ures show a constant increase
in the number of our scholars, the maximum of our
accommodations is not yet reached.

The school has been fulfiUing its duty faithfully in
the prompt reception, as well as in the impartial
treatment and proper training of all children proved
to be eliQ:ible candidates for admission.

The term of years allowed for the education of the
blind has been extended by most of the legislatures
under whose provisions we receive state beneficiaries.
But it should not be forgotten that the officers of

41

the institution have in every instance a discretionary
power with regard to the shorter or longer continu-
ance of a pupil (within the prescribed limits of time)
which they exercise as circumstances require.

Health of the Inmates.

T') LEia Kal I'ot'f egH/m tu 61cj 6io.

— Proverb.

Health is of supreme importance. It is the choicest
gift of the gods. It is the greatest of all possessions
and the foundation of happiness and achievement.
Ariphron addressed Hygeia as the most august of
goddesses, and prayed, that her benignity might
dwell with him. According to the Greek proverb
which stands as the text of this section, health is
counted as one of the two principal blessings of life,
mind being the other. With it meat is savory, drink
palatable, sleep refreshing, occupation a pleasure, and
the pursuit of knowledge delightful. Without it
work becomes drudgery, the sinews of industry are
paralyzed, the weight of all burdens increased, and
a darker shadow is added to every care.

It gives me no small degree of satisfaction to be
able to report, that during the past twelve months
the general health of this establishment has been
uniformly good. No cases of mortality or of serious
illness have occurred. At the commencement of the
year the measles prevailed as an epidemic in our
vicinity, and it was not very long before they were

42

introduced into the boys' department. Their further
spread was prevented by the adoption of strict meas-
ures of isolation. In the course of a few weeks ten
of the pupils and two of the attendants had the dis-
ease, but all of them recovered from it. In addition
to this, later in the season, there were in the same
building two sporadic cases of diphtheria of a very
mild form, and one of appendicitis.

With these exceptions we have been favored with
entire freedom from contagious diseases and alarming
sickness, and we cannot be thankful enough both for
this immunity and for the inestimable blessing of a
good measure of health.

But in the midst of our rejoicings let us bear con-
stantly in mind the fact, that health is the offspring
of nature and of intelligent care, and not the product
of artificial means and luxuries, nor the creature of
drugs and medicines. It dwells principally in the
open fields and forests, subsists on simple and nutri-
tious aliment, thrives on fresh air and exercise, is
closely associated with cleanliness and temperance,
and worships in the temple of purity and virtue.

It is solely by the strict observance of the laws of
nature and by the adoption and enforcement of pru-
dent sanitary rules that this blessing can be attained
and preserved.

Aim of the Education of the Blind.

Take him to develop, if you can,

And liew tlie block off, and get out the man.

— Pope.

As has been previously stated in these reports, the
welfare and success of. the blind depend upon the
thoroughness and efficiency of their instruction and
training and in the just proportion in which their
faculties are developed, their understanding enlight-
ened, their tastes cultivated, their sentiments refined,
their manners improved, their character formed, their
natural aptitudes evolved, and their ability to work
and provide for themselves insured. In other words
the blessings of self-reliance, self-respect and self-
maintenance are nothing but the fair blossoms of the
complete education, the ripe fruit of the breadth and
fulness of culture.

Where grows ? Where grows it not ? If vain our toil,
We ought to blame the culture, not the soil.
Fix'd to no spot is happiness sincere.

For the attainment of this grand end it is obviously
necessary not only that the physical powers and in-
tellectual faculties should be faithfully cultivated and
enlarged to their utmost extent, but the mind itself
should be introduced into the world of action and
enabled to feel and • think in sympathy with the
infinitely-varied experiences of mankind in as many
ages and under as many different circumstances as
can be mentally grasped.

44

In the " holy alHance " of cliaracter with broad cult-
ure and unflagging energy the blind can safely seek
the means for their admission into the business marts
and social ranks of their fellow-men, on terms of per-
fect equality, irrespective of physical defects, and for
maintaining themselves in such relations as honor-
able and active factors in the life of the community.

In accordance with these considerations, the insti-
tution has striven to place and maintain the educa-
tion of its pupils upon a high plane. Its various
departments are so organized as to represent the
branches of a spreading tree. Like channels diverg-
ing from a central source of intellectual power and
moral light, they carry to the pupils the fresh and
bris^ht stream of mental vitalitv, and ^ive them the
best possible instruction in all the studies, which are
pursued in the common schools and academies of
New England, and afford them such aesthetic culture
and manual or professional training, as their age and
condition admit, their prospects require, and their
natural gifts warrant. Every fresh method and re-
cent process, every new movement, which promises
to open to them more freely the sources of instruc-
tion and improvement and thus to furnish them with
more efficient equipment for the struggle of life, is
investigated diligently, candidly and without preju-
dice : and if its claims are found to be valid, we
gladly follow where it leads without hesitation or
delay. For the sake of truth and progress, we are
ever ready to change our plans or opinions, and
count it no sacrifice to do so.

45

A brief review of what has been accomph'shed dur-
ing the past year in each of the departments in the
Institution will show, that our general course of in-
struction and training has been so improved as to
give definiteness to the work of the school and to
secure regular and permanent results.

Department of Physical Culture.

Begin the song, and let it sweetly flow,
And let it wisely teach thy wholesome laws :
" How blest, the fickle fabric to support
Of mortal man ; in healthful body how
A healthful mind the longest to maintain."

— Armstrong.

No system of education is true and complete,
which does not recognize all the powers of the pupils,
making provision for their symmetrical and co-
ordinate development, and no amount of instruction
and training can be productive of good results, un-
less the physical frame, which is the abode of all the
intellectual faculties and moral qualities, is in per-
fectly sound condition.

Trite and antiquated though the motto, ''mens
Sana in coT-pore sano,'' may be, it is not outworn. Its
meaning is as fresh and as significant today as it
was in 1693, when Locke enunciated it, and its force
is as resistless now as it was then.

To secure a healthy mind in a sound body must be
the aim of all education.

In our school, ample provision has been made for

46

the bodily training of the children and youth of both
sexes. They are obliged to go through a gradual
and progressive series of exercises so conceived, so
arranged, and so administered as to call forth nor-
mally and cultivate uniformly the latent powers and
capacities of the physical organism. This system of
gymnastics is calculated to meet the requirements of
every learner and to give his muscles suitable, agree-
able and suf^cient exercise.

Thus the gymnasium is considered of paramount
importance to the institution, and it has come to be
to the latter what the heart is to the human struct-
ure — the centre and source of its vitality and
strength, the spot through which its life-blood flows,
and from which is distributed the young, fresh and
bright stream that invigorates, vivifies and renews.
Its principal object is not to train wonderful athletes,
experts in the performance of phenomenal feats of
agility and endurance, but to develop harmoniously
and to mutual helpfulness each and every part of the
material organism. It seeks to put in good, healthy
working order every nerve and muscle and tendon
and sinew, so that the body may be able to respond
to the demands made upon it by the mind.

But what has already been effected in this direc-
tion, compared with what should be accomplished, is
very insuf^cient. More is absolutely needed. There
should be a decided increase in the variety and at-
tractiveness of the games and exercises both under
shelter and out of doors, and also an augmented zest

47

and genuine enthusiasm on the part of those who
participate in them.

Our pupils must reahze the fact that their physical
organization is unfavorably affected and decidedly
undermined by the loss of the visual sense. As a
consequence their stamina, compared with those of
seeing children and youth, are far below par. But
exuberance of vitality, moral alertness, intellectual
subtlety, vigorous thinking, prompt acting and un-
yielding endurance, all of which are indispensable for
a successful career, can no more grow and thrive in
an infirm constitution, enfeebled by the hereditary
taints of disease and debilitated by sedentary habits
and in some cases by a variety of harmful practices,
than plants and fruits and flowers can be raised in an
exhausted, barren and sterile soil.

Hence the first duty and most important task of
the blind is to remedy all fiaws in their armor, so far
as these can be mended, and to put their physique
in a perfect condition. It is upon the soundness of
the body that they have to base their hopes for future
achievements. No superior mental culture, no artis-
tic excellence nor high professional rank can be at-
tained without it. For, as the river Amazon, rising-
far back among the hills, winds its way at first like a
silver thread, then gathers force and volume by the
aid of tributary streams, till it becomes a sea by itself
before emptying into the vast ocean, so the human
mind, having its roots in the convolutions of the
brain, grows in strength and magnitude by the nutri-

48

tion derived from the blood and muscles and nerves
of the material structure, until it develops from the
tiny springs of infant perception and cognition to the
mighty powers and capacities of maturity.

Literary Department.

Thy first best years, thy first fresh efforts give

To learning; all beside is vanity.
Learn, while the glorious sun in heaven rides high,

And nature groans beneath his fervid scars ;
Learn, when the silver moonlight floods the sky

Like veil of Artemis on clouds and stars.

— ^L\KGARET Thomas.

It is a source of much gratification to be able to
report, that the condition of this department is satis-
factory in a high degree. Diligence and industry
both on the part of instructors and learners have pre-
vailed throughout the year, and the best results have
followed.

The general course of instruction, the discipline
and the various means of developing the minds and
infiuencins: the hearts of the scholars have been simi-
lar in character and success to those of former years.

Good order has reigned, and the progress made by
most of the pupils in their studies and mental culture
has been such as will serve, like the accomplishments
of the past, to show, that the blind need only the
privileges granted to other children and youth in
order to acquire a good education and to be qualified
for usefulness and respectability in life.

49

The teachers have not been satisfied with merely a
formal routine of service. They have been devoted
to their work with heart and soul. They have exer-
cised an ever active ingenuity, and have shown unre-
mitting earnestness and patience, and unyielding
perseverance and resolution in overcoming obstacles,
in devising improvements and in advancing the best
interests of the scholars.

The curriculum of the school, as modified and im-
proved from time to time, has been carried out faith-
fully in all its details, and has proved to be productive
of good fruit in the direction of greater thoroughness
in the fundamental things.

Due care has been invariably taken to avoid the
waste of any of the means at our disposal on experi-
ments of doubtful utility. At the same time all new
educational appliances and processes have been thor-
oughly examined and fairly tested, and those among
them, which promised to be helpful auxiliaries in our
work, have been readily accepted and properly used.
No spirit of narrowness, no love of lingering tradi-
tions nor venerable conservatism has been allowed
to influence us in our purpose to keep abreast of the
times and to respond promptly to every aspiration of
progress.

The methods of instruction and training have been
altered and meliorated in accordance with the dictates
of rational pedagogy. They have been gradually
freed from the taints of empiricism and artificiality,
and rising above the experimental stage have reached

50

a scientific level. All imperfect theories, all false
deductions, principles and practices have been dis-
carded as exerting a baneful influence upon the minds
of the children and as tending to fetter and dwarf
them, rather than to develop and expand them. For
the most part the pupils have been put into right
relationship with nature and induced to become their
own instructors. They have been brought into con-
tact with things or tangible objects, and have been
led to examine these, to make investigations and to
draw conclusions. They have been told as little as
possible and encouraged to do as much as possible.
Thus they have been lured into activity, into making
research and discovery, and have come to —

Know, each substance and relation,
Through nature's operation,
Hath its unit, bound and metre ;
And every new compound
Is some product and repeater, —
Product of the earlier found.

This mode of obtaining knowledge at first hand b}'
personal observation and investigation is the only true
one. It is based upon the laws of nature. Its value
has been so patent to all reformers in educational
matters as to command their immediate assent and
to receive their cordial approbation. Montaigne and
Comenius, Locke and Rousseau, Basedow and Pesta-
lozzi, all have been in turn its advocates and pro-
moters ; yet the honor of the full practical application
of the theory was reserved for Froebel, and to him

51

and his enthusiastic disciples belongs the credit of
having carefully nurtured and brought it to fruition.
But much as has already been accomplished in this
direction, more remains to be done to effect a thor-
ouo-h reform. The manner of teaching is destined to
receive great modification in the near future, and the
true principles are to be yet much more fully de-
veloped.

It affords me very great pleasure to be able to
state, that the faithful and efficient corps of instructors
in our school continues still in service with only one
exception. The necessity of placing the boys' de-
partment in charge of a young man had become so
evident, that a change was unavoidable. Hence at
the close of the school term the engagement of Miss
Ida J. Phelps, who had for three years filled the posi-
tion of head teacher with assiduity and fidelity, was
not renewed by mutual consent. It was with sincere
regret, that we felt ourselves obliged to part with an
earnest worker and diligent assistant, whose labors
had been characterized by industry, thoroughness and
devotion. Mr. Guy G. Furnel, a recent graduate of
Dartmouth college and a person of experience in
teaching and of marked ability in business matters,
was appointed to fill the vacancy.

52

Edith M. Thomas.

While she sits and makes not least demur,

Left much to loneliness and forced apart,

She has companionship to comfort her,

And hears a constant singing in her heart.

— Burton.

In accordance with the views and purposes ex-
pressed in the last annual report of the board of
trustees, the plan of teaching blind children who are
also deaf-mute not separately by themselves but
jointly with others, has been thoroughly tested in the
case of Edith Thomas, and has proved most satis-
factory in all respects.

At the beginning of the term Edith was placed
in the grade of the school best suited to her capacity,
and her education was made to conform in every
particular with that of the rest of the pupils. During
the past year she has devoted herself to her daily
occupations without interruption, and has manifested
a teachable nature and eagerness to learn. She has
not been allowed to waste her time in entertaining
visitors or in exhibiting her attainments to admiring
friends and to an interested public. She is truly
anxious to be treated like the other girls and to be
considered as one of them, and not as an object of
curiosity; and her wishes in this respect have been
gratified to the utmost extent. Aided by her teacher,
who sits by her side and interprets to her by means
of the manual alphabet everything that is said and

EDITH M. THOMAS.

53

done in the schoolroom, she participates in the work
of her classmates earnestly and freely shares their
tasks. This arrano-ement has been of orreat mutual
advantage to all concerned.

Believing that a detailed statement of how Edith
had been taught and of what she had accomplished
during the past year would be replete with interest to
educators, scientists and to all men of letters, I asked
one of the teachers in the girls' department, who had
taken a most active part in the instruction of the
child, to write such an account. Miss Frances S.
Marrett has responded gracefully to my request, and
has performed the task assigned to her with consider-
able skill and with absolute rcQ-ard for truth. She
has spared no pains in verifying the facts relating to
the case at hand and in arranging the materials at her
disposal, and has succeeded in weaving the latter to-
gether in a narrative, which by virtue of its accuracy,
its simplicity and its clear and refined tone, should
make most instructive and attractive readino^. Here
is Edith's story as told by Miss Marrett.

The material for the following sketch of Edith M. Thomas
has been derived principally from the records of the period
of time between the dates of September 1892 and September
1893. This year marks the beginning of a new epoch in
the education of this interesting child; for instead of being
taught almost wholly by one special teacher, as in former
years, she has been a regular member of a class of pupils of
about her own age, under the tuition of the various in-
structors in the girls' department of the institution. Miss

54

Markham has continued to be closely associated with Edith,
transmitting rapidly to her waiting fingers the lessons,
which the other students have received through the medium
of oral language. The plan for Edith to have the compan-
ionship of others in study, as well as in play, met with her
most hearty approval, and she began her work with a smile
of welcome, and an evident determination to keep pace with
her classmates in their march along the great highway of
knowledge. Her increased attention, interest and ambition
were regarded as strong powers to break down the barriers
to progress built by her habit of resistance to new ideas.
Last September, in answer to a question as to whether she
would prefer to be at home or at school, Edith said, " Of
course, I like my homely friends best ; but I want to stay
at school and learn."

The branches in which she has received, instruction
during the past year are ; English, including oral and
written exercises; reading, arithmetic, botany and gymnas-
tics. She has also spent two hours of each day in the work
room.

Li

One of the chief obstacles in the way of Edith's education
has been her indifference to the acquisition of language, and
to the importance of the use of correct forms of English.
Words are valuable to her only as a means whereby she can
express her thoughts and feelings in such a way as to be
understood by those around her. Sentences in which her
words and phrases lack clear and definite relation to one
another are of frequent occurrence, both in her conversation
and in her writing. This fault has been specially apparent
in her work in botany and zoology. In an examination of

55

any given specimen, Edith proceeds along strictly scientific
lines, and slie often notes significant points which every
other member of the class fails to detect ; but when she is
asked to record her observations, her statements, though
having the element of truth, lack the connection and clear-
ness which should correspond to the accuracy of the observa-
tions. It is seldom that she shows any desire to know the
meaning of new words with which her fingers come in con-
tact, when she is engaged in reading. The plot of a story
can be obtained from its simplest words, and Edith's practi-
cal mind, intent upon this plot, is satisfied to pass quickly
over the unfamiliar words, which, if comprehended and re-
membered, would come to her aid like magic powers in a bit
of description or narrative and add their own especial beauty
and strength. While she does not gain from books and peo-
ple all that might come to her from these sources, it is true
that her increasing interest in reading, and her intercourse
with the many friends who can converse with her, are most
potent factors in the gradual improvement of her use of lan-
guage, and she thus unconsciously adds new words to her
vocabulary. When Edith is at a loss for a word to aid in
the expression of a thought, she, with characteristic self-
reliance, coins one to supply the need. " What is your
'spell name'.''" she asked her teacher one day. Not being
able to divine her meaning, Miss Markham put the same
question to her, and then learned that she referred to the
initials of her name, and that the coinage of the strange
word was suggested by the monogram engraved upon
Edith's watch. Sometimes she uses a common word in
rather an extraordinary sense as in the following sentences.
"Fire crackers are snappish." "The piazza is very high
and shadowy." "Where is the big lump of water.'*"
Edith takes great pleasure in conversing with her intimate

56

friends : she expresses herself in a perfectly free and natural
manner, affording her listeners many a delightful glimpse
of her own interesting personality. When, however, she
meets with strangers, her social tendencies are not strong
enough to cause her to introduce any topics of conversation,
or to respond at any length to the questions which are asked
her. A contrast to this usual attitude toward unknown vis-
itors finds illustration in the following incident. One morn-
ing, in the gymnasium, she met a lady who was an entire
stranger to her; but when the new name was linked with
one already familiar to Edith, the child's face brightened, and
from that time she endeavored to do everything in her power
to insure the lady's comfort and pleasure. She wished to
serve as the latter's guide in showing the other features of
the school work ; so from the gymnasium she escorted her
new friend to the cottage which is her institution home, and
invited the lady to be seated in the parlor, while she made
ready for her ne.xt class. Edith soon conducted her friend
to the schoolhouse and presented her to the teachers whom
she had not before seen. In short, the exceptional gracious-
ness of Edith's manner during the entire morning made a
deep impression upon all who observed it.

For a period of six months, Edith has had regular and
systematic lessons in English, which have been productive
of most excellent results. An idea of the character and
amount of language work which has thus far been required
of her may be obtained from the outline given below.

Study of the simple sentence as a whole, then of its division
into subject and predicate.

Study of nouns as regards the formation of the plural.
Agreement in number of subject and verb.
Possessive case of nouns.

57

Division of words into classes as determined by their use in
sentences.

The different kinds of sentences.

Special study of the various uses of the noun and pronoun in
sentence making, such as subject of verb, object of verb, object of
preposition, as subjective complement and as possessives.

Simple work in analysis through the medium of Miss Poulsson's
" Stories for little readers."

Drill exercises in the study of noun and pronoun have included :

1. Sentences prepared with blanks for pupils to fill with the
correct form of noun and pronoun and give a reason for the form
of each word inserted,

2. Dictation exercises for the use of words illustrating a combi-
nation of plural and possessive forms of nouns.

3. Original sentences illustrating various relations of words, and
also the use of words as different parts of speech.

Edith has showed much originality in the sentences which
she has composed in these drill exercises. Here are two
which illustrate the required use of "cry" and "whistle."
"The cry is in the baby's eye." "The boy's mouth is a
whistle." The following sentences show her proficiency in
the use of words in their character as different parts of
speech. "The sky looks as if it was going to sprinkle a
little." "The sprinkle is very little rain." "The boys row
the boat." "The row was very long." "The boys' boots
are black." "The man blackened the girls' shoes." "The
girl's dress is very dark." "The dark is cloudy."

Edith's written exercises have generally been more credit-
able than those which have come through the medium of the
manual alphabet ; but the character of each kind of work has
varied w-ith her own moods. During the first months of the
year, with a few exceptions, Edith's work in English, as in
every other study, was very satisfactory ; but later, especially

58

in the spring term, there was a marked decline in her rank
as a student. It was evident that she had grown somewhat
tired of the school routine and desired a change. Unfortu-
nately, ambition and love of knowledge had not developed
within the child in sufficient measure to prevent the feelings
of resistance to study from becoming dominant and every-
where exerting a bad influence. Her attitude in the class-
room was frequently rebellious. She would say, •' it is too
hot to study," or " I do not want to study." The review
work proceeded with very little voluntary cooperation on her
part, and consequently her recitations did not indicate much
intelligence with regard to the subjects which had at first
been so earnestly and faithfully studied. Siie seemed to
realize the consequence of her spirit of fndifference ; for she
told one of her classmates that her rank in English would be
very low, and she also denominated herself "' the dullest
scholar in the class." The regular course of language study
has been occasionally varied by the writing of compositions.
Two of Edith's efforts in this line of work are here repro-
duced. In each instance the subject was given to the class,
and a plan for dealing with it, obtained from the pupils.
The ideas brought out in the following compositions are in
part original with Edith.

Our Guest.

April is our guest. She has visited us twenty-six days. She is
a warmer month than March but this year she is not as warm as
she should be. When April had been with us a few days March
came back and brought snow and cold so April could not do her
work fast. She is a nice month. She brought her friends the
buds and bushes and grass and the birds have come to sing to us.

The ground is hard in winter because it is frozen. April make
it soft with sunshine and rain. April slays with us thirty days.

59

Brodway, South Boston, June 7, 1S93.
Dear Country Friends, — Do you enjoy the country as much
as ever ? I am living in the city and I am having a fine time with
the other birds. Are you having a good time ? Do you sing with
the birds. The birds in the city have built their nests on the shady
trees and they have baby birds sleeping in the nests. When they
get strong enough their mother will teach them how to fly. It
looks beautiful to have the nests built in the shady trees don't you
think so. I think you have had a home to sleep in.

From the birds in the city.

The following represents an entirely independent effort in
description.

The Sewing Machine.

The sewing machine is used to stitch cloth with. On the top of
it is a place where the thread is and a pole for the spool to stand
on. The needle is at the left, the needle pulls the thread down
and it meets the other thread that is in the shuttle.

Under the needle is the foot and we put the finger on it to guide
the cloth, and under the foot is a little rough place, and when the
foot goes down it holds the cloth, and when the needle is near it
the little rough place pulls the cloth like many fingers. There are
two doors for the shuttle to go in and a little place to hold it while
it moves. In the shuttle is a bobbin to wind thread on and that
thread goes under the cloth, and the other thread is on the top.
There is a handle to move the needle down and up. The wheel is
at the right to start the machine first, near that wheel is another
little one which I wind a bobbin on. It has rubber on it, but the
wheel that I start, has a band on it, and it moves the little wheel
easily. On the wheel is a place that I turn so the needle will not
move while I wind the bobbin. There is another wheel under it
which is larger than the first. It starts before the other. There
is a place to put the feet on beside that wheel. Inside of the
machine is a place for the oil. The oil makes the wheels go
easily.

6o

Edith's mental development has not yet reached a point
where she can appreciate or enjoy a truth presented in any
abstract form. For some time in the household of which
she is a member, quotations were a source of entertainment
during the dinner hour. She was asked to contribute one
in her turn ; and although she obediently learned and re-
peated whatever was selected for her, her feelings in refer-
ence to the imposed task found vent in the following bit
of conversation with her teacher. "O^'O^ations make me
miserable. I hate and despise all nice things. Do you hate
all nice things .'' "

Edith is now perfectly familiar with both of the systems
of writing which are taught in our school, and the written
exercises recjuired in connection with her daily lessons afford
practice in each of them. Letter writing is an occupation
of which she is exceedingly fond. During the long summer
vacations many letters sent to teachers and schoolmates at-
test Edith's loving remembrance of them. In writing to
her institution friends she generally makes use of the Braille
S3'stem as an easier and quicker medium for the transfer of
her thoughts ; while pencil, paper and grooved board are
her resources for letters to other friends. Letters to school-
mates with whom she is intimate contain appellations of
a fanciful sort. " Pansy-blossom " is Edith's favorite pet
name. The use of such words to denote affection was sug-
gested to her by the reading of "Captain January" and she
frequently applies to her dear ones the names which are
given to " Star" in that charming story.

Here are some of her letters.

Malden, M.ass., Aug. 8, 1S93.
Mv DEAR Mi^s Bennett, — I got your letter this morning
and was very much pleased, I enjoyed reading about the wasps.
I am having a nice time with my sisters. We play Queen of the

6i

May. Yesterday it rained and thundered and lightened, it
frightened us terribly. I could feel the thunder rolling and roar-
ing. It made the house shake, it thundered a lots of times on
Sunday and yesterday. I am going to Salem Willows with
mamma and to the beach and stay all day, and I am going to
swim in the water. I am in my own room sitting by the window
beside my bed. My bird sends his love to you. I got two letters
today one from you and one from Annie Ricker. I have finished
the books I brought from the school. Little Women and Twelve
Popular Tales. It is only six weeks more before we go back to
school. I hope you are having a fine time at home. Please give
my love to Mrs. Knowlton. I had a letter from my grandma tell-
ing me about a hedgehog and sent me some quills.

from your loving friend e. m. t.

Maplewood, Mass., Tuesday August i, 1893.

My dear Miss Burnham, — I received your letter this morn-
ing and was very happy to hear from you. I am having plans. I
have a great many plans which will take me all day to tell you all.
A few weeks ago we went to three picnics and had splendid times.
Yes, I do help my mother and take care of my dear little sister
Josephine. I call her Jo. I had two letters this morning, one
from you and one from my dear grandma. I enjoyed hearing of
the kittens. I have only written to Lottie, Rose, Annie, Harriet,
and to the teachers and matron. Miss Bennett, INIiss Lilley, Miss
Townsend, Miss Houghton, Mrs. Gleason, Mr. Whiting, Miss
Marrett, Miss Markham. We have three baby kittens, their
names are Blossom, Pansy, May flower. Blossom is my own kit-
ten. I am going to the beach and stay all day with mamma and
I will swim in the water. I am going to Salem Willows too. I
am lovely and sincere every day. I read Little Women and I
love it so much that I did not like to finish it but I have just fin-
ished it.

Write soon I shall look every day for it until it comes be sure.
Goodbye from your sincere Edith M. Thomas.

62

This is one of her invitations to a birthday tea.

My dear Pansy blossom, You are invited to come and take tea
with me the eighteenth of October, Wednesday Eve. Somebody
beside you is invited to tea too.

Love from your schoolmate Edith.

Maplewood, Mass , July 7, 1S93.
My dear Annie, — I received your kind letter this morning,
I enjoyed your letter very much and I thought I would answer it
today. Last Monday whole of the family went to Pine Banks and
took our luncheon, when we got there we took off our stockings
and we could feel the pine needles. We covered our bare feet
with pine needles. The grounds were all trees, boughs and very
slippery with pine needles and the banks were high and boughy.
We had many slips and I fell head and heels but we did not hurt
only my smallest sister Josy. I wish you were going with us. We
made wreaths and sashes of great woodbine leaves which were cut
by Nature. We marched and wore them a long time. After we
had eaten our luncheon we piled pine needles to take home. We
put some in Fred's coat and made a fat doll without any legs or
head, it had two fat arms without any hands. Its name was
Pinney Tree. Would you like that fat doll PinneyTree.' Then
we went to the swings. I sat down with mamma and played story.
I had some candy to sell, real candy. I went to walk and I was
getting some play money to buy some crackers and I bought some*
and came for more play money to buy more but I bumped my
nose on the table when I touched the ground to get a piece of
stick for money. I did not quite know where I was going and
after that I sat down and sold crackers myself and I saw a girl
holding a kitty on that table and I patted her, the table was very
narrow as a seat on the heights in South Boston. Would you like
to be buried with pine needles ? It would make you smell sweet
as the flowers. I got pine needles in my hair and shoes and neck,
it itched me. When I was going home a girl gave me a banana
and I said to her with my mouth, thank you. We played Old

63

Mother Gray. When I get back to school I will play with you.
The Fourth of July I got a horn, all did, and every one blew their
horns and made a great big noise. There were guns and fire-
crackers and lovely lights and pistols. I felt the noise like burst-
ing a paper bag open in the air many times. I was frightened
terribly because I did not like it at all. I never felt it until two
years. Did you celebrate ? Everyone at my home did. I like to
celebrate. We had flags and red lights and pinning wheel. Fire-
crackers are snappish. Last Sunday I went to Sunday School
with my sisters. Last Wednesday Nellie and Josie and I went
to a grove and took our dinner. We sat and talked. There was
grass and pine needles and stones. There was no straight ground
all stone and hard to climb as pine banks was. Lillian Ellsworth
came up in the grove. We went to Lillian's yard and she gave
us pansies. We played Old Mother Gray and drop handkerchief
and school and counting tickets and I got fifteen cents. Yester-
day we went to Pine Banks again and we had a very nice time.
I am on the piazza sitting by Nellie writing to you. I have
written you a terrible long letter. Write me soon.

Goodbye for your loving friend, Edith M. Thomas,

Readmg.

One of the strongest indications of Edith's mental growth
is her increasing enjoyment of books. Within the past two
years she has formed a habit of taking them from the
Hbrary, Hke the other girls, and reading them by herself.
Indeed, reading is now one of the principal resources of the
recreation periods of her school life ; and in her long sum-
mer vacations, books are counted among her most cherished
friends. Last summer she was happy in the companionship
of the " Little Women," whom she had first met and loved
in schooldays ; and she was also introduced to the interest-
ing characters of fairy lore found in " Twelve Popular
Tales," "Bible Stories" and Andersen's "Fairy Tales"

64

were the chosen books for the previous summer. In talking
with Miss Markham about the last mentioned volumes, she
gave decided preference to the "Bible Stories," because she
believed them to be true. She said that she had read every
page of them. She spelled to her teacher with great pride,
some of the long names which they contained, and also re-
counted much of what she had learned concerning the
heroes of the Old Testament. " Black Beauty " was se-
lected for the daily reading lessons of the class which lildith
joined last September. The story had been enjoyed by the
same class two years before, during the evening reading
hours, and Edith had then shared in the pleasure of it, as
she received from the fingers of her teacher the words to
which the others listened. Great delight was manifested
by all in the return of their dear friend in a way which af-
forded them an opportunity for a very intimate acquaintance,
and the reading from the book, fresh from the printing
]5ress for the blind, was characterized by earnestness and
animation throughout the entire story. Edith read a para-
graph in her turn to her teacher, and Miss Markham pro-
nounced the words aloud as fast as they were spelled to her.
Edith's rate of reading, as corfipared with that of the other
members of the class was at first slow ; but she gradually
increased in speed until, when the signal came for her to
read to her teacher, her fingers were very near the first
words of the required paragraph.

Edith was much amused by the word " Merry legs." She
laughed heartily when the little grey pony was introduced
to her, and she never afterward read the name without smil-
ing. A friend of Edith's who is very quick in her motions
was much surprised by an application of the word to herself.
Meeting her in the hall of the school building, one morning,
Edith said roguishly, "Good morning. Merry legs!" One

65

day, she came upon the name of the little pony rather sud-
denly, not having read anything about her favorite for quite
a long time, and she spelled at once these happy words of
greeting, " I am glad to see you Merry legs. Are you glad
to see me?" When the story of "Black Beauty" was
nearly finished, she said with an expression that gave
pathetic emphasis to her silent words, " Only one more
page, I am very sorry." In December the class began to
read Hawthorne's "Wonder-Book." The change was not
a welcome one, and it was particularly hard for Edith to lay
aside a book which had been a source of such pleasure, in
order to take up a volume of myths in which she felt no in-
terest ; but she showed a sweet willingness to accept the
choice of her teacher, even though it did not at all accord
with her own desires. As she read from the old story of
King Midas, the magical power of "the golden touch"
seemed still to exist, for it suddenly brought a smile of sun-
shine into her clouded face, and resting upon her mind and
heart kindled in them sparks of interest and pleasure, which
have ever since shone forth when she has journeyed into the
mystic realm of fancy. Of the other stories of the " Won-
der-Book" she liked best the one telling of Bellerophon
and the beautiful winged steed Pegasus. Two volumes of
" Little Women " occupied the class for the remainder of
the year. They derived much pleasure from Miss Alcott's
charming pictures of real life. Edith, with the others, de-
lighted in the realistic nature of the story as shown by its
faithful record of besetting sins as well as of cardinal virtues.
When Edith had read the chapter which tells how Jo, Meg,
Beth and Amy played " Pilgrim's Progress," she expressed
a desire to know something about this book, and soon took
it from the library. She could not of course interpret the
allegory but it interested her very much, and she asked

66

many questions regarding it. She made some strange and
amusing applications of certain words which were added to
her vocabulary through the medium of this book. A bead
basket, very nicely made, was one day presented by Edith to
a friend with the accompanying note. " For the Christian
who brought me some ice-cream." During the past school
year, in addition to the four volumes carefully read in class,
Edith has enjoyed by herself, "What Katy Did," "Boys of
Other Countries," some of Whittier's poems, "Pilgrim's
Progress" and "Captain January." The last mentioned
book possessed a special charm for Edith. The dialect of
the story was new to her, and she used it now and then in
her own conversation. One day she was so obstinate that
she was sent to her room for an hour ; but she soon ap-
peared before her teacher with a slip of paper upon which
she had written, "I be'nt bad any more, the Lord has de-
livered it out of me." As she sat alone one afternoon read-
ing "Captain January," she found many words and phrases
which amused her very much. She wished to tell her
teacher about them when she returned, and lest her memory
should prove treacherous she secured the aid of slate, paper
and stiletto and wrote them all down. Conspicuous among
the very funny things which she recorded was the sea-song

beginning,

" Boney was a warrior.
Weigh ! heigh ! oh ! "

At the present date Edith is enjoying in the evening read-
ing hour Mrs. Stowe's sweet story of "Pussy Willow."
That she appreciated the beauty of the visit of the fairies to
the little girl's cradle indicates a development of her im-
aginative power.

67

Arithmetic.

Edith's progress in arithmetic has been much retarded
by her particular aversion for this branch of study. Many
serious mental and moral conflicts have been occasioned by
the requisition of work with numbers, and in no other class
are Edith's varying moods more quickly discernible.
Under favorable conditions of mind and temper she per-
forms very cheerfully and well the problems assigned her ;
but if there is the slightest cloud in the atmosphere of her
nature, a storm of perversity is quickly developed which
must be thoroughly subdued before she can give any heed
to the questions to be solved. Oftentimes during the period
of recreation succeeding an arithmetic lesson, when the
other members of the class are enjoying themselves out of
doors, Edith remains seated by her desk with her type slate
before her; while her face and gestures afford pathetic evi-
dence of the strength of the contest which the forces of
good and evil are waging within her breast. The final
triumph of right is indicated by the earnestness with which
she applies herself to the solution of the problems, and it is
generally noticeable that when there is such special concen-
tration of mind, a correct answer is quickly obtained. The
following schedule shows the work which has been required
of the class during the year.

Operations and problems in hundreds and thousands. Prob-
lems of two or more steps in United States money. Addition and
subtraction of decimals (tenths, hundredths, thousandths). Multi-
plication and division of decimals by whole numbers. Reduction.
Tables of liquid and dry measure. Tables of weight. Problems
involving use of tables. Practice in estimating capacity of various
receptacles. Practice in estimating weight of various objects.

68

Edith's work has differed from that of her classmates both
in quantity and quality. Lack of steadfast attention to the
•daily lessons has made her record in the number of exam-
ples performed below that of the average pupil of the class,
and from the same cause her mind has not proved equal to
the solution of the most difficult among the problems, al-
though these have been readily solved by the other members
of the class. In one particular, however, she has stood with-
out a rival. Her teacher states, that Edith has seldom failed
to give a perfectly correct estimate of the capacity of a given
receptacle or the v/eight of a given object, and that, when
she has made a slight error, it has been exceedingly difficult
to lead her to detect it, owing to her firm conviction of the
exactness of her estimate. The success which Edith has
thus far achieved in arithmetic has been undoubtedly due
to the spirit of ambition, by which, in her best moods, she
has been animated. One day she guessed a great deal in-
stead of thinking. Her teacher tried to spur her on to ac-
curacy by telling her that she was behaving like a little girl,
and thus getting behind her classmates. With apparent
appreciation of the alarming situation Edith exclaimed,
" What a misfortune," and she responded with correct an-
swers to the questions which followed this conversation.
To test her teacher by giving wrong answers to even the
simplest problems is a bit of oft-repeated naughtiness.

The marked improvement which has been noted during
the year, and the fact that for the most part the assigned
work has been well and cheerfully performed, are to be re-
garded as hopeful signs for Edith's future mathematical
studies.

69

Science.

Zoology was the medium through which Edith was intro-
duced to the world of science. Here, as a member of a class
of students, she came into direct contact with the typical
forms of animal life. Her observations were usually correct
and her statements oftentimes unique, but never ambiguous.
Her work in zoology did much to familiarize her with simple
language ; but doubtless its greatest value was in the intel-
lectual companionship of others which it afforded.

Her study of botany began last autumn with the subject
of fruits, and she was one of the most enthusiastic pupils in
the class. She examined with great care and interest every
specimen which was provided for illustration of the lessons ;
but it was exceedingly difficult for her to express completely
and well the knowledge gained from her independent obser-
vations. She did, however, improve very much in this
respect by continual practice in the expression of her own
ideas, as well as by the attention, which she was able to pay
through the interpretation of her teacher, to the recitations
of the other scholars. Her interest in botany extended be-
yond the walls of the school-room. One day when she and
Miss Markham were visiting a friend, she surprised her
teacher by giving a correct classification of all the varieties
of fruits which she enjoyed for dinner. A special study of
the seed, root, stem, leaf and flower followed that of the
fruit in the cycle of plant life. The botany lessons furnished
a stimulus to practical investigations, as Edith roamed at
will about the school-yard. The trees and shrubs and gar-
den plants grew dearer to her as she came into possession of
a magic key, with which to unlock the mysteries of their
wonderful and varied forms. With the approach of spring-
time it was very beautiful to note Edith's interest and de-

JO

light in watching day by day, and, I might sa}', hour by hour
the unfolding of the buds ; for during the brief recess which
followed each recitation-period she could be seen standing
by the lilac bush examining the buds which Nature had put
within her easy reach. She said one day while her face
lighted up with her brightest smile, " I like to be out of
doors all I can to watch the leaves and flowers grow." It
was indeed a wonderful time for Edith, when by means of
her delicate touch she could have a share with those who
see in the pleasure of spring's sweet miracle. Buds and
branches were examined in class as well as out of doors, and
the pupils kept a daily record of their independent observa-
tions. Here are several extracts from lulith's spring
journal.

April ii. We examined the buds of the elm tree today.
There are two kinds of buds, leaf bud, and Hower bud, the leaf
buds grow from the end of the branch. The flower buds grow
from the sides. The flower buds are alternate in the branch and
are larger than the leaf buds because they begin to open first.
The buds are covered with scales to keep them warm in the win-
ter. When the scales fall off the leaf buds, they leave rings in the
branch. We can tell how old the branch is by the rings.

April 12. Today we are examining the branch of a horse
chestnut tree. We find a large terminal bud with nine sticky scales
all around it. There is a baby bud under the scales in the side of
the branch. The arrangement of the buds is opposite. We find
seven leaves which look like hands with seven fingers and long
wrists. They are covered with soft hair. They feel like velvet.
Half way down the branch there is another bud and at the bottom
there is a baby one. This branch is three years old. There are
scars on the branch where the leaves fell off in the autumn.

April 13. Today we examined the branch of the maple tree.
We saw the leaf buds and open flowers, the leaf buds were at the

71

top end of the branch. The flower buds were on the side, the ar-
rangement of the flowers on the branch is opposite. There were
many flowers at the node. We saw the stamens with fine dust on
them. These threads were stamens. The leaf buds are protected
by scales which fall off when the buds open and leave a ring.
When the leaves fall off they leave a little scar.

The first principles in the analysis of flowers were ob-
tained from the tulip, and the following description was writ-
ten by Edith after a careful study of the parts of the flower
and a brief oral recitation in which the names for them were
supplied and their uses considered.

The Tulip.
The tulip has four parts. They are called calyx, corolla,
stamens, and pistil. The outside circle of leaves in the flower is
called the calyx. The inside circle of leaves is called corolla.
The calyx has three parts. One part is called sepal. The corolla
has three parts. One of the other parts is called a petal. Next
we find six stamens. The stalk part is called filament. The top
is called anther. The anther is full of dust called pollen. When
the calyx and corolla are much alike as they are in the tulip we
give the name perianth.

The pupils were required to prepare a written description
of every plant which they examined ahd Edith's work in
this line was usually quite creditable. Twenty-five flowers
were analyzed during the spring term of school and the chief
characteristics of the families represented by them were
carefully noted. Letters written during the succeeding
summer indicate that even in vacation-time the impulse
given to the study of nature was still felt. The home gar-
den became to Edith the sweet scene of many observations
of leaf, flower and" fruit, and the woods and fields were
visited with fresh interest and pleasure.

/^

Gyiuiiastics.

The gymnasium is the place of all others in the institution
where Edith most delights to be. Here she is her happiest,
best self, and she executes the orders given her with the
zest and accuracy of an enthusiast. Not the slightest sign
of fear can be detected in any of her movements. She is
ready and willing to mount the ladders, and climb alone to
the highest place in the gymnasium, and she is allowed a
full share in every sort of exercise which is required of the
other girls. Freedom and energy characterize every mo-
tion ; but as yet the beneficial results of the physical train-
ing which she has received have not manifested themselves
to any marked extent in her carriage when away from the
gymnasium. When walking alone in the yard or about the
school buildings, she moves with a shambling gait which is
quite unpleasant to behold. This strange contrast may be
explained by the feeling of perfect safety which must come
to Edith in the gymnasium because of her knowledge of her
teacher's constant presence and watchfulness ; while in the
care of herself, as she goes alone from place to place, she
must feel at least a slight degree of uncertainty, which is
quickly indicated in her gait. She seems to smooth out a
path for herself with her feet as if anticipating contact with
some unusual obstacle, and this awkward movement in walk-
ing has become so much a habit that it is not wholly aban-
doned even when she holds the hand of a friend. An
arrangement has, however, been recently made, whereby for
one hour of each week the school-yard becomes the scene of
the gymnastic lesson, and it is hoped that the present awk-
ward gait of the child will soon give place to one more
natural and graceful.

Edith's idea of direction has been mentioned in previous

73

reports. It is still one of her most marked characteristics,
and is exhibited again and again to the astonishment of all
observers. She has firm faith in physical exercise as a
source of true health. Very often when she hears of people
who are not well she will say : " If they would do gymnastics
they would be strong."

A favorite amusement of Edith's is to pose as a gymnastic
teacher. She can guide two girls through quite an accurate
drill. By standing in front of her pupils, and putting a hand
upon the head or the shoulder of each, she can determine
whether they are keeping time or not, and responding cor-
rectly to the given orders. Each order is spelled into the
hand of one pupil who repeats it orally to the other. If any
command is not executed in the desired form, she will, with
characteristic quickness, swing her body half-way round, so
as to face in the same direction as her pupils ; then securing
their attention with the words, "see me," she will proceed
to illustrate the given movement for their instruction.

Afa nual Tra in ing.

Success almost always attends Edith's efforts to do any-
thing with her hands. Two hours of each day she spends
in the work school, where she has drill exercises in practical
sewing, knitting and crocheting, and is also taught how to
fashion many a pretty fancy article. Slippers, bags, pen-
wipers and dainty edging come forth in quick succession
fro.m the deft fingers of this little girl. One of the most
creditable specimens of handiwork sent from the girls' de-
partment to the World's Fair was a fancy bag, which Edith
had made. During the past year two hours of every week
have been devoted to machine stitching, and the hems of
many pillowcases and towels testify to Edith's proficiency

74

in this new line of work. Edith has also been instructed in
the art of hammock making. Her knowledge of the making
of large hammocks was soon skilfully applied to the con-
struction of a small one for her doll, and with characteristic
thoughtfulness she announced her intention of making sev-
eral more for the comfort of certain other dolls, whose
mammas could not easily provide them with such luxuries.
Edith exhibits great ingenuity in her undirected efforts in
needlework. One afternoon she visited the Posse Gymna-
sium, where she saw for the first time a suit consisting of
a blouse and a divided skirt. She examined this costume
with much interest, and soon after her return home she cut
and made for her doll a suit which was an exact copy of the
one she had then observed. The next morning after she
had finished this work she brought the doll to school in its
novel attire, and showed it with much pleasure to the friend
whose costume she had so skilfully imitated.

When Edith was told that a doll's fair was to be held in
Boston for the benefit of the kindergarten for the blind,
and that she could assist in the good cause by the use of
her needle, she gladly devoted every moment of the time
spent in the work room to the dressing of a doll for the fair.
Her heart was in her work, and it therefore represented her
best efforts. She had herself experienced the joys and com-
forts of the kindergarten, and she was eager to do her little
part toward bringing others within the circle of its blessings.
Every stitch not deemed worthy of the object for which
she worked was cheerfully taken over again, and the dainty
clothes when completed were such as any seeing child of
her years might well have been proud to show. In her
sloyd class Edith made a very pretty chair for her doll.

She has had regular training in sloyd with excellent re-
sults, from the time of her first lesson with ]\Ir. Larrson in

75;,

the spring of 1890 up to the beginning of the past school
year, when she proceeded to advanced work in the sewing
department by the use of the machine.

Articttlation.

Owing to Edith's lack of interest in oral language, it has
not been deemed advisable to devote much time or attention
to the study of articulation. She makes very little use of
the sounds, which she has been taught, and it is seldom that
she attempts voluntarily to say anything with her lips.

Chaj^acteristics.

The sunny side of Edith's nature is a thoroughly attractive
one. She has a very affectionate disposition, which mani-
fests itself in her intercourse with almost all she meets ; but
like most children she has her favorites. Among the teach-
ers in the girls' department of our school there is one of
whom she has always been particularly fond. Such a subtle
sympathy has ever existed between the two, that even be-
fore her friend could make ready use of the manual alpha-
bet, Edith was content in her happiness of association with
her, without the use of other language than that of the
heart. For some time it was Edith's custom to spend a
part of her afternoon recreation hour with the teachers in
one of the school-rooms. It was her delight to sit near her
especial friend and to watch her as she prepared material to
aid in the instruction of her classes. Map-making was a
process in which Edith was much interested ; but what she
enjoyed more than anything else, was to examine the ap-
paratus provided for the class in physics, and experiments
were often kindly performed for her sake. The power of
attraction of the magnet was a very wonderful revelation to

76

her, and for some time she was absorbed in its mystery, as
again and again the iron filings clung to the bar of steel.
Suddenly after the armature had been placed on the ends of
the magnet, Edith was surprised to find that although she
held the magnet over the filings, it failed to attract them.
She looked troubled for an instant, then with a smile born
of perfect faith, passed the magnet to her friend, saying, " it
is dead, make it alive again." One day she was invited to
make the acquaintance of the electric battery. When asked
whether she liked the sensation experienced in the hand
grasp of this novel introduction, she replied wath comical
indecision in word and countenance, " no, yes, no, yes, but
;/6'," with marked emphasis on the conclusixe word.

Among her schoolmates there is one to whom Edith gives
her love in fullest measure. This friend has always shown
in every way most tender and affectionate thought for Edith,
who fully reciprocating the affection' tendered her is espe-
cially happy in a sense of her companionship. Soon after
their first meeting she invited Annie and another school-
mate to spend an afternoon with her. She received her
guests in her most hospitable manner, introduced them to
her large family of dolls, and showed them all her other
treasures in such a way as to make them feel at once that
they were welcome to enjov all of her possessions. Candy
and peanuts had been provided for refreshments, and they
were divided among the guests by the generous little hostess.

Edith is very fond and proud of her little sisters. When
they come to the institution to visit her, she conducts them
all over the school-buildings and the grounds, and is most
zealous in her endeavors to give them pleasure. There is
an element of pathos in the eager desire, which she manifests,
that every one should know that her sisters can see, and
hear, and speak with their lips. Edith's attachment to

77

friends and places finds frequent expression in her conversa-
tion. When she is at school her mind often reverts to the
dear associations of home, and in the midst of vacation pleas-
ures she keeps a faithful record of the passing of the days
and weeks in joyful anticipation of the beginning of a new
term of school life, and the meeting with her many friends
at the institution. Edith is quite dependent for her enjoy-
ment upon the sense of companionship. Her disposition is
a constant testimony to the truth of the saying, "happiness
is not perfected until it is shared." When asked if she had
visited a friend who was ill, she answered, " no, she does
not want anybody," and then stated the contrast in her own
case by saying, "I do want somebody."

One day Edith applied to some friend an unusual phrase
of endearment. Being questioned as to its origin, she re-
plied quickly, "I found it in my heart." Wl^en she was told
that four of the teachers whom she had long known and
loved would not return to the institution to continue their
work, she felt very sorry, and her regret was deepened by
the thought that it might be a long time before those who
filled the vacant places could talk with her by means of the
manual alphabet.

The evening of Edith's thirteenth birthday was made
memorable by a party, which was a genuine surprise to her.
It was most interesting- to note the expression of mingled
astonishment and delight on her face, as one by one the
guests were recognized, and she stood in the midst of a
circle of loving teachers, classmates and other dear friends.
She accepted with a pleasing simplicity and modesty the
many gifts and attentions of which she was that evening the
recipient. The climax of her happiness was reached, when
she became the possessor of a beautiful canary bird in a
cage, — a token from the zoology class of which she was

78

then a member. The children chose to have the presenta-
tion of their gift introduced into one of Edith's favorite kin-
dergarten games. At a given signal all the company-
formed in a circle, several children were put inside of the
ring for birds, and the game proceeded according to the
words of the following song, —

Fly, little bird, fly round the ring,

Fly, little bird, while we all sing;

Then fly down to some child's feet,

Who will sing you a song that is soft and sweet.

Stay, little birdie, stay with me,
Stay, and my little birdie be ;
If you'll stay, I'll treat you well,
And give you a cage wherein to dwell.

When Edith bent over to stroke, as she supposed, a little girl
who had fallen down at her feet, her hand encountered instead
a cage ; and a motion against the bars indicated the presence
of life within. She was quite overpowered by the strength
of the surprise, and it was some time before she could realize
that, in truth, a little bird had at last come to stay with her
and be her little bird. For the remainder of the evening she
could think and talk of nothing but her beautiful canary,
which has ever since been the object of her fondest love and
care. The promise made that evening in the words of the
song has been most beautifully fulfilled. Edith is extremely
fond of pets of all kinds : anything which possesses life is
sure to appeal warmly to her sympathies. She made a
pretty picture one day, as she stood upon the lawn of the
school-yard, holding one end of a long string, while a kitten
sported at the other end, sending to Edith knowledge of its
lively movements by its violent twitches at the cord, thereby
causing her much amusement.

79

Until quite a recent date the imaginative faculty, which in
so large a measure constitutes the charm of childhood, has
seemed to be dormant in Edith's nature. A year ago last
December, the teacher in charge of a composition class,
which Edith had joined, asked each of the pupils to write a
note designed to accompany a Christmas gift. Edith had
been devoting some of her leisure moments to the making of
a present for her mother ; but since it was not then com-
pleted, it was apparently impossible for her to imagine it all
ready to send away, and to write a note suitable to accom-
pany the finished article. After a good deal of perplexity
caused by the teacher's request, she began a note in her own
practical manner as follows : " Dear Mother, I am making
you a Christmas present." In those days Edith could not
enjoy a fairy story or feel any sympathy with the personifi-
cation of an inanimate object. The language of bird or
brook or tree, as interpreted by poet or by prose writer,
failed to excite in her either interest or pleasure. Even her
childish plays were founded upon the events of real, every
day life, and never upon pure fancy. One evening as Edith
showed signs of being sleepy, a friend suggested that she
had been visited by "the sandman." The bit of nursery
lore brought to her mind by this allusion caused her much
perplexity at first, because of her literal acceptance of the
statement. Even after the mystery had been dispelled by
an explanation of the legend, she did not grasp its full mean-
ing, or appreciate the appropriateness of its application.
Though she still shows a decided preference for stories of
a practical character, she now derives some pleasure from
those the scenes of which are laid in fairyland. Her own
conversation and her plays indicate that her imaginative
faculty is at last thoroughly awakened, and that it is being
developed day by day. She now ascribes to the canary

8o

bird a language, which her love interprets, as she stands by
its cage and feels upon her face or fingers the gentle touch
of its bill. Whenever she supplies it with fresh seed and
water it sa)'s, " Edith, I thank you," and it very often sum-
mons her to its cage by calling her name.

A schoolmate of Edith's told me that one afternoon when
she was standing with her by a window, Edith suggested
that they should talk to each other of what they imagined
they could see out of doors. Soon the familiar school-yard
was transformed by Edith's fancy into a charming bit of
fairy land, dotted with tiny white buildings, and peopled
with merry little elves dancing in and out among the flowers
and grass blades or resting in their cozy, pretty homes.
The doings of the Pygmies as recounted by Hawthorne in
his " Wonder-Book," undoubtedly supplied Edith with the
ideas for this particular fancy, as the story at that time
formed the subject of her daily reading lessons. An original
game entitled "Queen and Fairy Goddess" is thus described
in a letter which Edith sent to a classmate last summer.
" I play queen and fairy goddess and wear sashes and a
wreath of yellow, pink and white paper flowers. Nellie is
a princess and I touched her with my wand and said, 'go to
the woods and eat the sugar I gave you, if the wolves should
touch you, my princess,' I was queen and told the princess
what to do." She adds, " that is my favorite play. I am
the only one who knows how to play everything in that sort
of thing."

Edith's powers of imitation are frequently illustrated both
in action and in language. She appeared before one of the
teachers with a bead-basket in her hand, and requested her
to guess for whom it had been made. The teacher tried
several times to do so ; but as she failed to name the right
person, Edith said, with a very pedagogical air, " Miss C

is a quick guesser, and I want you to be." A letter sent to
Edith during the summer vacation had been written out of
doors and dated, " Hammock, Under the Maples." When
her reply was received the reader was much amused to find,
that Edith had made use of the idea of very special locality
as forming part of the heading, by beginning her letter
with the phrase, " Under the piazza." Edith is exceedingly
fond of fun and frolic. " I am very playful " are her own
words in recognition of this trait. Much of her mental en-
ergy is expended in devising means of amusement for herself
and others, and she has now numerous resources for en-
tertainment. The inclination to play has always far out-
weighed, in Edith's nature, the disposition for work, and her
intellectual development has been seriously impeded thereby.
Slowly, yet we believe surely, these two tendencies are
being brought toward the point of balance.

Edith's power of imitation is exhibited in a superlative
degree in the games which she invents. She uses as her
materials whatever is of most interest in the experiences of
her own life. When she first came to South Boston she
played " school " and " church " a great deal. Especiall}^ did
she like to reproduce in the form of a game her impressions
of a church service. Chairs were arranged so as to suggest
pews, then each person in the congregation was provided
with a book, and soon all were requested to rise and sing a
hymn. This opening hymn was immediately followed by
the passing of the contribution box, and after more singing
the service was ended. Simple indeed it was; but it un-
doubtedly reflected all that had most strongly appealed to
Edith during her attendance at church.

Domestic scenes are frequently enacted by the girls.
Edith generally plays the role of the "mother of the family,"
and the care of her house and children is assumed with an

82

air of grave responsibility. No misdemeanor on the part of
her children is allowed to go unpunished, and special virtues
meet with sweet rewards. Edith has a large number of
dolls, which until recently have played an important part in
many of her games. When she returned to school this
autumn she did not bring back any dolls. A certain "grown
up" feeling, which has lately taken possession of her, may
account for the laying aside of these special joys of child-
hood. Sometimes while she is in a quiet mood, Edith will
invite one of her schoolmates to be her little girl, and then,
holding her in her lap in true motherly fashion, she will en-
tertain her with "pretty stories." Upon one occasion, when
two of her friends were about to take leave of her after a
visit of a few hours Edith said to them, " I will go with you
to the car" ; so she accompanied them out of doors, walked
a short distance, and then in her imagination stopped a car
by a signal from her uplifted hand, assisted her guests to get
on board, and waved a "good-bye" as the imaginary car bore
them swiftly toward the Fisher cottage.

Games in which the e.xercise of running enters largely are
the ones from which Edith seems to derive the most enjoy-
ment, and the precious grass-plot in the school-yard is her
favorite playground. Here during the recreation time she
may often be seen, indulging in an animated game of tag.
Sometimes she is in imagination a spirited horse, or again,
the driver of one, the apron strings of her companion serving
as reins to establish the necessary means of communication
between the steed and its master. Once, at least, in early
summer, before the close of school, an opportunity is granted
the children to romp in the new mown grass of the lawn, and
Edith is then one of the gayest spirits of them all. In win-
ter the out of door sports are not discontinued. "Nature's
white blanket" affords compensation for the loss of the

^3

grassy playground. Snow houses and snow images stand as
witnesses of many a happy hour and testify to the skill of
the hands that formed them ; while games of snowball fur-
nish opportunities for more lively action.

Edith seldom alludes to her great physical deprivations,
and she does not apparently suffer from the consciousness
that avenues of sense open to others are closed to her. She
has once or twice referred to the period before she received
instruction as the time when she could not talk with anyone,
but was constantly in the dark. When told of a plan which
had been made for her to take a trip to Washington with her
teacher, she asked, almost as if addressing herself, " why
can I not go alone ? " Then turning quickly to her teacher,
she gave the response to her own query by saying: "No, I
want you to go with blind Edith."

The spirit of happiness is one of nature's choicest gifts to
Edith. Her sunny smile, joyous activity, merry laugh, and
bright conversation all bear witness to the abiding presence
of this sweet gift. The following sentences are culled from
letters which she wrote last summer. " Bird and I are
happy together in the sunny window where I sit in my
room." "I am happy all the time, I am teaching my sister
Nellie how to make a chair out of beads." "I am happy for-
ever now, and fine tempered all the whole summer, no evil
came." Edith delights in blessing other lives with the same
gift, which she herself possesses in such abundant measure,
and her own joy is much increased by a knowledge of the
happiness of her friend. In a letter to a dear schoolmate,
after describing her summer pleasures, Edith writes: "I hope
with all my heart you are having a splendid time." She is
very quick to appreciate any plan that is made for the pur-
pose of giving her pleasure, and seeks means to repay it at
her earliest opportunity. She is ready and willing to lend a

S4

helping hand in any way in which her assistance is desired.
She has never shown the slightest annoyance at being asked
to perform a service for another. A message intrusted to
her is delivered with perfect promptness and accuracy. If
interrupted in her attempt to fulfil her commission, she will
state briefly why she cannot be detained, and then hasten
onward. Until last October Edith's domestic work at the in-
stitution had consisted only of the care of her room, and this
always gave evidence of her innate sense of order and neat-
ness. There are certain tasks in the cottage and the school-
house, which are regularly performed by the pupils. Edith
seemed much pleased, when last autumn, as she entered upon
the broader life of the school, she was told that she could
share in these duties by helping to wipe the supper-dishes,
and by dusting two of the music-rooms every morning.
Though generally very faithful in the performance of tasks
thus assigned to her, she did not perform them with the
highest motives. Her attention being one day called to the
fact that she had not dusted a room thoroughly, she said, " I
have never been scolded for not doing it well." After a re-
proof had been administered, her work was always perfectly
satisfactory.

Edith has a remarkable idea of the lapse of time. So very
accurate is this inherent sense that it often proves a surer
guide than her watch. Strict reliance on her watch will
sometimes cause her to be a little late to the class-room ;
whereas, in the absence of it, her questions show a surpris-
ingly correct estimate of the passage of time. She will ask
whether the lesson is nearly over (or about to begin) almost
at the moment when the bell rings, which divides the school-
day into periods of work and of recreation.

She is quick to perceive and distinguish sounds by their
vibrations. She was conscious of the sound produced by the

85

hammering in the construction of a building near our school.
She realized at once that it differed from any of those al-
ready familiar to her ; and asked her teacher what she heard.
Miss Markham at first supposed that she referred to the
music from a piano ; but Edith did not accept a reply to that
effect. When the work upon the new building was sug-
gested as a possible explanation of her query, she seemed
fully satisfied. She never fails to recognize a well known
step. Whenever guests enter a class-room where Edith is
at work she will turn to her teacher with the question,
" who has come.''" and she is equally conscious of their de-
parture. She was recently much surprised to learn that
persons can be distinguished by voice as truly as in any
other way, and she asked many eager questions concerning
the voices of her friends.

Edith's deportment has improved during the year in a
marked degree. The attacks of obstinacy have occurred less
frequently than in the past, and she has been for the greater
part of the time a tractable, obedient little girl. Her desire
to do whatever is done by those with whom she associates,
in other words, imitativeness has ever been an important
trait of her character.

Last winter this trait was illustrated in a most novel and
peculiar way. Though she had shared in all the pleasant
experiences in the life of her schoolmates, Edith had never
been subjected to the special modes of punishment designed
for those students, who wilfully break the school rules.
The knowledge of a penalty which was inflicted upon some
of her companions created in Edith a longing for the same
experience, and she soon began to do the wrong which had
in the other cases brought about the punishment she de-
sired. Repeated tardiness to her sewing lessons was her
chosen transgression. Punctuality being one of her chief

86

characteristics, her teacher was somewhat surprised when
Edith came one afternoon quite late to her class. She sup-
posed that there was a good reason for the delay, but she
soon found that Edith had no excuse to offer. The next
two days she was even later and lest her teacher should not
take sufficient notice of the moments which she had lost,
she held up her watch and pointed with rather a triumphant
expression to the tell-tale hands. Edith's aim became ob-
vious, and she was soon told, to her complete satisfaction,
that on the following Saturday she would be deprived of
some of her playtime and be required to sit alone in a room.
She awaited her punishment with apparent eagerness and
bore it with great equanimity for the time she had expected
it to last. When, however, she discovered that her period
of solitude was to be longer than she had anticipated, she
grew very restless. A tempest of rebellion gathered fast
within her ; she stamped her feet in angry protest, and gave
further vent to her feelings by kicks at the door. These
acts of violence were continued for a little while ; but when
her teacher went to grant Edith release, it was a verv docile
little girl whom she saw, and Edith has never since done
anything to cause a repetition of that afternoon's experience.
The incident just related brought forcibly to mind one
that occurred several years ago : Edith went with her zool-
ogy teacher and some of her classmates to inspect a hive of
bees. She was much interested in an examination of these
wonderful insects and their work ; but came home with a
cloud of disappointment visible on her face, occasioned, as

Miss B soon learned, by the fact that she had not been

stung. An opportunity has recently been afforded Edith
for the gratification of her former desire; but she now seems
perfectly content with knowing bees can sting without any
direct proof of this scientific truth.

8;

Her mind is often occupied with subjects of a serious
nature, as is shown to those with whom she associates by
her remarks and inquiries. She evinces much eagerness in
her attempts to gain knowledge of things pertaining to the
spiritual life. She is now quite familiar with many of the
narratives of the Bible from her thoughtful reading of
the volume of "Bible Stories" before mentioned, and of
the Sunday school lesson papers. She also frequently re-
quests her friends to tell her stories from Scripture not
already known to her. Occasionally she tests a person's
biblical knowledge by a species of catechism re^ardino-
some of her favorite characters in the Old or New Testa-
ment. For some time Edith has been a regular attendant
at church and Sunday school. At first her ideas concern-
ing the object of church going were extremely vague. She
only knew that the custom was in some way related to good-
ness, and her desire for continual attendance was explained
by her earnest wish to do what the other girls did. She
was apparently content to sit quietly through a religious
service without knowing much about it. She has never
manifested any restlessness or impatience, with the single
exception of one morning when she went with Miss Mark-
ham and several other friends to the Old North church.
The service there was so long that before she was released
Edith spelled with decided emphasis to her teacher, "I do
not like old churches, I like Baptist churches better." Re-
cently, when she was accompanying a friend to church,
Edith suddenly asked with a very serious air, " do I go to
church for nothing .? " The question appealed most strongly
to her friend, and that morning the latter interpreted to
Edith as much of the service as she thought the little girl
could comprehend. Edith was delighted because of the
efforts thus made in her behalf, and paid strict attention to

88

all that was conveyed to her. In the course of the sermon
the minister referred to the mythological giant, who derived
his strength from the earth, and was invulnerable when in
contact with the source of his strength, and told how he was
finally overpowered by Hercules in mid air. Edith read the
story with greatest interest from her friend's fingers. It
made a deep impression upon her mind, and after the service
she asked if there were any such giants nowadays. Her
friend said "no," and then told her that people used to be-
lieve in them before they knew about the Bible. Edith
could not easily distinguish between the mythological form
of giant and the biblical one as exemplified in the person of
Goliath, and she responded quickly with an expression of
incredulity, "David killed a giant."

" Who wrote the Bible .'' " asked Edith one day. When
told that it represented the work of many men she recog-
nized quickly the source of their inspiration, saying, "God
helped them to remember, so that they would do it right."
She no longer sits in her Sunday school class unmindful
of the theme of the lesson. She learns the " Golden Text "
every Sunday, and as she repeats it in her class is happy in
feeling that she has a share in the recitation of the hour.

She has most decided ideas of the fitness of things. She
remarked to her teacher one day, that she did not like to
"pray up." When questioned as to her meaning it was
found that she considered it more reverent to kneel in
prayer than to stand and pray as the girls did in the hall.
She has learned the Lord's prayer and when the vibration
of the music of the morning hymn ceases she repeats it to
herself upon her fingers while the other pupils are saying
it with their lips. In prayer, as in every other act of her
life, she enjoys companionship, recently stating to a friend
that she did not pray in her room alone because she liked

89

better to pray with the other girls in the hall. It was at
first very difficult for Edith to believe in the existence of
God, since she could not conceive of a spiritual presence
apart from a material body. She could not readily grant
her love and obedience to an impersonal power. Her diffi-
culty found early expression in these words, " I cannot love
God, for I want to hug and kiss those whom I love, and I
cannot hug and kiss God."

Though Edith has taken but few steps into the great
realm of religious thought, she now believes in God as the
source of all life and goodness, and with childlike simplicity
and trustfulness she asks him for help to overcome the evil
forces of her nature.

We who watch with loving interest Edith's progress from
day to day, look forward to her future years with the expec-
tation of beholding a wondrous development of her present
capacities ; for we place our trust in the infinite possibilities
of a child nature.

For reasons relating to her health and strength,
Miss Harriet M. Markham, who during the past four
years has served as special teacher of Edith with
great fidelity and devotion, declined a reelection at
the close of the school term. Her place has been
filled by the appointment of Miss Sarah M. Walker
of Hampden, Mass.

90

Music Department.

Call in some music; I liave heard, soft airs
Can charm our senses and expel our cares.

— Sir J. Dknha.m.

This department has received all the attention
which its importance as one of the fundamental and
most vital branches of our system of education de-
mands, and its work has been carried on with great
thoroughness and with satisfactory results.

The course of study herein pursued is broad and
comprehensive, and has for its aim to give each pupil
such general knowledge of vocal and instrumental
music as will form the groundwork for special
attainments. It comprises pianoforte, cabinet and
church organ, solo and chorus singing, violin, clari-
net, flute, band instruments, theory, practice and
analysis of harmony, and the history of music.

The devotion, assiduity and ability of the instruc-
tors have produced their appropriate effect upon the
progress of the learners, making it steady and rapid.

The following statement, prepared by Mr. Thomas
Reeves, gives an account of what has been done in
the music department during the past year: —

The number of pupils who received instruction in the various
branches of music was 88. Of these 78 studied the pianoforte ;
8 the organ ; 7 the violin ; 9 the clarinet; 2 the flute and 17 the
various kinds of brass instruments ; while in the history of music
there were 9 pupils, in harmony and composition 25 forming six
classes ; 61 practised singing in four different classes, and 18 took
private lessons in vocal training.

91

The study of the pianoforte is now, as it has been heretofore,
the leading feature in the music department. On the whole satis-
factory progress has been made in this branch, many of the pupils
having learned to play with intelligence, accuracy and precision.
Their proficiency has been shown on various occasions, but espe-
cially in the monthly class recitals, and most of all in the lecture
recitals, given from time to time by advanced students, each of
whom has arranged and executed without assistance a complete
programme, prefacing every one of the numbers therein contained
with a brief biographical sketch of its composer and with an
analysis and outline of the musical forms involved in the piece.
Last spring Mr. John S. Dvvight attended one of the class recitals,
in which Bach's music only was given, and he was so highly
pleased with the work of the performers that he complimented
them most heartily.

As few persons possess the combination of qualities requisite
for an organist, great care had to be exercised in the selection of
suitable pupils from among the candidates for the study of this
instrument. That this choice has been prudently made has been
proved by the results already obtained, which are very satisfac-
tory. Three or four of our young organists have been so well
trained as to be ready at the close of the school term to fill
responsible positions in churches.

The work in the history of music has been mainly of a bio-
graphical character. The lives of the great composers have been
studied, and the important facts connected therewith have been
touched upon in brief essays prepared by each member of the
class.

The study of harmony has received due attention. The first
class has finished Richter's text-book, and has reviewed the sub-
ject with the aid of Emery's work. In composition, the scholars
have had considerable practice in the sonata form. One of their
number composed a trio for violin, clarinet and cornet, with piano-
forte accompaniment, which was given at the closing exercises of
the school in the Boston Theatre. It was skilfully constructed

92

and shows that there is both natural talent and originality in its
author,

Mr. George W. Want has rendered excellent service as instruc-
tor in singing. He entered upon his work with great earnestness
and has brought to it long experience, a thorough knowledge of
his art, refined taste and a good judgment. At the end of his
first year's labors here his pupils give evidence of admirable
training.

Through continued band-practice many of the pupils become
soloists on such instruments as the violin, clarinet, cornet, alto
horn and baritone. They play so well as to enable them to make
a creditable appearance on any stage.

Such of our students as are to become instructors, are trained
during the last two or three years of their course in the art of
teaching and are assisted in collecting the needful musical ma-
terials and in acquainting themselves with the special require-
ments of their profession.

Practical knowledge of the art of teaching is of
paramount importance to our advanced students, and
in order that they may gain this some of them are
assisted to obtain seeing pupils in the neighborhood,
whom they instruct with or without pecuniary com-
pensation, according to circumstances, while others
arc assigned to give elementary lessons to our younger
children. In the course of the last few years several
of our undergraduates availed themselves of these
opportunities. The experience thereby acquired is
very valuable to these young teachers. Besides giv-
ing them a foretaste of their future avocation, it helps
them not only to become acquainted with its require-
ments, but also to find out some of its inherent diffi-
culties and to learn how to overcome these while

93

they are still near those persons who can advise them
on the subject.

No efforts have been spared to improve the music
department in every respect, and to complete its
equipment as far as the limits of our present system
of education will permit. Its library has been put
in order and augmented by the addition of many
new works printed both in Braille point and in or-
dinary characters. Efficient, unassuming and earnest
workers have been employed as members of the staff
of regular teachers, while the persons engaged as
special instructors are men of uncommon ability and
of high standing in their profession. Our supply of
instruments of various kinds has been replenished
and enlarged. Three new Knabe pianofortes, one of
which is a parlor grand, have been purchased, and all
reasonable demands for increased facilities for study
and practice have been readily met.

Aside from the ample means for thorough instruc-
tion and systematic training in the various branches
of music afforded at the institution, our students have
been favored with numerous external advantages of
a diversified and extensive character. They have
had excellent opportunities of attending concerts and
of hearing the best and most approved compositions
of the great masters interpreted by eminent per-
formers.

These privileges, whether considered from an edu-
cational or from a social standpoint, are of inesti-
mable value. They are peculiar to our school and can

94

rarely be obtained by other institutions. They are
due to the exceptional character of the city in which
it is located. Owing to the unremitting efforts of
such enlightened reformers and noble apostles of
pure classical art as John S. Dwight, and to the
munificent generosity of some of its public spirited
citizens, Boston has unquestionably become not only
the nursery but the acknowledged centre of musical
culture in America, and is destined to remain such
for many years to come. Its inhabitants have been
surrounded by a pervading aesthetic atmosphere and
have advanced rapidly in the development of a fine
taste and the acquisition of a keen faculty of dis-
crimination, which enables them to perceive readily
and appreciate thoroughly what is really beautiful
and wholesome and uplifting in art. The great
strides of progress made in recent times in this direc-
tion may be partly ascribed to other causes, but they
are principally due to the refining and elevating in-
fluence, which has been steadily exerted by the sym-
phony orchestras, choral societies, vocal and instru-
mental clubs, instructors and professors of distinction
and high renown, conservatories, special schools and
musical groups and associations of all sorts. Most
of these organizations and not a few of the celebrated
players and singers, with whom the city abounds,
contribute largely to the musical culture of the blind
by admitting them without charge to their concerts,
operas, oratorios, recitals and rehearsals. Praise and
thanks are due to all of them, but we are especially

95

grateful to those among them, whose great kindness
and thoughtful liberality have been constant and un-
failing sources of immense profit and pleasure to our
students and whose honored names will be given in
full in the list of acknowledgments,

I am exceedingly sorry to be obliged to report, that
four changes have occurred in the corps of instructors
and readers of this department. Early in the spring
Miss Elizabeth B. Langley, who has been one of the
ablest and most efficient of our teachers for many
years, gave notice of her decision to withdraw from
the work of the institution at the expiration of her
engagement. The cause, which induced her to take
this step, was need of rest and a desire to devote a
part of her time to study and practice. Later in the
season both Mr. Elmer S. Hosmer, who has filled
since 1887 a prominent position as instructor with
great fidelity and acceptance, and Miss Agnes E.
Snyder, who has rendered good service in the girls'
department for five years, declined a re-election, —
the former with a view of abandoning his profession
and pursuing a career more congenial to his tastes
and of a larger scope than that of a music teacher,
and the latter for the purpose of opening a room in
the city, where she will receive pupils. Mr. Hosmer
is a graduate of Brown university and a man of schol-
arly attainments. He has already obtained the posi-
tion of principal of a high school in Bristol, Connecti-
cut. Lastly, one of the readers. Miss Theodosia C.
Benson, who was about to be married, was unable to

96

renew her engagement with us. The vacancies thus
created have been filled by the appointment of Miss
Mary P. Webster of Milton, a teacher of culture and
marked executive ability, Miss Mary E. Burbeck, a
graduate of the New England conservatory of music.
Miss Henrietta Bustin and Miss Sarah H. McGee.

In this connection it is fitting that reference should
be made to a correspondence which I have had with
Mr. Thomas Reeves, relating to himself. In my
eagerness to keep every branch of the school in the
front ranks of progress, I alluded briefly in my last
annual report to some of the needs of the music
department and spoke of its administration in terms
of criticism rather than in tones of unqualified appro-
bation and commendation. Mr. Reeves was troubled
by my remarks, and felt that he could not retain his
place. Therefore he sent me a letter of resignation,
to which the following reply was given, dated June
26, 1893: —

My dear Mr. Reeves : — I am exceedingly sorry, that the
words which I used in my last annual report in relation to im-
provements in the music department were such as to give you
cause to deem it your duty to resign your position. I assure you,
that in my earnest effort to suggest ways and means for the promo-
tion of the efficiency of the work of the school nothing was farther
from my intention than to cast the slightest reflection on you as a
musician and teacher of a high order ; and I regret the occurrence
deeply.

With this explanation I hereby decline to accept your resigna-
tion, and I shall be very glad to engage your services for an-
other year on the same terms as for the last.

Very sincerely yours, M. Anagnos.

97

In consequence of this note Mr. Reeves recalled
his resignation and accepted a reappointment.

Like the rest of the departments of the school,
that of music has been finally divided into two sepa-
rate sections, — one for the boys and the other for
the girls. The former remains under the manage-
ment of Mr. Reeves, while the latter has been placed
in charge of Miss Mary Phillips Webster.

A few weeks after the opening of the present
school term Miss Webster prepared the following
statement of the course of study pursued in the girls'
section, and of the number of pupils who receive
instruction.

We have at present 38 girls who are taking private lessons in
one or more branches of music. There are 36 pupils in piano-
forte playing, studying under seven different teachers, 10 in sing-
ing, under three different teachers, and one in violin playing.

Three of the most advanced students take one lesson a week,
the others take two, three or four lessons a week. The time
devoted to these varies from one half period to three whole periods
each week, the length of a period being generally fifty minutes, —
sometimes a little less.

Some of the pupils study harmony in connection with the piano-
forte lesson. The younger girls, who need instruction in Braille
musical notation, receive it.

There are two chorus classes, one of which meets five times a
week and the other four times. There are also a hymn class and
a double quartet. Every girl in the school who can sing belongs
to one or more of these classes.

The class in musical history meets once a week and consists of
sixteen members. They are taking a general course, the facts
being grouped around biographies and reference being made to
contemporaneous history.

98

The class in analysis meets once a week and consists of five
members. They are studying musical sentences and the sonata
form.

The classes in harmony meet twice a week. The advanced
class consists of three members who are writing in simple, four-
part choral style to a given soprano, afterward comparing their
work with the same chorals as harmonized by Haupt and Bach.

The second class in harmony consists of six members. They
are studying the essential chords and learning to recognize by
ear single notes, intervals and chords.

Nearly a month ago the institution was called upon
to mourn a great loss in the person of John Sullivan
Dwight, who died, full of years and honor, on the
5th of September. This revered and beloved man
has been for eighteen years a trustee of this school
and has proved himself a faithful and devoted friend.
Interested in all good works, he gave to the advance-
ment of musical culture the best part of his labors
and of his life. Hence, though caring for the welfare
of the students in every department, it was to their
musical education that he gave special thought.
Wishing them to be " rooted and grounded " in the
highest and purest music, he selected and furnished
with English words sixteen of Bach's chorals and had
them printed in raised characters for the use of the
pupils. He listened with deep interest and keen
attention to their performance of this and other
classical music. (With what is commonly called pop-
ular music he had little sympathy.) His criticism
was always kindly and helpful, his praise a thing to

99

prize and to remember. He seldom failed to be
present at the closing exercises of our school year,
and never perhaps will that benign presence be more
greatly missed than on those occasions. At the last
one, it was his hand that delivered the diplomas to
the graduates, and the words said in his own kindly
and gracious manner will now be doubly precious to
remember.

Tuning Department.

All organs of sweet stop,
All sounds on fret by string or golden wire,
Temper'd soft tunings, intermixed with voice
Choral or unison.

— MiLTOX.

The tuning of pianofortes continues to be one of
the most lucrative vocations for the blind. It opens
to them a large field of activity and offers better re-
muneration than any other calling. It enables them
to take their place in the ranks of their seeing fellow
craftsmen and come into competition with them
under no very great disadvantage.

But in order that our tuners may succeed in retain-
ing what they have already gained in their career and
in obtaining further recognition of their claim to a
reasonable share in the business of the community,
they must be well adapted and adequately prepared
for their work. In other words, they must be fully
armed with native endowments and acquired attain-
ments.

lOO

Among the many qualifications whicli are needful
to them, the following are indispensable : —

First. They must have an acute musical ear and
a natural aptitude for mechanics.

Second. They must be so carefully taught and so
efficiently trained both in the theory and practice of
their art as to become masters of it.

Third. They must not only be strictly honest in
their business transactions, honorable in their deal-
ings and absolutely free from disagreeable personal
habits, but they should also be neat in appearance,
tidy in attire, pleasing in address and gentlemanly in
conduct.

These requirements are fundamental, and a defi-
ciency in any of them will inevitably lead to failure.

During the past year seventeen pupils have studied
the art of tuning, and have made good progress in its
acquisition. The instruction given to them has been
thorough and systematic, and nothing has been
omitted which could help to render them skilful and
efficient in their vocation.

The facilities and appliances for study and practice
have been increased, and the necessary tools and
materials have been procured. An upright piano-
forte has been obtained, and we owe a debt of grati-
tude to Messrs. Chickering and Sons and Messrs.
William Knabe & Co. for complete sets of the actions
of their instruments, which enable our tuners to ex-
amine every part of the mechanism and become
familiar with its workings.

lOI

The privileges and opportunities afforded by the
tuning department are greatly appreciated and most
highly valued, and many are the seekers who are con-
stantly pressing forward to take advantage of them ;
but due care and discrimination are of necessity exer-
cised in the choice of apprentices. Those among the
applicants who are wanting in good judgment and in
such natural gifts and capacities as are most essential
to the success of a tuner, and whose uncouth be-
havior, rude m.anners or defective morals render
them unfit for the profession, are firmly refused ad-
mission to it. This exclusion, although it is obvi-
ously demanded by the vital interests of the great
mass of sightless workmen, is not made hastily nor
without a feeling of sincere regret. Indeed, it is with
profound sorrow that we are compelled to resort to
it; yet, be the grief caused by it what it may, we
have no option in the matter. Our duty to pro-
tect at any reasonable cost the good name of our
tuners and to strengthen the confidence of the public
in their character and abilities is imperative, and we
must not hesitate to discharge it regardless of all
personal considerations. No matter how hard the
operation may be, the faithful surgeon does not
shrink from amputating a diseased part of the body
in order to save the whole from injury and mortifi-
cation.

Mr. Joel West Smith, whose connection with the
tuning department dates back to its organization and
who has labored most assiduously and perseveringly

I02

to bring it up to its present condition, still retains
his place as general supervisor, but has felt obliged to
abandon teaching in order to be able to give a jjart
of his time to the business of the Mentor. This peri-
odical is published entirely in the interests of the
blind in general and not in those of any association
in particular and has no regular source of income for
its support. Its continuance required a further sacri-
fice on the part of its editors, and Miss Martha W.
Sawyer has made this willingly. She has resigned
her place as clerk of the institution for the sole pur-
pose of devoting herself entirely to the success of
the enterprise. It is hardly necessary for me to ob-
serve, that her retirement from the service of the
school has deprived us of the help of a valued assist-
ant of long and varied experience, unremitting in-
dustry, marked ability and exemplary unselfishness.
Mr. George E. Hart the tuner has been promoted to
the place lately held by Mr. Smith as teacher, and
Miss Ella F. Prout has been appointed to the posi-
tion left vacant by Miss Sawyer's retirement.

Department of Manual Tkaimxg.

All must work, with head or hand,

For self or others, good or ill ;
Life is ordained to bear, like land,

Some fruit, be fallow as it will.

— Lord Houghton.

With us manual training is not a new feature or a
recent experiment. It was adopted long ago as an

I03

Integral part of our scheme of education and not as
an appendix or adjunct to it. At the very organiza-
tion of the institution, Dr. Howe, in arrano-ino- a
course of study for his pupils, recognized fully the
fact, that the combination of the teaching of purely
literary subjects with proper instruction in handicraft
would insure harmonious cultivation of all the facul-
ties and aptitudes, which make up the complete man,
and acted in accordance with this belief. Since that
time mental discipline and manual training have been
closely united and never put asunder.

Whether it is considered from a practical or from
a pedagogic and psychological point of view, the
exercise of the hand in a regular and systematic way
is one of the most potent factors in our scheme of
education. It is very essential to the normal use
both of the body and the mind, and exerts a most
beneficent influence upon the great mass of the blind
physically, intellectually and morally. It develops
activity and implies observation, comparison, calcula-
tion and reasoning in almost every methodical opera-
tion. It aims to attain the followino- ends: —

First, to exercise the senses and lay stress upon the
faculties of attention and perception.

Second, to strengthen the will and to teach it how
to overcome difficulties.

Third, to enable the pupils to acquire general man-
ual dexterity.

Foiirth, to foster in them spontaneity and original-
ity and to call into active play the creative power of
their minds.

I04

Fifth, to instill in them the habit and love of work
and to cultivate a higher appreciation of the value
and dignity of intelligent labor.

Sixth, to make them earnest and persevering, and
to convince them that order and correctness are
essential elements of progress.

Seventh, to awaken in them the aesthetic feeling
without allowing it to become perverted or exagger-
ated.

Eighth, to neutralize the baneful influences of in-
tellectual studies and of the sedentary position main-
tained in the class-room upon the general organiza-
tion of the body.

Work is an outlet of ideas, and it tends to establish
harmony between knowledge and action. By using
the hands continually the pupils enjoy that reflex
activity between the brain and the sensorium, which is
one of the fundamental conditions of correct think-
ing. Scientific investigation has proved that intel-
lectual instruction affects the central part of the
brain, — the finest organs of the mind, — while manual
dexterity exercises the sense apparatus, — the periph-
eral nerves as tools of the senses in a fine and
many-sided way.

With respect to the educational value of manual
training, taken in connection with the usual studies,
the experience of the past seems to establish com-
pletely the following facts :

First, it relieves school life of much of the tedium
incident to purely mental effort. The alternation of

I05

work with hand with work with the head makes them
mutually restful and helpful.

Second, it gives to the pupils a clearer conception
of the purposes of education and of what really con-
stitutes it.

Third, it teaches habits of industry, accuracy, and
physical activity.

Lastly, it dignifies and elevates labor and begets a
feeling of confidence and independence based upon
the conscious possession of useful practical knowledge.

Manual training in its present state of develop-
ment is of recent origin. Indeed it is only during
the last twenty-five years that it has been put on
strictly scientific principles ; but the recognition of its
value as a vital factor in education is not new. Over
two centuries and a half ago Comenius prescribed
the exercise of a handicraft as part of the complete
curriculum. The Didactica Magna contains specific
directions concerning it. Locke and Rousseau,
Kant and Fichte, Pestalozzi and Salzmann all em-
phasized the importance of manual training, though
for different reasons. Locke agreed with the great
Moravian educator and regarded it chiefly from the
standpoint of its value in practical life. Rousseau
and Fichte, however, saw that its influence on the
growth of the pupil, mental as well as physical, was a
thing to be desired. Froebel reduced theory to prac-
tice, and in the wonderful creation of his genius, the
kindergarten, manual training, as well as all other
rational and systematic education, has its foundation.

io6

But the plan of the great apostle of childhood, re-
markable as it was in principle, in practice did not
cover the whole ""round. An extension of its work-
ings was needed in order that pupils of higher grades
mio^ht be reached. This has been at last accom-
plished, and a new order of things has been estab-
lished of late years. Hence according to the philos-
ophy of education which is now prevalent, a carefully
graded course of study should provide adequate train-
ing not only for the memory and the reason but for
the judgment and the executive faculty.

Of the different kinds of handiwork which have
been thus far tried in furtherance of this scheme,
sloyd is unquestionably by far the most effectual and
the most successful.

This system is not the result of pure theory, but
rather the fruit of long and serious practical studies,
to which skilful teachers have given many years of
investigation together with a rare perseverance, which
has at last been crowned with success.

Sloyd is eminently applicable to intermediate and
grammar grades in general, and does a service to
them equal in value to that rendered by Froebel in
the kindergarten classes. In a school like ours it
supplies an obvious need, and one which is deeply
felt. The hand of the blind man requires careful
and most accurate training not only in order to meet
the greater demands made upon it in the changed
conditions of our civilization, but also in order to en-
able its possessor to perceive readily qualities of things

presented to him, to peruse quickly the embossed
page, and to acquire correct ideas from the objects
with which he is brought in contact. Nothing can
serve this purpose better than practice in sloyd.

This system has been carried on during the past
year with un relaxed energy and under the most
favorable circumstances. Pleasant rooms, excellent
equipment, good instruction, and the deep interest
manifested by the pupils, all have contributed to ren-
der it productive of marked results for good.

That a thorough training in sloyd is helpful to
our pupils in more ways than one by enabling them
to overcome difficulties in other studies, is clearly
shown by the following brief statement of facts, pre-
pared by the principal teacher in the girls' depart-
ment, Miss Gazella Bennett, than whom there is no
keener observer nor more competent judge.

When Ella Rock entered school she was very stubborn in dis-
position, and during the first two years we accomplished little ex-
cept in changing her attitude of habitual obstinacy into one of
general willingness. In the twenty months next succeeding she
made some progress in reading and in the study of numbers, but
to teach her writing, either with pencil or in Braille, seemed al-
most impossible ; for though her hands were well formed and
strong and she was able to make each letter in the alphabet and
to spell orally without any trouble, she could not group the letters
with a pencil so as to form words. Circumstances made it neces-
sary to discontinue this writing class last year at the beginning of
the term, and Ella spent one hour each day at sloyd work during
the entire year, but had no pencil writing.

At the opening of the present school session we received a let-

loS

ter from her written with pencil, not well written, but perfectly
legible, stating the time at which the train was due in Boston,
naming the railroad by which she was to come, and the station at
which we should find her, and asking to have some one meet
her.

Jennie Foss and May Risser had an ordinary amount of coordi-
nation between brain and hand, but there was no firmness in the
movements of their fingers, consequently the mind was unable to
guide the pencil. Two months of sloyd work in wood remedied
this particular defect in Jennie's writing; May is still under tui-
tion.

Amade'e Lord lacks mental control of her hand, but it is strong
and accustomed to heavy work, such as milking, carrying wood
and water and so on.

The principles of sloyd applied to a material having less resist-
ance than wood will establish coordination and will develop
delicacy of motion at the same time.

At the close of the school term, Miss Solvi Greve,
wishing to obtain a more remunerative position else-
where, withdrew from the service of the institution.
Miss Mary B. Knowlton of Westboro, one of the
recent graduates of Mrs, Ouincy A, Shaw's Sloyd nor-
mal school, has been appointed to fill the vacancy,
and seems to be well adapted for the place.

Aside from its value as a means of mental training,
sloyd is the A B C of industrial education and fits
the pupil for practical life. It prepares the way for
manual occupations and leads directly to the acquisi-
tion of special trades. To the teaching of the latter
great attention has been j^aid as usual with most
ffratifvin"' results.

I09
Conclusion.

Good the beginning, good the end shall be.

SOUTHEV.

Ill closing this report, I wish to express my heart-
felt thanks to each and all of my coworkers for the
fidelity and devotion, with which they have discharged
their respective duties.

To you, gentlemen of the board of trustees, I owe
an immense debt of gratitude for the many favors,
which you have been so good as to bestow upon me,
for the courteous consideration with which you have
invariably received and treated my communications
and suggestions, for your eagerness to uphold my
hands and lighten my burdens, and for the great
kindness which you have always manifested towards me.
Yielding to your earnest desire and encouraged by
your avowed readiness to sustain me in all my humble
efforts and to give me such assistance as I may need,
I have finally decided to put aside my own plans and
personal feelings or preferences and remain in your
service, keeping my hand firmly on the plough until
our scheme of education is reorganized on a larger
and more comprehensive scale, and a wide avenue
leading directly from the institution to the principal
colleges and universities of New England is con-
structed and put into use.

All which is respectfully submitted by

M. ANAGNOS.

LIST OF PUPILS.

Bannon, Alice i\I.
Barrows, Estella E.
Boyle, Matilda J.
Brecker, Virginia R.
Brodie, Mary.
Brown, Grace L.
Carr, Emma L.
Carter, Lizzie.
Caulfield, Elizabeth E.
Cole, Carrie W.
Delesdernier, Corinne.
DeLong, Mabel.
Dover, Isabella.
Duggan, Katie J.
Emory, Gertrude E.
Eylward, Josephine.
Flaherty, Margaret.
Fogarty, Margaret M.
Foss, Jennie.
Higgins, Mary L.
Hildreth, Grace.
Hilgenberg, Johanna.
Hoisington, Mary H.
Howard, Lily B.
Joslyn, Edna A
Kent, Bessie Eva.
Keyes, Teresa J.

Knowlton, Etta F.
Lord, Amade'e.
Meisel, Ruphina.
Minahan, Margaret.
Morgan, Clara.
Morse, Maria T.
Murphy, Maria J.
Murtha, Mary Ann,
Neflf, Calla A.
Nickles, Harriet A.
Noble, Annie K.
Norris, Hattie E.
Ousley, Emma.
Perry, Ellen.
Ramsdell, Harriet M.
Reed, Nellie Edna.
Rich, Lottie B,
Ricker, Annie S.
Risser, Mary A.
Rock, Ellen L.
Roeske, Julia M. B.
Smith, Florence G.
Smith, Nellie J.
Snow, Grace Ella.
Thomas, Edith M.
Tierney, Mary E.
Tisdale, Mattie G.

I 1 1

Tomlinson, Sarah E.
Ulmer, Effie M.
Walcott, Etta A.
Warrener, Louisa.
Welfoot, Florence E.
West, Rose A.
Wilbur, Carrie M.
Wilson, Eva C.
Baker, Frank G.
Backman, J. Victor.
Beckman, J. Arthur.
Black, Charles.
Bond, Samuel C.
Bond, William H.
Brinn, Frederick C.
Burnham, John N.
Carney, Frederick.
Clark, Frank A.
Clark, J. Everett.
Clennan, William T.
Coffe}', James.
Cook, Royal R.
Corliss, Albert F.
Davis, James S.
Dayton, Reuben G.
Devlin, Neil J.
Dutra, Joseph J.
Forrester, Charles,
Geisler, John H.
Girard, R. George.
Gosselin, Wilfred.
Harmon, Everett M.
Heath, William Edward.
Henley, John.
Hill, Henry.

Hogan, George H.
Ingalls, Jesse A.
Irving, Frederick.
Jackson, Clarence A.
Jennings, Harry A.
Kenyon, Harry C.
Kerner, Isaac.
Leutz, Theodore C.
Lynch, William.
Madsen, John.
Mannix, Lawrence P.
McCarthy, Daniel.
McCarthy, William.
McDevitt, Cornelius.
Meagher, William H.
Messer, William.
Miles, Henry R. W.
Miller, Reuel E.
Mozealous, Harry E.
Muldoon, Fred. J.
Newton, Wesley E.
Nichols, Orville.
O'Brien, Francis J. L.
O'Connell, John P.
O'Donnell, Isidore A.
O'Niel, Patrick.
Pickering, Jesse E.
Putnam, Herbert A.
Rasmussen, Peter A.
Reynolds, Henry L.
Robair, Charles.
Rochford, Thomas.
Sabins, Weston G.
Schuerer, Eddie.
Sherman, Frank C.

112

Smalley, Frank H.
Smith, Eugene S.
Sdcher, Charles F.
Strout, Herbert A.
Sullivan, Michael.
Tracey, Merle Elliott.
Trask, Willis E.
Tucker, Henry R.

Tumblety, Michael.
Walsh, Joseph.
Weaver, Frank V.
Welch, Harry W.
Wenz, Albert J.
White, Richard.
Wilkins, James A.
Wrinn, Owen E.

SEVENTH ANNUAL REPORT

Kindergarten for the Blind

SEPTEMBER 30, 1S93

i

BOSTON

PRESS OF GEO. H. ELLIS

1S94

$ommt, lasst uns ben Jiinbcrn Ubcn.
FRIEDRICH FROEBEL.

OFFICERS OF THE CORPORATION
1893.94.

SAMUEL ELIOT, LL.D., President.
GEORGE S. HALE, Vice-President.
EDWARD JACKSON, Treasurer.
M. ANAGNOS, Secretary.

BOARD OF TRUSTEES.

EDWARD BROOKS.
WILLIAM ENDICOTT, Jr.
JOSEPH B. GLOVER.
J. THEODORE HEARD, M.D.
HENRY MARION HOWE.
EDWARD N. PERKINS.

WM. L. RICHARDSON, M.D.

LEVERETT SALTONSTALL.

HENRY STONE.

THOMAS F. TEMPLE.

S. LOTHROP THORNDIKE.

GEORGE W. WALES.

LADIES' VISITING COMMITTEE.

Mrs. Elizabeth C. Agassiz.
Mrs. William Appleton.
Miss Ida Beal.
Miss Caroline Derby.
Mrs. Maid Howe Elliott.
Miss Clara T. Endicott.

Miss Olga E. Gardner.
Mrs. John C. Gray.
Mrs. Thomas Mack.
Mrs. E. Preble Motley.
Miss Edith Rotch.
Miss Annie C. Warren.

OFFICERS OF THE KINDERGARTEN.

DIRECTOR.
M. ANAGNOS.

ATTENDING PHYSICIAN.
HENRY W. BROUGHTON, M.D.

Boys' Department.

Miss Is.\p.el Greeley, Principal Matron.

Miss Nettie B. Vose, Assistant.

Mrs. Sar.\h J. Davidson, Kindergartner.

Miss L. He.vriktta Stratton, "

Miss Cornelia C. Roeske, Music Teacher.

Miss Laura A. Brown, Teacher.

Girls' Department.

Mrs. J. M. Hill, Matron.

Miss Cornelia M. Loring, Assistant.

Miss Fanny L. Johnson, Kindergartner.

Miss Eleanor McGek, "

Miss Elfie TVI. Fairbanks, Music Teacher.

Miss Effie J. Thayer, Teacher.

Miss Anna Molander, TeacJier of Manual Training.

ESTABLISHMENT OF THE KINDERGARTEN.

On application of the trustees of the Perkins Institution
and Massachusetts School for the Blind, the following act
was passed by the legislature, March 15, 1887 : —

Commoninrnltl) of fHnssacl)iisctts.

In the year one thousand eight hundred and eighty-seven.

AN ACT

To AUTHORIZE THE PERKINS IXSTITUTIO.X AND MASSACHUSETTS SCHOOL

FOR THE Blind to hold additional estate for the purpose of a
Kindergarten for the Blind.

Be it enacted by the Senate and House of Representatives in General Conrt
assembled, and by authority of the same, as follo2vs : —

Section i. The Perkins Institution and Massachusetts School for the
Blind is authorized to establish and maintain a primary school for the educa-
tion of little children, by the name of Kindergarten for the Blind, and to
hold for this purpose real and personal estate.

Sect. 2. The said Kindergarten for the Blind shall be under the direction
and management of the board of trustees of said corporation.

Sect. 3. This act shall take effect upon its passage.

House of Representatives, March 14, 1S87.
CHAS. J. NOVES, Speal-er.

In Sen-vte, March 15, 1SS7.
HALSEV T. BOARDMAX, President.

OLIVER AMES.

Secretary's Department, Boston, March 30, 1S87.
A true copy.

Witness the Seal of the Commonwealth.

HENRY B. PEIRCE,

Secretary of the Common'tvealth.

Passed to be enacted.

Passed to be enacted.

March 15, 1887.

Approved.

KINDERGARTEN FOR THE BLIND.

REPORT OF THE TRUSTEES.

To the Members of the Corporation.

Ladies and Gentlemen : — We have the honor to
present the seventh annual report of the Kinder-
garten for the BHnd, covering the year ending Sept.

30> 1893-

The year has been prosperous, growth having been

made in every direction. If we cannot announce

that our wishes have reached their final fulfilment,

we can at least report substantial progress. The

health of the school has been good, there having been

but one case of severe illness.

Opening of the New Building.

The event of the year has been the completion of
a second building, and the erection of a hall and
gymnasium which will constitute the central portion
of the administration building. The new structure
relieves the crowded condition from which the house-
hold had for some time suffered, and allows us to
receive many other applicants, some of whom had

ii8

long been waiting. The additional accomniodations
made it possible to divide the school, and the original
building is now occupied by the boys, while the new
house is the home of the sfirls. The buildins: was
completed in January, and was opened on the 27th
of that month for the reception of the children.
Dedicatory exercises were held in the new hall, on
Froebel's birthday, April 21. A full account of this
occasion will be given in the report of the director.

Rapid Growth of the Kindergarten.

Nearly six years and a half have elapsed since the
infant school was opened. It had one building and
began with ten children ; but through the liberality
of its friends and benefactors it has been steadily
growing and extending the sphere of its usefulness.
It occupies now two complete buildings, and a part
of a third which is unfinished, and the number of
children who are at present enjoying its advantages
amounts to sixty-four.

This shows a most gratifying state of things. Few
enterprises in behalf of afflicted humanity have been
attended with such certain and palpable success.
Fewer still have stronger claims upon the bounty of
the public ; and, while it affords satisfaction to find
that the infant school has reached a great measure
of beneficence, we deem it our duty to ask for further
help. We must provide for the children, who have
lately come to us, as good a home, as tender care, as

119

wise and gentle teaching, and we must surround them
with as helpful influences as those which were pro-
cured for the first group of ten, — influences which
have conquered the reluctance of parents to trust
their helpless little ones to our charge and inspired
them with confidence in the value of the kinder-
garten. To meet this expense we need a similar en-
dowment fund of $100,000. A part of this amount
has already been contributed by warm-hearted friends.
The sum of $70,000 more will give an annual income,
which will enable us to care for and educate the new-
comers, and make the blessed work permanent for
their successors. The greatness of the need con-
strains us to ask for this sum, and we believe that
love for little children will second our appeal with a
power that will bring a generous response.

The debt of $18,500 which still remains upon the
new buildings is a heavy burden upon us, and we
trust that the public will sustain our efforts by assist-
ing in its payment.

The Value and Needs of the Kindergarten.

The time for pleading the cause of the kinder-
garten has gone by, never to return. Everywhere
it prevails or is about to prevail. The truth of its
underlying principle that children, especially those
of tender age, are to be treated as children and not
as miniature men and women, is undeniable. Long-
years and centuries wasted in educatino- children as

I20

if they were grown people cannot be weighed in the
balance a2:ainst the more modern idea of educatinsr
them simply as children, and of this idea the kinder-
garten is the chief embodiment. Whatever it suffers
from exaggerations or deficiencies of treatment, how-
ever objectionable some of its aspects may be, its
essential nature remains unquestionable.

Capable of the most admirable service to all young
children it is especially serviceable to the blind. To
them it ministers in every manner of helpfulness. It
trains their hands and their limbs, it aids them not
only to work but to play, and not merely in the
school-room but in the dining-room, the chamber,
and out of the house in their games and their walks.
It trains all their senses, save the one of which they
are deprived, quickening those which supply the want
of sicjht and brinoincf the blind nearer and nearer to
an equality with the seeing. It cultivates their intel-
lectual and moral natures, and sometimes with such
success that the sightless child is positively in advance
of the child with sight, whether we regard his intel-
ligence or his sense of duty. First and last its object
is to do all that training can do to lighten the burden
of the blind, to reduce their drawbacks to a minimum,
and to prepare them for the higher education which
awaits them in growing years.

It is easy to speak of all this, but not so easy to
do it. Teachers of a high grade, school-houses of
a superior plan and equipment are needed, or the
children suffer. More teachers are required. The

12 1

quota of seeing pupils which an instructor can handle
is much larger than that of those who cannot see,
and smaller classes must be formed if any adequate
results are to be expected. It is particularly impor-
tant that the training of sightless little children
should be personal, adapted to each child, — each
spirit, mind and body, — and the teachers who can
give this training are the minority of their profes-
sion. But we must seek them and find them for
our kindergarten or it is doomed to failure.

These things are self-evident, and require no ar-
gument from us. We speak of them, not because
they are unknown to most of those whom we ad-
dress, but simply because they oblige us to renew
the appeal, made over and over again for our kin-
dergarten. We must have brains, we must have
hearts to carry it on ; we must have all the material
provisions on which its existence depends ; and in
order that these absolute necessities may be sup-
plied, we must have money. Boston can never con-
sent, Massachusetts can never consent, that one of
the blind children in the city or the state seeking
what we have to give should be turned from our
doors because our treasury is empty. Therefore in
their name, the name of our city, the name of our
state, and in the greater name of our humanity, we
once more ask the benevolent men, women and
children to whom this report may come for the aid
on which our work depends, for the sympathy which
will make it strong, and the pecuniary contribution

122

which will make it secure. Its early friends and
supporters are already passing away. Many of them
were old or growing old when it began, and their
long continuance could not have been hoped for.
But now that thev have left it to those cominc: after
them, new friends, new supporters are to be found,
that the work may go on, and they are to be sought
in increasing numbers, and in an ever widening circle
of sympathy, that the work may grow as it progresses
and minister to the ever increasino: numbers of those
who rec|uire its ministry.

It needs eighteen thousand and five hundred dol-
lars at once. It will need ten thousand more in the
coming year. Shall it ask in vain for a sum not
small in itself, but sniall in comparison with the
immense good which it can accomplish for our pupils,
and for those who are constantly seeking admittance.'*
Their number has greatly increased since the open-
ing of the school, and we are to care for them, and
be grateful that we can care for them. But the
means are not yet sufficient. Our annual expenses
are to be met, our endowment fund must be com-
pleted, before the enterprise in all its fair proportions
can be established on a firm basis. If any one doubts
its value, or its claim upon the community which it
serves, we pray him to spend an hour in the kinder-
garten, to see its kindly ministries in operation, to
witness the peace and comfort and joy of its children,
the devotion of their teachers, and he will be glad

with us for the opportunity of helping a work so full
of mercy and of hope.

Nor is he far astray who deems

That every hope which rises and grows broad
In the world's heart, by ordered impulse streams

From the great heart of God.

The Kindergarten at the Annual Festival.

The kindergarten exercises were placed among
the first numbers on the commencement programme,
that the children might sooner be relieved from need-
less restraint. Four small boys and as many girls
were led to a table near the front of the stage and
their hands were soon busy with clay, fashioning the
blossoms and garden implements, which were to be
used in their play announced as " Our Flower Gar-
den." While the class was at work, Hon. Harvey N.
Shepard was introduced as a friend of the kinder-
garten, and made the following eloquent appeal in
behalf of the enterprise.

PLEA OF HON. HARVEY N. SHEPARD.

The rapid play of the deft fingers of these sweet little children
appeals to you and me with so much pathos and strength that,
were it not for the promise I have given, and the hope my few
words may even a little help this blessed cause, I should ask to be
permitted to remain silent. It is a noble work which has been
done in our midst by Dr. Howe, his not unequal successor, Mr.
Anagnos, Dr. Eliot, and these trustees, officers and teachers; and,
while they will garner no large reward in this life, on that great

124

day of the gathering of all mankind in the presence of our Heav-
enly Father, we have the promise they shall hear the Savior say :
" Inasmuch as ye have done it unto one of the least of these ye
have done it unto me." We rejoice that Mr. Anagnos brought
back from Europe three years ago renewed health, and continues
to find his heart grow young in his loving care for his big and in-
creasing family.

You know this institution and its buildings in South Boston and
Jamaica Plain; and you have come with eager sympathy each
year to these commencement exercises. You listen with rapt ears
to the music and speaking, and you watch with earnest gaze the
gymnastics and drill and modelling ; but think how wonderful it
all is ! Find me, if you can, in the limits even of this famed com-
monwealth, another school, where the pupils all see and hear and
speak, which does so much and so well. The methods followed
here have been a most efficient cause in the improvement of our
public education and in the replacing of the old routine with sensi-
ble training; and for this the whole community owes a never end-
ing debt of gratitude to these devoted teachers. But these pupils
do not see, and some of them do not speak nor hear, and never-
theless to this marvellous perfection they have come. When we
reflect upon the physical, mental, and moral weaknesses, seem-
ingly inherent in the blind; their lack of vital force, their diffi-
dence, their aversion to motion and application ; and then turn to
these quick, healthy, and buoyant boys and girls and children,
words fail to express our admiration. Here we have vigorous and
alert minds dwelling in sound and strong bodies; and the har-
monious growth of all the faculties has been such that these grad-
uates will miss few of the opportunities of life. There is one
noticeable feature in the exercises of this institution, and that is
the ever present influence of music. It is not strange it is so
when we remember the blood of what race courses in the veins
of Mr. Anagnos; and as we recall that the Greeks were the best
models of physical beauty the world has seen, and that theirs also
are the choicest productions of literary and artistic work, we can-

125

not doubt the great part music has had and may have again in
the wholesome and happy development of the whole man.

But I wander from the theme assigned me. It is not the insti-
tution in its larger sense ; only a department of it, the kindergar-
ten. It is an essential department, for there are capacities of
early childhood, which must be trained then and there if ever after-
ward they are to do excellent work. Look upon these dear, sight-
less little children ; think that, were it not for this school, they
might now, though of our own kith and kin, nevertheless be aliens,
cut off from all intercourse, wrapt in solitude and darkness, igno-
rant of God and his world, and of its creatures, living yet dead ;
see this boy and girl. Tommy Stringer and Willie Robin, who not
only are blind but also deaf and dumb ; reflect for a moment on
the miracles which have been wrought in the unsealing of the
closed senses ; and our hearts swell with pride and thanksgiving
that we are privileged to look upon as fellow-townsmen those who
have done these great things.

Six years ago the general court authorized the maintenance of a
kindergarten for the blind. A beautiful site was chosen, and a
building erected which was soon filled to overflowing, so that an-
other was begun and dedicated this winter. Upon it, alas ! is a
debt of twenty thousand dollars. Nor is this all. In place of
thirty-six children there are fifty-four, and, of course, twice as
many teachers and officers to care for and train them. The run-
ning expenses, then, are twice as large as formerly, and, unless
the receipts grow also, there must be a yearly deficit. The best
way will be to increase the endowment fund, and so provide a per-
manent and known income. Seventy thousand dollars will do it.
Can it be in this city there is any doubt, even for one moment,
that these sums, twenty thousand dollars to clear the buildings of
debt, and seventy thousand dollars for the endowment fund, or
ninety thousand dollars in all, will not be subscribed, pledged and
paid over forthwith? I am sure the presiding officer of these exer-
cises feels no such doubt. He is too familiar with the charities of
Boston not to know how quickly and generously its great heart

126

responds to each and every call for aid. I am sure Mr. Anagnos
feels no such doubt, though no one recognizes more clearly than
he the seriousness of the situation, and the urgent need of this
money if the efficiency of the kindergarten is to be continued, if
its holy mission is to continue, and if other sightless little children
are to be saved, as these have been, from the woes of misery and
neglect. It cannot be that the cry of these stricken lambs of the
human fold shall not be heard and answered.

On their behalf I appeal to you and to your relatives and
friends, to the good people of our dear city, and to all, wherever
they may be, rich or poor, old or young, who love our common
humanity, not to let this blessed work fail, or halt even, for lack of
money. Each one of us can do a part, can give something, — for
the endowment fund, for current expenses, or for the new build-
ing ; and to those who are favored with wealth there is a glorious
opportunity to build for themselves a memorial more enduring
than the pyramids of the Nile, more magnificent than the hanging
gardens of Babylon, and more beautiful than the temples of
Greece and Rome and the cathedrals of modern Europe.

I have sometimes thought what a privilege it must have been to
hear Homer recite his matchless poems, or Demosthenes rouse the
Athenians against Philip of Macedonia, or Virgil sing of the
founders of Rome, or Milton of the war in heaven and Paradise
lost and regained. I should like to have seen the three hundred
Spartans who held the narrow pass of Thermopylae against the
myriad hosts of Xerxes, or the Roman legions as they marched out
of the seven-hilled city to the conquest of the world, or to have
heard the scream of their eagle as he made his flight unvexed from
the pillars of Hercules to the sands of Arabia, and from the rush-
ing water of the blue Danube to the tall palms of Sahara. I
should like to have been with Galileo when he turned his telescope
to the skies and discovered the paths of the planets, or with Co-
lumbus when his anxious eyes were first gladdened by the sight of
land and he had found a new continent, or with Washington as he
received the sword of Cornwallis and knew the liberty and inde-

127

pendence of his country had been gained. No one of these things,
though, nay! not even all together, equal in beauty and real worth
the exercises of these little blind children before us, and may God
grant that day shall never come when men, women or money shall
fail to continue this holy work.

At the conclusion of this address the children were
ready with their models, each of which was suitably
described by them, and the intervals between the
descriptions were filled with appropriate songs by
the class. Both Willie Elizabeth Robin and Tommy
Stringer took part in this exercise. Willie, who has
neither sight nor hearing, informed of her turn only
by a slight touch, held her flowers so that all could
see them and said, viva voce, " I have made beautiful
little daisies and violets." Her tones were clear and
many of her words were distinctly heard all over the
house. Her unconsciously pleading attitude, as she
stood with uplifted hands, added to the pathos of the
scene.

Last in the row of eight was Tommy, who was
eager to tell what he had made. His expressive face
was aglow with delight as he said with his fingers,
using the manual alphabet : " This is a trellis for a
morning-glory to climb upon." After singing an-
other song, all the children joined in a game repre-
senting flower beds, some of the group selecting one
or another of their companions, saying as they pre-
sented the latter to the audience, "this is a lily,"
" this is a rose." The gaiety and interest with which
they entered into the play were charming to see.

128

The kinder-orchestra is worthy of special mention
as showing the excellent results of early training in
music. The selection rendered was an original com-
position by Miss Cornelia C. Roeske, one of the
music teachers in the school. The young musicians
seemed to enjoy the little melody and played with
spirit and skill. The performance was followed by
an appreciative encore from the audience, and the
whole exhibition was so well received as to inspire
the hope that it may exert a strong influence in favor
of this noble work.

All which is respectfully submitted by

EDWARD BROOKS,
WILLIAM ENDICOTT, Jr.,
JOSEPH B. GLOVER,
J. THEODORE HEARD,
HEXRY MARION HOWE,
EDWARD N. PERKINS,
WILLIAM L. RICHARDSON,
LEVERETT SALTONSTALL,
HENRY STONE,
THOMAS F. TEMPLE,
S. LOTHROP THORNDIKE,

GEORGE W. WALES,

Tnisii'es.

KINDERGARTEN FOR THE BLIND.

SEVENTH ANNUAL REPORT OF THE
DIRECTOR.

Some sow the seed, then sit and wait
For suns to shine and rains to fall.

And mourn the harvest comes so late,
Or fear it will not come at all.

Some, singleminded, still work on,
Nor stop to ask or understand;

The rose bloom of success is won.
And harvests ripen at their hand.

Neall.

To tJie Board of Trustees.

Gentlemen : — In accordance with a duty which
devolves upon me as the director of the kindergarten,
I would respectfully submit the following report of
its work, its general progress, its present condition
and its increasing needs.

This infant institution has been very successful in
all its undertakings and has enjoyed a high degree
of prosperity. Its internal affairs have been carefully
managed, and its appropriate objects have been pur-
sued with diligence and with excellent results.

In all the educational means and methods, which
we have employed for the cultivation and improve-

I30

ment of the children, we have adhered closely to the
fundamental truths of the rational philosophy laid
down by Froebel, which is the underlying principle
of all true development.

The household has been blessed with a remarkable
degree of health. There has been only one case of
severe illness, which, although it caused us great un-
easiness for several weeks, terminated more favorably
than we had feared it might.

It gives me special pleasure to be able to report,
that, while the needs of the kindergarten are becom-
ing daily more numerous, the number of its benefac-
tors is correspondingly on the increase. Indeed, it
is an omen of great encouragement that new names
are constantly being added to the list of its faithful
friends and generous helpers, while many children
belonging to benevolent and well-to-do families take
great delight in holding fairs, in giving entertain-
ments and in working in various other ways for the
benefit of the blind. In this connection, I am
tempted to quote Lowell's significant words:

Oh! rich man's son ! there is a toil,

That with all others level stands,
Large charity doth never soil,

Ikit only whitens soft, white hands.

I ;l

Deeds and Needs of the Kindergarten.

Let its deeds be witness to its worth.

— Shakespeare.

It is generally admitted, that the kindergarten fills
a unique and most important place among the educa-
tional institutions of the country. Its influence for
good has been marked from the first. The many
blessings which flow from its ministrations have in-
creased with each school year, and the past term has
been no exception in this respect.

Thus the infant institution has come to be a shel-
tering haven for many a tiny craft threatened with
wreck in the tempest of affliction, a veritable refuge
from the storms of wretchedness and suffering, and
an abode of peace and contentment for all its inmates.

Scores of little sightless children have thus far
been welcomed in this garden of human plants and
have found within its bright and cheerful precincts
a sunny nursery for the cultivation and growth of
the physical and mental powers, a sanctuary for the
heart, and all the inestimable advantages of an ideal
home, in which kindness is the ruling principle and
love " the fulfilling of the law." Here whatever
aimed to strengthen them in every direction of their
development has been sought, elaborated or planned
with conscientious endeavor. Here they have been
taught habits which will lead them to see truth in
a clearer light, seek goodness with a purer devotion,
adore beauty with a deeper appreciation, and enjoy

132

happiness in an ever more grateful spirit. Here no
efforts have been spared to quicken their creative
faculties, to foster in them originality and indepen-
dence of thought, and to give form and scope to their
inborn abilities. Here life has been unfolded on all
sides in accordance with universal laws, and the emo-
tions, the will, the reason, the imagination and the
affections have been trained in harmony with observa-
tion, discrimination and utilization of all the powers
of bodv and mind to the fullest extent. In brief, here
wretchedness has given, place to happiness, sluggish-
ness has been supplanted by energy, helplessness has
been succeeded by self-reliance, and the seeds of
Froebel's philosophic system of education, planted in
faith and watered with the copious dews of watchful
care, have germinated and blossomed into fruit of in-
telligence, self-activity, mental alertness, manual dex-
terity and character.

With mellow gaze we now can see
The ripe fruit shaken from the tree.

Aside from what it has done to ameliorate the con-
dition of the little sightless children of New England
and to brighten their prospects of success, the kinder-
garten has given a great impetus to the education of
the blind in general all over the country, and has
paved the wav for its expansion and improvement and
for the realization of higher achievements and richer
results than have heretofore been obtained. It has
swept away the cobwebs of gloomy formalit) and me-

chanical clruclo"erv from many a schoolroom and has'
infused vital force and vigor into the whole system
of instruction and training. Above all other things,
it has demonstrated the value of Froebel's rational
methods of physical, mental, moral and spiritual de-
velopment as applied to children bereft of the visual
sense, and has inaugurated a new era of reform and
progress.

As spread the circles on the lake,

From pebble dropped by infant's hand,
And, reaching to the farthest shores,

The rippling waves their curves expand:
So may the waves of holy light,

Which from this centre spread afar,
To souls as yet in darkness show.

Of knowledge fair, the morning star !

The little school is unquestionably one of the most
beneficial institutions in Boston, and the deep interest
shown by all classes of people in its work and in its
growth and prosperity, is especially noteworthy.

So much for the achievements of the kindergarten.
Now, let us see what are its principal needs, which
will have to be supplied in order that the measure of
its usefulness and beneficence may be filled.

These may be briefly stated as follows :

First. Until a regular income large enough to
cover all its current expenses is secured, the number
of the annual subscriptions to the kindergarten must
be increased, so that the danger of encroaching upon
permanent investments or of borrowing from them
may be avoided.

134

Second. The amount of $70,000 which is still lack-
ing, should be raised to complete the endowment fund,
and place the establishment on a firm financial basis.

Third. A balance of $18,500 is required to pay
off the whole of the debt incurred for the construction
and finishino^ of the new buildinsfs, and this sum
should be raised without further delay and the infant
institution relieved from its embarrassinsf burden.

Fourth. The finishino- of the central or main
building, a portion of which has already been erected,
is not merely desirable, but absolutely necessary, and
steps should at once be taken toward the accom-
plishment of this end.

These needs are not new to the readers of these
reports nor to any of the friends of the kindergarten.
They have been previously set forth and fully ex-
plained ; nevertheless we deem it our duty to recur
to them frequently lest they should remain unknown
to those members of our community, who walk on the
sunny side of the street in silver slippers, or should
unintentionally be overlooked by some of the truly
philanthropic and benevolent citizens of Boston, who
are in full sympathy witli the cause of the blind.

JO

More Annual Subscriptions needed.

Go gladly, with true sympathy,

Where affliction's pale victims pine,

And bid life's sweetest smiles again

Along their pathway shine.

— Chase.

About the middle of January 1893 the new build-
ings of the kindergarten were practically finished and
made ready for occupancy; and on the 27th of the
same month a second household was formed equal in
size and in all its needs and requirements to the first.
There are now two families instead of one.

Thus, while our enlarged accommodations have
enabled us to receive 64 children instead of 36 (the
former number), they have also necessitated the em-
ployment of twice as man)^ officers, teachers and do-
mestics as were in the service of the infant institution
a vear aoo.

Since the beginning of the present school term
many little boys and girls have been brought to our
door seeking for admission. We have taken in one
after another, until every nook and corner in both
buildings are filled. I am grieved to say, that, al-
though our accommodations are thus crowded to
overflowing, there are still five or six little ones, poor
and in need, who stand without the fold. These chil-
dren are just at the proper age to benefit by the edu-
cation given at the kindergarten ; but, alas ! we can-
not receive them. There is no room for them !

Moreover, the steady progress made by the little

136

scholars in their physical and mental development
and in manual training renders it absolutely necessary
for us to engage the services of special instructors
fitted to carry on the work in its advanced stages.

Owing to this continual and rapid growth of the
kindergarten and of its wants, the current expenses
have been more than doubled, while the receipts from
all sources have been steadily falling off on account
of the great depression which has prevailed in business
circles. In consequence of this state of things the
cost of maintaining the school will be far in excess of
the regular income. Unless our needs are soon sup-
plied, we shall be confronted by a gloomy prospect of
debt and discouragement, bringing serious menace to
the work and activities of the infant institution.

But we cannot take a step backward. We are
therefore constrained to appeal in the most urgent
manner to all benevolent and generous members of
our community for immediate relief. We cannot do
otherwise, although it is our most ardent wish to
trouble them as little as possible. The work rests
upon their hearts and hands; and, until a permanent
source of income is secured, we shall have to depend
upon additional gifts and upon the increase of the
members of the auxihary society.

This organization was established under the au-
spices of the ladies' visiting committee, and has proved
to be one of the most efficient agencies for promoting
the welfare of the kindergarten. Mrs. John L. Gard-
ner held the office of treasurer for several vears and

137

attended to the details of its duties with indefatigable
industry, which was productive of the most gratifying
results. On her retirement she was succeeded by her
niece, Miss Olga E. Gardner, who continues to serve
with great zeal and uncommon diligence ; while Mrs.
Elizabeth C. Agassiz, of Cambridge, Mrs. Elizabeth
S. Whitten, of Dorchester, and Mrs. M. V. Pierce, of
Milton, are still in charge of the branches formed
through their own exertions in their respective places
of residence.

These and other kind friends and practical helpers
continue to labor in the field of afflicted humanity
with tireless enthusiasm and marked devotion, and it
is chiefly clue to their combined efforts that the num-
ber of the annual subscribers has been brought up to
about 660.

All this is excellent and encouraging, but it is not
enough. More is absolutely needed. In order that
the work of the kindergarten may go on without inter-
ruption until the goal of its endeavors is attained, an
increase in the number of regular contributors is in-
dispensable. Indeed, there is no security from embar-
rassment and no assurance of progress without it.
Hence we are compelled to ask for further assistance,
for new subscribers. Our call is addressed to all
liberal-minded and tender-hearted persons, but it is
directed with special emphasis to you, fathers and
mothers, whose sons and daughters are not only in
full possession of their faculties, but roll in the abun-
dance of comforts and are favored with the enjoy-

138

ment of every conceivable advantage and of a great
variety of pleasures. The case of the little sightless
children, for whom we bespeak your generosity, is
entirely different from that of all others.

These hapless little human plants live and move
and have their being under the sullen canopy of a
ceaseless night. They are doomed to perpetual dark-
ness. To them never returns, —

Day, or the sweet approach of eve or morn,
Or sight of vernal bloom, or summer's rose.

The outer world, with its countless images of beautv
and sublimity, and with its marvellous sources of
knowledge and inspiration is a blank to them. They
are isolated by their infirmity, and, if left to them-
selves, degenerate in idleness. They languish under
the grievous burden of their deprivation, which doth
lie over them like an incubus, and they become dull
by inaction. In some instances they are not only
oppressed by poverty and deprived even of the neces-
sary means of existence, but are constantly exposed
to unhealthy and deleterious, influences, which hinder
their normal development and stunt their physical,
intellectual and moral growth.

In view of these facts it is evident that a broad and
rational education is to the little blind children not
merely an accomplishment or a luxury, but the sum
and substance of their salvation. It is the only sure
means of emancipating them from the bondage of an
appalling calamity. It is the Aladdin's lamp that will

139

illumine their pathway and lead them out of darkness
into lioht, the lever that will raise them in the scale
of humanity, the passport that will introduce them
into the society of their fellowmen.

From the depths of their misery and wretchedness
these puny and weakly little figures turn their pale
and wan faces towards you, fortunate parents, whose
offspring is hale and —

Greatly blest with every blooming grace.

They cry unto you, imploring you to lend them your
aid to cross the river of their afflictions and to stand,
strong and perfect, on the further banks. Are you
going to fortify yourselves conveniently behind the
wall of "hard times " and turn a deaf ear to their
entreaties ? They beg of you in the name of mercy
to roll away for them the ponderous stone that shuts
the entrance of the sepulchre, in which their humble
talents are entombed, so that these may be vivified by
coming in contact with air and sun. Will you give a
cold denial to their request ? They ask you for noth-
ing less than what is to them the veritable bread of
life. Will you have the hardihood to send them a
stone in reply.''

For their sake, as well as for your own and for that
of your children, I hope and trust that your response
to this urgent appeal in behalf of the kindergarten
will be most favorable.

Why should I think that it could be otherwise ?

Judging by what has been done in the past, have

140

I not ample reason to believe, that Boston and the
neighboring towns — nay, that Massachusetts herself
— will refuse to allow the cause of the little sightless
children to decline or to suffer for want of adequate
support ?

IXCOMPLETEXESS OF THE ENDOWMENT FuND.

The s 21)11 (?/ $70,000 is sdll lacking.

Keep onward, right on, till the prize is attained 1
Front the future with courage, and obstacles fall.

By those, and those only, the victory's gained

Who keep faith in themselves and in God over all.

— Rexford.

The completion of the endowment fund is of the
utmost importance to the kindergarten. It is this
alone that can ensure the permanency and prosperity,
the growth and development of the infant institution.
Without an unfailing source of income, its very exist-
ence is precarious. Instead of thriving and expand-
ing, sending forth new shoots and buds, it will
dwindle and become dwarfed — i)erhaps wither and
decay.

The importance of the endowment fund as a prime
factor and most essential element in the ultiniate suc-
cess and financial security of the kindergarten has
been universally recognized, and there has been no
want of strenuous and constant efforts for its con-
summation. Unfortunately, however, there have been
no substantial and definite gains made in this direc-
tion. The total amount of money received for this

HI

purpose during the past twelve months was ^iS,-
320.05. We are very thankful for this increase; but
a balance of nearly ^70,000 still remains to be raised.

The story told by these simple figures is clear and
impressive. They render it imperative for us, much
to our sorrow, to call anew upon the friends and bene-
factors of the blind and ask them for the sum which
is still lacking to complete the endowment. We beo-
of them to consider the matter in all its bearino-s
and to strive to obtain an adequate fund, thereby plac-
ing the kindergarten in such a financial condition as
would enable its managers to increase its usefulness,
broaden its scope and expand its beneficence in the
interest of scores of little sightless children, who mio-ht
be thus reached and saved.

This appeal is addressed not only to those who
have been ever ready to lend us a helping hand, but
to all thoughtful and compassionate persons, whose
humane instincts have not been hopelessly ravaged by
the canker worm of selfishness and who deem nothino-
that relates to the welfare of mankind foreign to their
feelings. We do beseech one and all of these to heed
the plea and take prompt action for a favorable reply
to it. Will they do so, or will they allow the question
of the endowment to drift along among the shoals of
uncertainty, or to freeze up in the marshes of cold in-
difference ? In view of the magnitude of the existino-
necessity, will they not rise up as never before, in-
dividually and collectively, and place this enterprise
on a secure and lasting foundation ? Can it be, that

142

their sympathy and bounty will be withheld from an
object that so vitally concerns the welfare and happi-
ness of a large number of the less fortunate members
of the human family ?

It is true, that the demands of the kindergarten,
owing to the astonishing rapidity of its growth and
the marked development of its activities, have been
steadily increasing. But among the numerous benefi-
cent enterprises, which are constantly pressing their
claims upon the community for support, is there one
which is more exigent or more deserving than this ?
Is there another cause before the public that tran-
scends in educational value, in social interest and in
philanthropic importance the one which has no lesser
object in view than the rescue of the little sightless
children from the jaws of misery and providing for
them the means of early training according to the
best and most approved methods ?

The Debt upon the New Buildings.

These debts may well l)e called desperate ones.

— Shakespeare.

It was stated in our last report, that the money
raised for the construction and equipment of the two
new buildinsrs was not sufficient to cover the whole
of the cost, and that a debt of $21,500 had been in-
curred in consequence.

During the past year special gifts have been re-
ceived from time to time for the removal of this

143

encumbrance, and the amount which remains unpaid
is reduced to ^18,500.

It is hardly necessary to say, that this debt is a sort
of nightmare to us. Although somewhat diminished,
yet it is so large as to hang like a pall over the
kindergarten, and to prey unsparingly upon its
limited monetary resources. It swallows up nearly
nine hundred dollars every year in the form of in-
terest, and this amount has to be drawn from the
annual income, which is far from beino; sufficient to
meet the current expenses.

This burden is too onerous to be allowed to press
relentlessly upon the work of the infant school for an
indefinite period of time. The kindergarten cannot
well endure such a heavy tax upon its finances. The
discharge of the debt must not be postponed much
longer. May we not hope, that effective measures
will be at once taken for its speedy removal?

Who will help to free us from it?

Some time ago one of the most benevolent men of
Boston, who is "the very soul of bounty," volunteered
to contribute $5,000 towards the payment of this
debt, provided three others would do likewise, each
giving an equal amount. So far nothing has been
done to make this munificent gift available, and we
fear, that it will come to nought unless the conditions
attached thereto can be fulfilled without further
delay.

Are there not among the many wealthy and benev-
olent men and women of this generous community

144

three, who, moved by the same public spirit which
prompted the above-named offer, will join in the
grand work of wiping out the debt and of relieving
the kindergarten from the distress of a standing men-
ace to its prosperity ?

The maxim, " he gives twice who gives quickly,"
has a peculiar force and most appropriate application
in this connection, and so have the following words
of Shakespeare, —

Defer no time, delays have dangerous ends.

The Central or Main Building.

If it were done when "tis done, tlien 'twere well

It were done quickly.

— Shakespeark.

The central or main building, of which only a very
small part was erected last year, remains in an unfin-
ished state. In the course of the past twelve months
no steps have been taken toward its completion and
no encouragement has been received. The matter
rests ill statu quo. Early in the season when the
times were still prosperous it was fervently hoped that
some one of those who are the special favorites of
fortune might decide to spend a part of his abun-
dance in building this grand temple to humanity ;
but thus far this e.xpectation has met with disap-
pointment.

This edifice is of paramount importance to the
crrowth and well beino; of the kindergarten, as well

145

as to the extension of the field of our operations far
beyond their present limits. It is the first round in
the ladder of real progress, the starting-point in the
line of reform, the principal instrumentality in the re-
oro^anization and enlargrement of our scheme of edu-
cation. It is no hyperbole to afiirm, that of all the •
buildings, with which the grounds of the infant in-
stitution are destined to be dotted in the fulness of its
growth, this one is of transcendent importance. In-
deed it is the very soul and central foundation of the
whole group of these structures, — the nucleus around
which all others will cluster in perfect order and har-
mony. Without it no efforts for bringing the kinder-
garten up to the highest possible standard of efficiency
can be of avail, and no decided steps in the direction
of further development can be taken.

It is obvious from these remarks, that there is much
more involved in the completion of the main building
than the mere addition of room and the increase of
accommodations. In fact the solution of the great
problem of the reconstruction of our work upon a
broader and more comprehensive basis depends en-
tirely upon it.

This edifice has been designed with the view of an-
swering the purposes and meeting the requirements
of the infant institution for many years to come. A
general idea of its external appearance may be formed
from the engraving printed on the preceding page,
but an exact knowledge of its utility and of the de-
tails of its internal arrangements can be obtained

146

only from an examination of the plans. These have
been prepared with great care and good taste by Mr.
Walter R. Forbush, an architect of practical experi-
ence and superior skill. They are now ready for use,
and are waitins: for the advent of a munificent bene-
factor, who will undertake to pay the cost of carrying
them out and will thus raise a magnificent monument
to his own benevolence and generosity, which will be
more enduring than granite and brass. Doubtless
there are many wealthy men and women in our com-
munity, who are fully able to do this. May we hope,
that the project will soon attract the attention and
commend itself strongly to the heart and judgment
of some one of these, so that through the touch of
the magic wand of his or her liberality what now
seems to be merely an idea or a vision may become
a substantial and lasting reality ?

Millions of dollars are annually given for the estab-
lishment and endowment of schools and colleges for
the benefit of children and youth who can see. Is it
presumptuous or unreasonable on our part to ask,
that a fair proportion of these gifts shall be bestowed
upon the cause of the education of the sightless.'*

147

Mrs. Warren B, Potter Fund.

Honor to those whose words and deeds

_ Thus help us in our daily needs.

— Longfellow.

Nearly two years ago Mrs. Warren B. Potter won
through her munificence the right to occupy a very
prominent place in the ranks of the benefactors of
the little blind children. Since then she has given
new substantial proof both of her generosity and of
the profound interest which she continues to take in
the cause of the blind by adding $5,000 to her orig-
inal gift. Thus the permanent fund bearing her
name amounts now to $25,000. Moreover she has
contributed $200 for current expenses.

The kindergarten has had in the course of its his-
tory no warmer friend, no more whole-souled and
large-minded benefactor than Mrs. Potter. Her name
stands next to that of Miss Helen C. Bradlee, the
largest contributor to the infant institution. I need
scarcely say, that the generosity of these ladies is
most highly and heartily appreciated by every one of
the managers and officers of the kindergarten, and
most of all by the writer of this imperfect and most
inadequate tribute to their liberality.

In this connection we acknowledge with a sense of
deep gratitude the receipt of two testamentary be-
quests of $7,700 and of $5,000 respectively, the former
from the estate of the late Mrs. Elizabeth W. Gay, of
Boston, and the latter from the executrix of the will

14^

of the late Mrs. Eliza B. Seymour, of Cambridge.
These legacies, coming as the}' did in good time for
our wants, have afforded us much needed help and
ha\ie strengthened our hands. The memory of these
kind and benevolent donors, who remembered the
kindergarten so generously, will be cherished and
revered for all time to come. May their thoughtful
example be followed by others.

Primary Classes and Introduction of Slovd.

The monarch oak, the patriarch of trees,
Shoots rising up, and spreads by slow degrees.

— Urydf-n.

Since the occupation of the new buildings our
course of training has been rearranged, and a very
important feature has been added to it. A primary
department has been organized, comprising two
classes, one of boys and the other of girls. These
divisions are branches of the main tree, and their
work is carried on in accordance with the principles
which underlie Froebel's admirable scheme of educa-
tion. The little pupils are taught on kindergarten
lines and by kindergarten methods. The}- are trained
to learn by doing, — that is by using their sense of
touch rather than that of hearing.

In addition to this we ha\e taken another step in
advance, which, considered in its true light, is of
inestimable value. In coi*inection with the simple
course of elementary studies we have introduced a

149

carefully graded system of manual training, which is
strictly scientific in its methods and purely educa-
tional in its effects. It is sloyd in knitting and
needle-work, ada}3ted to the needs of children under
eleven years of age, and calculated to develop through
the exercise of the tiny fingers the conscience and
intellect.

Manual training in general, and in particular sloyd,
which has been making such marked progress on
both sides of the Atlantic of late, is undeniably the
direct outcome of Froebel's views. It is the crystalli-
zation of his thoughts and the fruit of his teachings.
It is the logical sequence of the methods and occu-
pations prescribed by him in the kindergarten, the
outgrowth of his principles, ripened by the experience
of twenty-five years into their present universal form.

Froebel dwelt with special emphasis upon the ne-
cessity, that the child should be educated from the
very beginning to self-activity and productive energy
— to observe and invent, — and that measures should
be taken to stimulate and develop his creative faculty,
his power of observation and invention. He recom-
mended as a means to this end his ingeniously
devised system of occupations and gifts. In a de-
scription of a kind of institution, which he proposed
to establish at Helba, near Meiningen, for the pur-
pose of carrying out on an adequate scale some of his
distinctive plans for general education, he said, that
the training and instruction were to be based "on
creative effort and on the union and interdependence

I50

of doing and thinking, representing and perceiving,
skill and science."

Few were the earnest disciples, who, converted to
the ideas of Froebel, undertook to substantiate them
and to put them into practice. Prominent among
these was Uno Cygnaeus, the father of the primary
school in Finland.

In 185S this remarkable man was entrusted by the
government of his native land with the mission of
travelling through the various countries of Europe
and studying the different pedagogical methods em-
ployed therein. No abler person than he, nor one
more competent for such a task could be found even
in Scandinavia. He was a great teacher, a keen ob-
server, a rational thinker, a patient investigator, and
a practical philosopher. His heart and mind were
always in his work. His addresses on education
were replete with sound advice and wise counsel and
were listened to by his auditors with rapt attention.
In speaking to young teachers, he never failed to
exhort them in the most fervent manner to remem-
ber, that " the cause of the school was holy."

In the course of his travels in Germany and else-
where Cygnaeus sought eagerly to obtain information
from every available source. Among the books,
which he had read bearing upon the subject of his
mission, were the writings of Froebel, and a careful
study of these convinced him of the necessity of in-
troducing into jDrimary instruction such kinds of
handicraft as have for their aim the trainino- of the

151

hand, the awakening of the aesthetic feeling, the de-
velopment of the sense of form, and the imparting of
general skill. Evidently he was one of the first to
grasp the importance of sloyd as a factor in general
education as opposed to industrial, and to urge the
incorporation of manual training into the curriculum
of the schools. His strenuous efforts in this direc-
tion were heartily supported by all educational re-
formers, and especially by the disciples of Froebel,
and bore bountiful fruit in his own country. The
law of 1866 made sloyd obligatory in all primary
schools. The success of the movement in Finland
stimulated Denmark, Sweden, Norway, Germany and
Austria to like efforts. From Sweden, where it was
greatly improved by Herr Otto Salomon, director of
the normal sloyd seminarium at Naas, the system has
passed over to England. Indeed in a measure both
Europe and America now recognize the importance
of sloyd, the spread of the kindergarten ideas having
prepared the way for it in more than one country.

It is obvious from this brief historical sketch, that
sloyd [Sw. sldjd, skill, dexterity, especially mechani-
cal skill, manufacture] did not originate in Sweden,
notwithstanding such good authority as that of the
Century Dictionary to the contrary. It is the gift of
Finland to the world. The honor of its invention
belongs to one of the most distinguished sons of that
country. It was Uno Cygnaeus who before all others
perceived the usefulness and recognized the immense
value of sloyd as a factor in pedagogy. It was

^52

throuofh his researches and investiirations that this
new and most potent feature of modern education
was discovered. It is founded upon the principles of
the kindergarten and contains within its scope aids to
the three-fold development of the child and to the
integral cultivation of all his faculties and aptitudes.

On the other hand, great credit is due to Herr
Otto Salomon for the two significant services, which
he has rendered to the movement.

First, he has given to sloyd a scientific form, which
has enhanced its worth and efficiency.

Second, by subjecting the different kinds of sloyd to
educational tests, he ascertained that wood sloyd was
calculated to produce the best results, and so has
confined his attention to that alone discarding all
other forms.

Considered from a theoretical point of view, this
concentration appears to ]30ssess many valuable ad-
vantages. In one respect, however, it seems to have
been carried too far. B}' excluding the use of all
softer and more pliable materials than wood, it fails
to provide a form of manual training for children
under eleven years of age, most of whom cannot \"et
handle a plane well. This defect has been clearly
shown by several competent judges, and especially by
Miss Hulda Lundin, inspectress of the girls' sloyd in
the public schools of Stockholm, and a woman of
active mind, energetic spirit and varied experience in
matters of pedagogy.

In Finland the field of slovd is broader and more

153

extensively cultivated than elsewhere, and the mate-
rials used are not restricted to one or two kinds. On
the contrary, wood and iron, cardboard and pine-
strips, canvas and twine, cloth and worsted, all are
employed according to the ages, sex and requirements
of the pupils. There are in that country four normal
institutes, supported by the government for the train-
ing of teachers, one in Ekenas, a second in Ny-
karleby, a third in Jyvaskyta, and a fourth in Sorda-
vala. Besides these there is a private seminarium in
Helsingfors under the charge of Miss Vera Hjelt, an
enterprising and gifted woman. She has prepared
amonor other thino-s a series of workins^ models for
young children who are just completing the kinder-
garten course.

Last summer, while I was examining the various
educational exhibits at the world's fair in Chicago, I
came across a series of models made by the pupils in
the public schools of Stockholm and illustrating Miss
Hulda Lundin's system of teaching girls' sloyd. I
was at once struck with the progressive character of
the plan on which they were built, and upon studying
them closely I became thoroughly convinced of their
pedagogical value. Following the rule which is sug-
gested by Victor Hugo in his saying, —

Je prends mon bien partout ou je le Irouve,

I decided to introduce into the kindergarten sloyd in
knitting and sewing. No sooner had I reached this
conclusion than I set to work to secure the services

154

of a trained teacher, and I am glad to state, that in
employing Miss Anna Molander of Finland, I hit
upon the right person. Like Miss Vera Hjelt. she
is a graduate of the normal institute at Ekenas and
is peculiarly fitted both by nature and by education
for the work of an instructor. She taught sloyd for
twelve years in the public schools of Helsingfors and
was a personal friend and great admirer of Cygnaeus,
whose bright memory is lovingly cherished by every
teacher in Finland.

The method of instruction pursued by Miss Mo-
lander is designed to exercise the hand, quicken the
power of thought, strengthen the love of order, de-
velop independence and inspire respect for carefully
and intelligently executed work. It is only a short
time since she entered upon her duties in the kinder-
garten; but the results thus far obtained are very
satisfactory and bear convincing testimony both to
her natural ability and to her excellent qualifications
as a teacher.

Fruits of the Kindergarten.

Roving the field, I chanced
A goodly tree far distant to behold,
Loaden with fruit of fairest colors.

— MlI.TON.

The young tree of rational education, which was
planted in the spirit of love and cultivated with great
care in accordance with Froebel's methods and prin-
ciples, has already begun to be " flourishing in pro-

155

duction," and gives promise of a bountiful yield of
fruit in the near future.

The love of books is the groundwork of good
scholarship and one of the principal avenues which
lead to the heights of knowledge. It is the master-
key that opens the treasuries of literature and history,
of science and philosophy, of human experience and

ELECTRIC CAR MADE BY A LITTLE BOY.

wisdom. An adequate, and I may safely say, a high
appreciation of the value of the printed page is in-
stilled into the minds of the children, and the little
fingers are trained to discover for themselves the
mysteries of the ridgy lines, which reveal such won-
drous stories and marvellous truths to reward their
patient study.

In the primary department connected with the
kindergarten two large classes in reading have been
formed, and not one of the members of either divi-

156

sion has failed to learn to read with his fingers. On
the contraty, all have become good readers, while
nearl\- all the smaller children, Tommy Stringer
included, have made most creditable progress in the
same direction.

This significant fact, added to many other proofs
of a similar character, is an emphatic and conclu-
sive refutation of the oft-repeated assertion, that only
thirty per cent or one-half of the pupils attending
schools for the blind can learn to read raised print in
line letters. In the light of our own experience and
of that of other institutions in the country, this mis-
chievous and misleading statement, which is widely
and unscrupulously circulated, appears to be without
foundation in fact, and worthy of the bigoted spirit
and the reckless disregard of truth which gave it
birth.

Another illustration of the first fruits of the kinder-
garten is afforded by the following fac-siiuile copies
of two notes, written by two of the little girls without
dictation or assistance of any kind and sent to me as
a friendly greeting. It may be well to state, that
these specimens do not differ in any essential point
from the compositions of other pupils. Their young
authors are not gifted with especial talents nor do
they stand high above their classmates. They possess
average abilities, and their traininir has been exactlv
the same as that of the rest of the children.

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Martha Griffin, tlic writer of the folluwing note, is
the Httle colored girl, whose illness gave us consider-
able anxiety last year. It was the kind care and ten-
der treatment which she received at tlie kindergarten
tliat moved Mrs. Laura Ormiston Chant to say in one
of her public addresses, tliat love " kept the dying
child there," and that "comforts are being poured out
to give sight to the blind."

T n

o/vu^ ^e-o-^ JMV'u cA-TMi-^t^cj ^

AN ^\ X V

CL<L-,

\

WILLIE ELIZABETH ROBIN.

159

The clearness and beauty of the chirography, the
correctness of style and the simplicity of expression,
which characterize these letters, all bear ample testi-
mony to the superiority and efficacy of the progressive
and natural methods, which are employed in the in-
struction and training of the children at the kinder-
garten. Only upon the sound and solid foundation
of intellectual and moral development, which is laid
by the works of this infant institution, will it be pos-
sible for us to build such a comprehensive and com-
plete system for the education of the blind of New
England as we propose to establish in the immediate
future.

Willie Elizabeth Robin.

And thus she moves in tender light,

The purest ray, where all is bright,

Serene and sweet ;

And sheds a graceful influence round,

That hallows e'en the very ground

Beneath her feet-

— Charles Swain.

The education of this interesting child has been
continued through the past year with most satisfactory
results. The progress made by her in physical, intel-
lectual and moral development surpasses the most
sanguine expectations, which her rare qualities of body
and mind have aroused.

Unquestionably Willie is a child of .very fine devel-
opment in every way. During the past twelve months
she has grown taller and larger, and is full of life and

i6o

vigor. She is well proportioned in form and striking
in appearance. Her graceful figure, her symmetrical
features, her soft, fair skin, her rose-colored cheeks,
and the sweetness and light that beam through her
face render her a picture of unsurpassed comeliness
and radiant beauty. Her manners are winning and
her movements are full of grace and vivacity. She is
indeed a child of more than common Q:ifts.

Willie's mental growth has kept pace with her
physical. She has successfully completed the usual
kindergarten course and has been promoted to the
primary department. She pursues her studies as
diligently as any of the other tiny scholars. She is
strongly attached to every one of her classmates and
companions, and is much beloved by them.

She is a spirit still and bright
With something of an angellight.

She has made long strides in the acquisition of
language and has become so familiar with all the
parts of speech, that she not only com})rehends them
thoroughly but uses them intelligently. Her vocabu-
lary is extensive, and she converses with astonishing
rapidity both by means of the manual alphabet and
of articulate speech. The following facsimile copy
of one of her simple productions gives a fair illustra-
tion of her handwriting and composition.

i6i

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C.-/1 L TTL. CL. Ci- TL

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Like the rest of the children at the kindergarten
WilHe has been taught in accordance with the methods
of Froebel i.e. she has been led to acquire knowledge
by doing and not by committing to memory the words
of instructors or the contents of text-books. The
effects of this training are particularly noticeable not
only in the manual dexterity whidi she displays, but
in the naturalness of her expressions, the acuteness of
her observations, the clearness of her ideas, and the
development of her creative and constructive powers.
Moreover she reasons correctly and possesses great
fertility of invention. In fact, so far as originality in
its true sense is concerned, Willie has no equal among

i63

the other blind and deaf who have come under my
observation.

The study of the case of this remarkable little girl
is as instructive and as deeply interesting as ever.
Her presence at the kindergarten is a continual
source of joy and gladness, and her work an inspira-
tion to others.

Favorable circumstances made it possible for us
again to put Willie during her vacation in charge of
her dear friend and wise mentor, Miss Annie Emily
Poulsson, who, in company with her sister, was to
pass the summer months in Fayville, Mass., at the
home of our friend and former coworker, Miss Cora
A. Newton. This arrangement was one of the most
fortunate events in the life of the sweet child. For
the healthfulness and quiet of the place, the intellect-
ual and refining influences of the home circle and its
truthful tone, the constant watchfulness and judicious
devotion of the Misses Poulsson, all combined with
the unfailing kindness and loving care of Mrs. and
Miss Newton, to aid the germination of the seeds
of fine qualities in the little girl and to nip in the
bud any tendencies toward vanity and frivolity that
might have been accidentally fostered in her. These
influences all tended to keep her simple and natural
in her manners and thoughts, and to make her happy,
sensible and healthy in body, mind and soul. When
I had the pleasure of spending a part of a day last
August with the child, I was very deeply impressed
with the fact, that every one around her seemed to be

164

eager to do something for her comfort, contentment
and improvement. Even Jack, the faithful dog of
the family, gladly submitted to Willie's scrutiny,
as if conscious of her infirmities, and willing to
aid her in all that lay in his power. She had
thus a practical opportunity of learning to distin-
sruish the structure and characteristics of the dif-

o

ferent domestic animals, by which she did not fail
to profit.

I am firmly convinced, in view of the natural and
progressive development, as well as of the marked
originality of this beautiful little girl, that the study
of the details of her case is to scientists and philoso-
phers in general and to psychologists and teachers
in particular infinitely more instructive and of far
greater value than that of any other blind and deaf
child, with whom I am personally acquainted. Wish-
ing therefore to have the story of her education writ-
ten in full by a competent and strictly conscientious
person, so that it might be accessible to those who
were desirous of profiting by it, I asked Miss Laura
E. Poulsson to prepare such an account, and also to
supplement it by a brief statement of what little
Tommy Stringer had accomplished during the past
year. She kindly consented to undertake this task,
and wove from the materials placed at her disposal an
interesting and even fascinating narrative, which is at
the same time absolutely correct. This gives a com-
prehensive view of Willie's life and growth and a
series of vivid and life-like pictures of her work and

i65

progress. The author of this unique sketch may
well say with Horace :

Dicam insigne, recens, aclhuc
Indictum ore alio.

Here is Miss Poulsson's account.

Three years ago, as Christmas tide drew near, a mother
and child set out on a strange journey from the " Lone Star
State" to distant Massachusetts. A great hope implanted
within the mother's breast had led them thus "to gon on
pilgrimage," for had she not heard that a wonder almost as
great as the veritable making of the blind to see, the deaf
to hear and the dumb to speak could be accomplished for
her child — a " lone star" child indeed — who neither saw
nor heard nor spoke.

Only three years ago ! Yet who will say that a seeming
miracle has not been wrought since the trustful mother left
her child at the kindergarten for the blind, and, bravely
solitary, took her long way back to Texas ?

Willie Elizabeth Robin was born at Throckmorton, Texas,
July 12, 1884. Her father was a Swede and her mother a na-
tive of Middle Tennessee. Both were possessed of sterling
character and robust health, and Willie set out in life with
the rich inheritance of a strong constitution and a happy
spirit. As a baby she was considered unusually bright and
active. Her senses were perfect, and she had already begun
to talk, when, at the age of eighteen months, she was at-
tacked by a severe illness, which left her without sight and
hearing, and as a consequence, without speech.

With returning health Willie's natural activity asserted
itself in spite of her deprivations ; and as she grew older

1 66

she became not only self-helpful in many ways, but, when
there were two younger sisters to be cared for, this tiny
creature would help her mother to dress them, would wash
their faces and hands after meals, and join in, if not lead,
their happy frolics.

The arrival at the kindergarten was made Dec. 20, 1890,
Willie being then nearly six and a half years old. Both
travellers received a cordial welcome, and Mrs. Robin was
invited to make a little visit at the kindergarten in order to
get acquainted with her daughter's future home and enjoy
some of the sights of Boston. During the ten days of this
visit, Willie's special teacher, Miss Efifie J. Thayer, was not
idle. As companion, playmate and observer she learned
much concerning her little charge, besides gathering from
the mother all the information possible about Willie's pre-
vious life ; so that when Mrs. Robin departed and the time
for regular lessons came, Willie's teacher felt that she had a
good basis of acquaintance upon which to begin her teaching.

Meanwhile Willie had found much to interest her. There
was the beautiful kindergarten building to explore, special
rooms to locate, and extraordinary objects on every side
demanding investigation from her busy fingers. Most de-
lightful of all, there were little girls to be rapturously studied
and played with, some of the pupils having remained at the
kindergarten during the Christmas holidays. Braids and
curls and bangs, aprons and guimpes, plump hands and poor
little slender ones, — what an absorbing interest was attached
to all these when a curly head meant Martha, a chubby,
dimpled hand distinguished Emma, and no one wore exactly
the same kind of a ruffled apron as Katie ! Surely, Willie
was not at a loss for occupation while waiting for the kin-
dergarten term to open.

167

First Year.

The words selected for Willie's first language lesson,
Dec. 31, 1890, were fan, hat and ring. Her teacher had pro-
vided a variety of objects corresponding to these names, and
began the lesson by giving Willie a small fan to examine
and use, at the same time making the letters f-a-n in the
child's hand.

Then she gave her another fan, again spelling the word.
After showing her several fans of different styles and spell-
ing the word each time, she continued the lesson in the same
manner with hat. The drill on hat, fan and ring was varied
in many ways. There were paper hats, clay hats, dolls' hats,
— hats of every kind; hats in class and hats out of class;
and, in obtrusive connection with each, that curious finger
formula was presented ! If Willie dressed to go out for a
walk, coat and gloves and overshoes were comfortably at
hand ; but the freakish hat refused to appear unless sum-
moned by finger magic. Even Laura, the kindergarten doll
of that era, lost her hat one day in some mysterious manner,
necessitating an attempt at spelling on Willie's part in order
that it might be found. Those must have been strange days
to dear little Willie !

As a "test" review of the three words which had been
studied, Miss Thayer prepared a grab bag containing a
number of hats, fans and rings.

Willie dearly loves a frolic, and the educational sportive-
ness of a grab bag review appealed to her very effectually.
She ferreted out the different objects from the bag as their
names were spelled to her, and proved beyond a doubt that
she knew the words thoroughly. This was at the end of the
first week's work.

But language teaching was only a part of what Willie was

i68

to receive at the kindergarten. Gymnastics, weaving, string-
ing beads, paper-folding and cutting and pasting, and clay
modelling, etc., all had their place from the first, and in them
Willie showed both understanding and aptitude.

Some of her first amusements were : pricking paper with
a pin, sewing with paper and string, tearing paper into bits
and stringing these bits upon a cord as if they were^beads.

WILLIli RECEIVING INSTRUCTION.

Willie's first voluntary use of her hardly-earned vocabu-
lary of three words was in connection with the kindergarten
doll, Laura. One day, soon after the conquest of these
words, Miss Thayer happened upon Willie, — pretty golden-
haired midget! — sitting by a sunny window, with the doll
lying across her lap, face down and hat off; while Willie,
smilingly wrapped in her own musings, was spelling ha-t
with her newly trained pink fingers. From this time she
was often observed talking to herself in the manual alphabet.

169

Willie's bed-making (and a tidy little bed-maker sbe is)
had also a voluntary beginning soon after this. The other
little girls made their beds, so Willie ambitiously deter-
mined to do likewise, and was found by her teacher one
morning absorbed in the attempt. Self-help is taught early
and conscientiously to the blind children ; but six and a half
was considered rather a premature bed-making age for
Willie, even at the kindergarten, so her initiative was not
at once followed up. However, about three months later,
there is an entry in her teacher's diary, stating that " Willie
makes her own bed now every morning."

The children at the kindergarten for the blind take great
delight in bodily activity after they have been encouraged
to overcome the timidity engendered by their condition and
by the over-carefulness of friends ; and the playground and
gymnasium present lively sights when the children are tak-
ing their exercise. Willie plays among the rest ; and if any
one should come seeking her there, he might do so in
Robert Bloomfield's words :

Where's the blind child so admirably fair
With guileless dimples, and with flaxen hair
That waves in every breeze ?

And she could be pointed out :

With others matched in spirit and in size,
Health on their cheeks and rapture in their eyes.

Much of the same poem, "The Blind Child," is so descrip-
tive of the playground scene at the Jamaica Plain kinder-
garten, and so beautiful in itself, that further quotation may
be enjoyed.

That full expanse of voice, to childhood dear,
Soul of their sports, is duly cherished here,

k

I70

And hark I tliat laugh is his, that jovial cry;
He hears the ball and trundling hoop brush by,
And runs the giddy course with all his might.
A very child in everything but sight ;
With circumscribed, but not abated powers —
Play the great object of his infant hours I
In many a game he takes a noisy part
And shows the native gladness of his heart.

Sometimes

the childish fortitude awhile gives way,
. yet short the pain ;
Soon he resumes his cheerfulness again.
Pondering how best his moments to employ
He sings his little songs of nameless joy:
Creeps on the warm turf for many an hour.
And plucks by chance the white and yellow flower.
Soothing their stems while resting on his knees
He binds a nosegay which he never sees;
Along the homeward path then feels his way
Lifting his brow against the shining day,
And with a playful rapture in his eyes
Presents a sighing parent with tlie prize.

In the diary kept by Willie's teacher, it is recorded during
the first month that Willie had had a glorious time riding in
a cart drawn by the other blind children ; that she had taken
her turn in riding on the tricycle ; that she had joined in
the class games, being particularly " fond of being a dove
and fiying away " ; and that when her turn came to climb
the rope as a gymnastic exercise she knew quite well what
to do, and would gladly have tried climbing to the top with-
out help, if allowed to have her own way.

During the third month of instruction Willie progressed
rapidly, taking the kindergarten course with her class, and
increasing her vocabulary to more than 125 words. She

171

also began to form sentences. This rapid advancement con-
tinued throughout the kindergarten year, at the end of
which Willie was taken to Miss Thayer's home in Williams-
burg, Mass., where she spent the summer vacation very
happily and made many friends.

By Sept. 30, 1 89 1, Willie's vocabulary had increased to
more than 400 words and she was able to understand almost
any question or remark which was addressed to her. She
had also had her first lesson in reading embossed print. A
decided inclination to talk with the lips had by this time
manifested itself, and this tendency had been so enthusi-
astically fostered by Miss Thayer that Willie could already
articulate niainma, man, mill, moo, arm and Tom, and was
practising on words containing more difficult sounds.

Second J ^car.

Coming back to the kindergarten in Sept. 1891, Willie
showed much pleasure in meeting all connected with the
institution, and remembered their names perfectly. The
moment she left the street car she realized where she was.
Bursting into a joyous peal of laughter, she ran eagerly
toward the kindergarten with many an "oh! oh!" of ec-
stacy ; and when admitted to the house she scampered, full
of loving anticipation, up to the familiar room of Miss
Greeley, the matron, for whom she has much affection. Her
friendliness toward the girls was prettily manifested by her
frequent inquiries as to when each would arrive, and so over-
flowing was her interest that it extended even to the return-
ing valises and trunks.

So much had been accomplished during the previous year
that a good groundwork had been laid for further progress,
and Willie's advancement became surprisingly rapid. The

172

knowledge of language, which she had gained, enabled her to
work, as the other children did, from verbal direction, ex-
cept, of course, that Willie's directions were spelled into her
hand, and at the end of the kindergarten year, September
30, 1892, she had completed the full kindergarten course,
keeping regularly with the other children of her class ; and
had executed in a dainty and skilful manner all the requisite
handiwork of the course. She had studied numbers up to
20, had acquired from 75 to 100 words in articulation,
and could pronounce several sentences ; had made a be-
ginning in writing ; and had taken part in the kinder-
garten games and gymnastics with perfect freedom and de-
light.

All this mental development and improvement in manual
dexterity and general power of coordination had been ac-
companied by brilliant health and steady bodily growth.
Willie's character had also ripened and sweetened ; she was
much more affectionate and more amenable in conduct. It
was observed early in her kindergarten life that an appeal
to her understanding was more effective than the use of
force; thus, naturally, as avenues of communication opened,
she became more responsive and tractable.

During the winter of this year Willie made a visit to New
York with Miss Thayer. Some time afterward, when in a
reminiscent mood, she was naming over several people
whom she had not seen for a long time. Finally the names
of two New York residents were mentioned, and then the
whole enumeration was rounded off by the remark that
" Hark and Quick lived in New York, too." A rather
clever personification of New York noise and bustle for
small Willie to have made ! Willie's second summer was
spent with Miss A. E. Poulsson, in order that Miss Thayer
might have a rest from the constant care of her little pupil.

^7Z

She endeared herself greatly to those with whom she came
in contact, and passed a happy and profitable holiday.

Third Year.

The great event of Willie's third kindergarten year was
her visit to Texas. For a long time previous she had been
very busy making presents for her papa and mamma and
two little sisters. In one of her articulation lessons she had
been talking with Miss Thayer about these two little sisters,
whom she was longing so much to see, when she was sud-
denly struck with the idea that when she went to Texas she
would be assuming what, to her idea, was a very interesting
role. She would be one of those delightful creatures, who
every year appeared at the kindergarten and found within
its walls so much happiness; — she would be "a new girl."
In Texas Bonnie and Mattie would be the old girls. "When
I get to Texas there will be a new little girl. Three little
girls." "Yes," said her teacher, "you zvill be a new little
girl to them. When you left Texas you knew scarcely any-
thing. If you wanted a drink of water, the only way you
could ask for it was by crossing your arms and beating your
hands upon your breast. If you wanted anything to eat,
you could only tap your fingers upon your lips." Willie's
eyes brightened and her whole face shone. A great awaken-
ing had come to her, which she represented dramatically
by saying with an expressive gesture : " In Texas, nothing ;
at the kindergarten, learn to talk." Then, with a comical
inadequacy of representation, and using the first which pre-
sented itself of her articulation drill-sentences, she put up
her two little thumbs and exclaimed : " In Texas [meaning
when I go to Texas] I will say ' I have two thumbs ! ' " The
exultant inflection, with which this haphazard declaration

174

was made, plainly showed the idea which was in her mind ;
i.e., to convey to the unconscious Texans a suggestion of
the great things, which the kindergarten had achieved for
her since they had seen her last.

One night, filled with the thought of departure, she said
in a sympathetic manner : " Poor Mr. Anagnos will not see
Willie next week; she will be far off in Texas."

Miss Thayer and Willie set out on their southern trip
Oct. 1 8, 1892. Willie is a good traveller and stood the long
journey very well indeed. Some tedious delays occurred,
one of four hours, another of seven. Willie thought it very
tiresome to have the cars stand still so long, and wanted to
know "how many tomorrows" before she would be in Texas.
Occasionally she would make the contemplati\-e asseveration
" many miles."

On reaching Albany, Texas, no one was found awaiting
them. Four days and nights of severe rain had made such
havoc in the roads that Mr. Robin had not been able to meet
them as had been intended. So Miss Thayer and W^illie
were obliged to take the best chance that offered ; and after
spending the night at Albany they started out in a buggy,
with the mail carrier, for Throckmorton, forty miles distant.
The wheels soon became almost solid with mud, but, a brisk
north wind springing up, the roads began to dry, and they
were able to complete eighteen miles in tolerable comfort.
At this point they found themselves waterbound, the river
ahead of them being much swollen and still rising. As
Miss Thayer was pondering on their iorlorn situation and
trying to invent expedients, five cowboys rode up, with the
news that Mr. Robin was on the other side of the river.
Soon after, Mr. Robin arrived. Miss Thayer had purposely
kept from Willie any knowledge of his proximity, but her
recognition of her father was immediate and sure, though

175

she had her gloves on in greeting him. One of the cowboys
took Willie with him on his horse, another took Miss
Thayer, and the whole party ventured the crossing of the
ford. All went well and at last Throckmorton was reached
and the much-thought-of mother and little sisters became a
reality to Willie.

The house at Throckmorton was entirely unfamiliar to
her, as the family had lived out on their ranch in what
is called "the rock house" until after Willie's departure
from home ; but she soon became wonted to her new sur-
roundings.

Mrs. Robin was ill during the first part of her little
daughter's visit, and it was very sweet to see how naturally
Willie took up the post of "our eldest," teaching the chil-
dren to walk quietly about on tiptoe, saying : " Mamma is
very sick."

Life was not all attendance upon a sick bed to Willi^,
however, even during her mother's illness. There was Bon-
nie, and Mattie, and the play cart ; a wee rabbit which her
father had brought home for her to see, reading and articu-
lation with Miss Thayer, and all indoors and outdoors to be
explored. A recreation which was highly agreeable to the
three little girls was that of driving about the dooryard,
Willie seated in the cart as driver with Bonnie and Mattie
for ponies.

How must the mother's heart have swelled with thank-
fulness as she saw this lovely, winsome creature returned to
her so full of gayety, helpfulness and resource. Her thank-
ful utterance might have been —

Thou dear, dear child !

Thou happy innocent spirit ! 'Tis

A rich o'erpayment of my woes

To see thee gather up such full enjoyment

176

Within the narrow limits of the good
Which thy hard fortune gives thee.

As soon as Mrs. Robin was sufificiently recovered, a jaunt
was taken out to " the rock house," their old home, a small
building comprising only two rooms. The party consisted of
Mr. and Mrs. Robin, Miss Thayer, and Willie and Mattie ;
and the drive was about ten miles in length. After they
arrived Willie was led to the house and then left to her own
discoveries. As she appeared to feel timid her mother took
her by the hand, and then Willie's investigation began.
Stepping into the larger room and finding it destitute of
furniture, Willie was surprised. Seeking a clue to such a
strange state of affairs, she asked where " the lady " was,
and the table, and the bed, and the cat. Her only idea thus
far seems to have been that a fine chance for housekeeping
was going to waste. Her next query was : " Where are the
h%ns and the chickens .'' " The hen coop was visited and
found empty. Going into the house again she felt of a shelf
in the corner of the smaller room and immediately said,
" water," showing that she remembered this shelf as the
place where the water-pail had formerly stood. With this
recollection came a flood of others. She went to the door
and felt of the latch, — a curious one which was quite puz-
zling to unfasten ; but Willie handled it with familiar ease
and it worked like a charm. A bit of rag, which Willie her-
self had tied to the door long before, was there still ; Willie
untied it and put it in her pocket. Going out and walking
to the cistern she said, "water; where is the pail .-' " After
examining the outer wall of the house with Miss Thayer she
stepped inside again and asked : " Where are the bureau and
trunk.?" Being told that they had gone to the new house,
she continued, "a nice new house in Throckmorton and
this is the old house." On Miss Thayer's asking " what

177

little girl used to live in this old rock house?" she re-
sponded : " Willie used to live in this old rock house ; three
little girls." [Bonnie and Mattie and herself.] '* When did
you live here .' " "Before I went to Boston." "What did
you do when you lived here.? Where did you play.' Show
me.

"Where are the two horses.?" questioned Willie, in reply,
starting out for the barn and going in exactly the right di-
rection. She laughed to herself as she entered and found
her way about. She discovered the two horses eating hay ;
opened a small door leading into the room where the feed
was kept, asked for the carriage and went to it ; remem-
bered a big wagon and asked for that* also, saying "two."
After investigating in a manner which showed indubitably
that she had entirely recalled her old acquaintance with the
barn, she returned to the house. Here she spoke of the
stove, saying it had gone to Throckmorton. Then taking
her mother's hand and motioning toward the place where
their clothing used to hang, she said : " Dresses ? " She
even remembered a little hole in the door between the two
rooms and sought it out.

After an outdoor luncheon Willie again took her mother's
hand, and, drawing her away, said : " Want to go to the
tree," Being taken to it she climbed up, and then appeared
to be looking for something. Her mother thought she must
have remembered the beans which grew upon the tree, and
that she wanted some to eat.

On the way homeward they drove about a little to give
Miss Thayer a view of the ranch. Passing near a large
flock of sheep, Mr. Robin caught one for Willie to examine.
This she enjoyed very much, and also a visit made to the
sheepcote.

By and by, the ranch was left far behind, the horses

settled down to a steady trot, and the tired pleasure seekers
sank into willing quiet. This lasted until they were nearly
home ; then ]\Iiss Thayer received from Willie the outcome
of a long meditation.

"Willie will stay in Te.xas with mamma, papa, Bonnie,
Mattie, Lizzie and the cat. Willie will go to the kinder-
garten no more. Poor Willie will not see Miss Thayer any
more. Willie stay a long time in Texas. Oh, joy ! Miss
Thayer go back to the kindergarten alone and say : ' How
do you do, Miss Greeley.?' Miss Thayer will say goodbye,"
(taking Miss Thayer's hand, shaking it, and drawing Miss
Thayer's face down for the representative goodbye kiss.)

Miss Thayer asked Willie when she wished her to go
back. Willie answered : " In twenty tomorrows. Only one
go back, Willie Y[q\ No! No!"

" You will have no one to talk to if Miss Thayer goes
away. Mamma, papa, Bonnie and Mattie cannot talk with
their fingers."

" Willie talk no more with her fingers ! " (putting her
hands down tightly in her lap and showing a most deter-
mined mouth.)

"What if your trunk and your pretty dresses go back to
Boston for some new little kindergarten girl about your size.''"

Willie's hand wandered in a hesitating manner over the
dress she was wearing. She felt that something to wear
was a necessity.

Then Miss Thayer said : " Oh, you may keep that dress;"
whereupon Willie seemed to feel herself out of a predica-
ment and announced : " Stay in Texas. Mamma will sew
some day."

Dear little Willie ! Loyal home lover I The family in-
stinct, always strong within her, was now newly roused and
intensified. At the kindergarten, in her references to the

179

old home, and in all her reproductions of it with blocks, etc,
the father, mother and three little children (herself being
one) invariably appeared ; the home always contained the
family, and the family was always an unbroken unit.

A couple of days after the return from the rock house,
Willie wanted to play with her blocks, and became much ab-
sorbed in them. Finally she called Miss Thayer to look at
what she had made. There were two houses, — ^the one at
Throckmorton and the " rock house." Belonging to the
latter there was the cistern, the old tree, and the barn. In
the old barn were the two horses eating out of the manger,
the room for the feed, the wagon in the barn and the car-
riage just outside, as had been the case on the day she saw
them. Everything" was excellently reproduced. The rela-
tive distance and direction of house, barn, cistern and tree
was perfectly correct, as is almost unfailingly true of Willie's
representations.

As time went on new objects connected with "the rock
house " suggested themselves to her. She asked one day
about "the dog with a rope around his neck," and "the big
hole in the ground," by which she meant the watch-dog and
the well of the rock house days.

The happy Texas visit did wonders for Willie in articula-
tion. Always eager to learn and use the language of the
lips, she found herself in surroundings where that alone
seemed of much avail, and on her return north a great gain
was noticed.

At length the second start for Massachusetts had to be
made. There were goodbyes to father, mother and little
sisters and cordial Texan friends, and then Miss Thayer and
her little charge set out. They left Throckmorton Dec. 16,,
1892, had a less troubled trip than when going down, spent
the Christmas holidays at Miss Thayer's home in Williams-

i8o

burg, and made their welcome reappearance at the kinder-
garten, Jan. 2, 1893.

Willie was delighted to be with the children again, and
took up her regular lessons as if there had been no break
whatever. Before the close of the kindergarten year she
had read as follows :

(By touch with one hand and spelling out the words with
the other, that they might be seen by the teacher,) Black
Beauty, 4th, 5th, and 6th Readers.

(By touch, and oral reading of each word,) ist Reader, and
The Little One's Story Book.

(By Miss Thayer's reading to her, — i.e., Aliss Thayer's
making the letters in Willie's hand and Willie thus " listen-
ing,") Seven Little Sisters.

Her number lessons were continued but articulation had
become the medium of recitation. Practice in writing, gym-
nastics, games, and all the regular lessons of her class were
also included in the daily programme.

The summer of this year (1893), like the previous one, was
passed under the care of Miss A. E. Poulsson. It was not
desired that any regular instruction should be given, the two
main intentions being that Willie should enjoy the change
from institution to home life and that she should live as
directly and freely with nature as possible.

Most of the summer was spent at Fayville, a village of
about 370 inhabitants, where a charmingly simple and quiet
life was led. So few people did Willie come in contact with
that she summed up her calculation concerning the size of
the village, soon after her arrival, by saying that there were
"five houses in Fayville;" and so fond did she become of
the family whose pleasant home she was sharing, that when
Mr. Newton was engaged in the parlor with an unexpected
business man one day. she felt that the stranger was quite
" de trop," remarking: " I do not like a crowd in Fayville!"

I«I

Willie lived almost entirely out of doors ; for, except dur-
ing hours devoted to meals and sleep, she seldom went fur-
ther than the piazza for house shelter. The apple boughs
were her roof, the sand pile and the grassplot her bowers
of delight. A patch of long and flower-spangled grass was a
rich treasury opening at her touch ; the barn was an en-
chanted castle with a four-footed " Prince " (the family horse)
within it; while for carriage, boat, and speedy train, lo!
there swung the hammock, ready at her will.

Country life is extremely valuable for Willie since it brings
her in daily contact with natural objects in a natural way.
Investigations which, in school life, are perforce concerned
with isolated or special objects presented by the teacher, are
carried on spontaneously by the child in harmonious sur-
roundings, and with the repetition and variety so especially
necessary to a child like Willie.

Willie's investigations in Fayville were mostly among the
common things in the dooryard, where she passed the long
sunny days of July and August. Happily she felt no repug-
nance toward any insects or other small creatures, but took
them in her hands with delight. At one time it was a moth
which she examined, or rather experienced, by holding it in
her hollowed hands and feeling the motion of the wings.
The wonder of their swift motion was at first enough for
Willie ; further investigation seemed a matter of indifference,
though the number of the moth's wings and legs were finally
ascertained.

Rosebugs were plentiful, and Willie captured many of
them and put them in a box with airholes, furnishing leaves
and petals for them to eat. Also, she and a little neighbor
used to catch grasshoppers, put them into a tin box, and
then sit down cosily on the piazza steps and free the lively
creatures that they might " go home to their mothers," as

lS2

Willie said. The method of capture was one originated by
the little girls. They established themselves in the patch of
uncut grass, and when Florence, who held Willie by the
wrist, saw a grasshopper, she projected Willie's hand sud-
denly, Willie's hand clutched, and the grasshopper was
caught.

Willie had examined chickens several times, — in Hing-
ham with her kind friend Mrs. Whiting, and in Texas ; — but
that one can always learn something was evidenced after
her examination of a Fayville chicken. She reported that
it had "six feet, — two threes." When that information was
met with incredulity, she spread out three fingers to repre-
sent the way the three feet grew from each leg. It was ex-
plained that they were toes and that there was a fourth toe
also.

A sociable toad hopped out from under the piazza on her
birthday and was given to her for inspection. She took it
and handled it fearlessly, saying, while her fingers were
busy stroking it : " P^or my birthday. I am nine years old."
It was interesting to watch her when deliberating as to the
toad's name. Her fingers wavered in a pretty uncertainty,
half-forming one letter and then changing it 'to another,
until, at last, " Pat " was decided upon, Willie uttering the
word distinctly at the same time. Permission was given for
the toad to be kept over-night in a wooden box with air-
holes, but in the morning, to Willie's great disappointment,
it had escaped. As a panacea she and Miss Poulsson had a
long and happy talk, such as she dearly loved, sitting on the
piazza steps in the morning sunlight. She was told of the
toad's home, of the toad himself and of his probable desire
to get back to his mother, until she was quite reconciled to
having had her toad visitor for a short time only. A second
toad, christened " Prat," in distinction from tlie first one and

183

yet in memory of it, was kept for a time and then set free
very willingly when Willie had considered its hunger and
desire for freedom. She felt the vibrations of the toad's
throat as it uttered its little squeak, and then imitated the
sound almost perfectly. That the blind should " see
through their fingers" we have become accustomed to; but
this hearing through the fingers is a new wonder.

Willie was fondling Jack the spaniel one evening just be-
fore going to bed. She kissed him and said : " Good night,
Jack ; " and then, with her hand on his throat, said coax-
ingly : " Say good night to me, Jack ! Try to say good
night." Getting no answer, Willie was much grieved.
"Jack did not say good night to me! "

Her hand was placed where she could feel the dog's tail,
and Jack wagged it vigorously in response to her second
good night, so that she went to bed satisfied.

The little girl sums up her observations comically at
times. For instance, she discoursed as follows concerning
caudal appendages.

"Cats' tails:" (waving her hand gently down, up, —
down, up.)

"Dogs' tails:" (waving her hand right, left, — right,
left.)

" Cows' tails : " (swinging her arm slowly and through a
short arc.)

"Horses' tails:" (swinging her arm more quickly and
farther each way.)

" Men and women, boys and girls, have no tails."

Willie planted some beans and showed much interest in
watching their growth. When one sprouted she ran about
calling to each person : " Come and see my bean ! It got
up ! " She added later, in a talk : " In my garden the beans
will grow, and the roots and leaves ; a new leaf, old leaf."

1 84

The plants were visited frequently, and faithfully watered
by the enthusiastic gardener.

One of Willie's independent botanical investigations was
in connection with a tiny plant, which she pulled from the
tall grass. She busied herself a long time in th^ examina-
tion of it, tracing its fine roots to the very tips, noticing the
other parts of the plant carefully and afterward explaining
the whole very creditably.

When playing under the apple trees with her doll, dishes,
stove, etc., as she did by the hour sometimes, ants would
come venturesomely crawling on her hands ; as a forfeit,
they were caught and felt of before being restored to free-
dom. A story of ant life, ("Mrs. Flyaway") had been told
to her, by means of which her information and interest re-
garding ants had been increased.

Willie's letters during the stay at Fayville furnish a proof
of the real pleasure which her various outdoor pursuits
gave her, and also hint of the instruction which Miss Pouls-
son was able to impart through the happy medium of story-
telling. It was thought best that these letters should be
taken down precisely as dictated by Willie, whatever their
faults of omission or construction might be, so that she
might enjoy greater freedom in her flow of thought and that
a really just estimate might be formed of her attainment in
language. They are therefore entirely original and unpol-
ished,— a fact which renders them all the more interesting.
The following arc specimens :

Letter to her teacher. {Dictated and iiHConected.)

Fayville, Mass., July ii, 1893.

Dear Miss Thayer : Miss Thayer wrote to you and I [mean-
ing to Miss Poulsson and herself]. Miss Thayer has seen [would
like to seej my moth and my rosebugs. I am gone to Fayville.

i85

Miss Thayer has not seen me at Miss Laura's. I want to grow.
Tomorrow, nine ! [Her ninth birthday.] I went to see Miss
Weston. Miss Thayer came [went] to Somerville to see Hattie
and Linnie and her Aunt Lottie and her grandpa and grandma
and the cat. Miss Fairbanks came to see me. Miss Thayer
went to Williamsburg on the train, — longer, farther. She went
in a hack. (Suggestion : "Tell her about yourself now.") I have
played with Roland with the sand. Roland made a bridge and a
post and a cave ; the post a little tall. I went to play with Flor-
ence, with her carriage and dolls, and I went to swing with
Florence. Miss Cora caught Roland running swiftly like a horse.
I have been walking on the street and running with the fence
[touching it with her fingers], and Miss Cora and you. Miss Annie,
did not catch me !

I covered Roland in a hay and the dog kissed him on the
face. I covered myself in the hay and Miss Annie cannot see
and the dog came and kissed me on the face. Two ! Roland and
me ! (Suggestion : " Can you tell about the chicken ? ")

I have seen a chicken and lettuce and flowers. I have seen
a chicken's tail and feathers and bill, and two wings and two legs
and long neck and funny tongue, little, long and short [showing
with her fingers that she meant long and narrow.] Miss Thayeii
wrote to me. I have been at the kindergarten last fall. I send
love to Miss Thayer. Please kiss me. (Then Willie said
"mouth" and pressed a kiss upon the paper.)

{Dictated and ntiicorrected.')

Fayville, Mass., Monday, 17th of July, 1893.
Dear Miss Thayer: — Miss Thayer sent me a comb and a
watch and a bracelet, and Mrs. Whiting and Papa Whiting sent
me a pin. I have played with a toad, " Pat," for my birthday next
[meaning last\ Wednesday. I have played with Florence. Miss
Annie gave me a wheelbarrow for my birthday, and Miss Cora
gave me a pail and shovel. I went to ride to Marlborough to see
Miss Newton. I have read with my mouth to Miss Howe and her

i86

father and mother, and Miss Laura, about " The Toad and the
Cat." I have played with Miss Annie's blocks, and made a house
and all things, a store and berries and box and money. I went
to Roland's house to see Roland his mother. Mrs. Newton, —
that is his mother's name, — gave me two ribbons, white and
pink.

Thank you, Miss Thayer, for giving me a comb and a watch and
a bracelet. I cut the cake [her birthday cake]. Mrs. Newton
made a big cake for me. I passed [the cake] to Mrs. Newton,
Roland and his mother, Miss Laura, Miss Cora and Miss Annie,
and I ; and tomorrow [meaning yesterday] I passed to Miss Howe
and Mr. Newton, and Florence and Nancy. I am nine years old.
I will grow. Miss Thayer wants to see me, to see big girl, to see
how I am grown. " Willie " and " 9 " was on the top of the cake.
Goodbye, Miss Thayer. I will send love to Miss Thayer. From
Willie. Goodbye, Miss Thayer. Thank you for the letter.

( Dictated and uncorrected^

Fayville, Mass., July 31, 1S93.
My dear Mr. Anagnos: — Come to Fayville to see me and
Miss Annie and Mrs. Newton and Miss Cora. We will meet you
•at the station. I have been playing with my blocks. I have a
caterpillar. Nancy gave me the caterpillar. I went to drive, to
have a picnic ; and I had my dinner on the grass ; and I have
been making a sash of leaves. I put the beans in my garden. I
made the garden ; and the beans will grow, — I hope they will.
The other bean — three leaves are grown, and the little new leaf
is growing. I have seen a barn where Prince is. The horse is
named Prince. Prince runs fast on the road, and Jack, the dog
named Jack, is running behind Prince. I have been catching a
grasshopper in the long grass. He jumped because he liked to
stay in the grass. I did not squeeze and he jumped ! I have
been playing in the sand with my pail and shovel. I picked
apples for Mrs. Newton and she made a pie for me. — Oh ! Oh ! —
and I picked apples for Prince. He does not make a pie, — only

i87

eats apples. You never saw me nine years old. I am nine years
old on the twelfth of July. Goodbye, Mr. Anagnos. I send my
love to you, Mr. Anagnos. From Willie E. Robin.

{^Dictated and uncorrected).

Fayvili.e, Mass., Monday, Aug. 14, 1S93.

Dear Miss Thayer : I went to walk yesterday to see a past-
ure where the cows are j to see many things. I saw an ant house.
I have seen two holes and the ants coming out. The holes are
the doors and the ants were coming out. The ants live in the
house, — many Mrs. Fliesaway and many Mr. Fliesaway and baby
ants. The big ants made the house. (Does Miss Thayer know
how the ants made the house .'' I will tell her.) They do not
make out of boards. The ants make their house of clean sand.

I played with Florence on the long bank. We have been swim-
ming in the salt water, — play salt water ; only play real salt water.

Miss Cora found a hole, — Mr. Woodchuck's. I did put my
hand in a little, a very little, in Mr. Woodchuck's hole. I have
seen Nancy and she gave me things, — leaves, so many ! and an
umbrella; a flower was the umbrella. I have been swinging in
the hammock yesterday and another day ; so hot day ! I went to
Mabel's house to see Florence, and Mabel's and Florence's
mother. I played with her \i.e. Florence's] things; — teapot like
my teapot, big. I have been eating apples. I played on the
piano at Mabel's house.

I planted trees ; three trees. One pine tree, two trees not pine,
no ! I planted the pine tree and I planted the maple tree and
I planted the chestnut tree. I watered with the water so to give
trees a drink. We did dig to make deep holes. Miss Annie tells
me stories about birds, and pigeons, and Speckle, and Mary and
her Lamb, and grasshoppers. Mr. Anagnos came to see me Fri-
day and Miss Cora came to see Mr. Anagnos. She gave me a
frog and a worm and some candies. I played with Miss Annie's
blocks and I made a funny big house. Goodbye, Miss Thayer. I
send my love to you. From Willie.

i8S

It was suggested to Willie one day when there seemed a
pressure of writing in the household that she should write
a letter entirely alone. There is always a great difference
between the dictated letters of a child and its first unaided
epistles. Willie's do not show a greater falling off than
those of other children invariably do. Her first attempt was
to Miss Thayer. It was faulty in the spacing and division
of the words, but was well spelled.

Dear Miss Thayer: — Miss Thayer may come to Boston to
see me at Miss Annie's house [meaning />erka/>s Miss Thayer may
come]. I am going home with Miss Thayer to the kindergarten.
I love Miss Thayer very much. I have monkey with a dog [a
toy] umbrella [carried by the monkey]. Goodbye. I send my
love to you. From Willie.

Another unaided and uncorrected letter was to Miss F. L.
Johnson, the kindergartner of the girls' department at
Jamaica Plain.

Fayville, Mass. nineteenth.
Dear Miss Johnson : — I have a caterpillar in box. I take the
caterpillar to ride in a wheelbarrow. Mrs. Newton has a dog
named Jack. He has curly hair, and smooth hair on his back. I
have a sparrow. Why can it not Hy ? liecause too wet. Mrs.
Newton put the sparrow in a bo.x to keep him warm. Goodbye.
I send my love to you. From Willie.

Willie's inventions with her blocks (kindergarten blocks,
5th and 6th Gifts) show what is in her mind, and it is sweet
to see how often her thoughts revert to home. While in
Fayville she sometimes built the rock house or represented
the Texas family at a meal, — father, mother, Bonnie, Mattie
and herself. The table was set with coffee for the father
and water for the rest, beans, meat and potatoes. At an-

other time a large enclosure was made, to simulate the
sheep pasture. After careful counting and arranging it was
shown that there were "six sheep and six lambs, — twelve ! "
The gate was turned over instead of opened in the ordinary
way. "Like my father's gate. Miss Thayer said it was
a funny gate," explained Willie.

The following is one of Willie's home letters. {Dictated
and iincorrected.)

Fayville, Mass. 23d of August, 1893.

Dear Mamma : — I love you very much. I built a rock house
and hen house and cistern and barn and pen for the cow and calf.
With two chimneys on top of the roof of the rock house. I have
not seen two chimneys on the rock house ; too high. I made the
rock house with the blocks and I made father and mother and
sisters, — Bonnie and Mattie and Willie — and the cat with the
blocks. I went with Miss Annie, like last summer. I am going
home to the kindergarten with Miss Thayer to school with the
children. I went to drive with Prince, and Jack went to run with
Prince. The horse is named Prince and the dog is named Jack.
I am nine years old. I picked apples. I put apples in a basket,
— from the ground. I eat apples. I have been reading aloud to
Miss Annie with my mouth, like my mother did talk. I fed Prince
with oats and hay. I fed Jack with muffin, and he ran with the
muffin. My doll is broken. She fell.

It is going to rain and the mother birds will put their wings
over the baby birds to keep them warm and dry, and the father
birds will sit on the branches of the cherriestree. I send my
love to you and father and sisters, Bonnie and Mattie, and to my
cat. Goodbye. From Papa's and Mamma's little daughter,

Willie.

It had been the ideal for Willie's summer that she should
be tossed into the lap of nature, and the stay at Fayville
certainly made that a reality. It is needless to say that

190

Willie throve. Her appetite, sleep and general health were
perfect, and her disposition docile, affectionate and winsome.
No wonder that Miss Poulsson rejoiced in her little charge,
saying to Mr. Anagnos in a letter which accompanied one
of Willie's: "Willie is a delightful piece of humanity, — a
materialized sunbeam if ever there was one."

Occasionally, however, the child's strong will made
prompt obedience difficult. Upon one of these rare occa-
sions, she was told that when she was in a better frame of
mind she could let Miss Poulsson know. She was in her
own room at the time. Shortly after, a noise was heard
which may have been a bit of foot stamping, but it was not
repeated. The really sound and sweet nature of the child
was shown by the way in which her season of solitude was
occupied. Her little room received a thorough setting-to-
rights. Everything in the bureau was refolded and put
back in apple-pie order. Every dress in the closet was taken
down and rehung, the boots and shoes set toeing a line,
the brush and comb cleaned, and the articles on the wash-
stand and towel rack rearranged. When this was done, a
few extra touches were put to her hair and finger nails, and
then a very tidy, sweet-faced little damsel emerged, announc-
ing herself at the proper door by a gentle knock. Into the
open palm stretched out to receive her communication she
spelled : " I have been very good now," and then repeated
aloud : " I have been very good now ! " Could the golden
saying "outward order tends to inward clearness" have
been exemplified better .'^ And is it not a sound nature
which works off disturbances in such a fashion }

A trifling incident noted down by Miss Poulsson gives
a little glimpse of Willie's loving disposition. The mem-
orandum says : "The other day when Willie was told to get
her sewing, she demurred in a very pretty way, spelling: 'I

do not want to sew,' very slowly, only half forming the let-
ters and scarcely touching them to my hand. 'Oh,' I said,
' but you remember dear Mrs. Whiting and how pleased she
will be with a pillow case which j' on have made,' 'Yes,' said
Willie, a sweet look taking the place of the momentary
cloud, 'I will sew.' "

Mr. and Mrs. Whiting are devoted friends to whom Willie
owes many kindnesses and for whom she has great affec-
tion ; and no one could be a more appreciative recipient of
the patiently made pillow-case and all the love that was put
in it than "Mamma Whiting." The last three weeks of
Willie's vacation were spent with these good friends, whose
warm and gracious hospitality has made their house a
second home for her.

Willie's instinct of causality is strong. That she was ex-
ceptionally amenable to reason was observed when she first
came to the kindergarten. She seeks the why and the
wherefore assiduously. " Yesterday," says Miss Poulsson's
note book, "her little hand came up with its oft-repeated
*why.^' and I did not respond. So Willie spelled: 'Say
"because " to me ! '"

Another of Willie's marked characteristics is her inde-
pendence. This is, of course, a most valuable trait, since
timidity and dependence often hinder the development of
blind children. " Let me do it," is constantly on her lips
and her fingers ; and the power gained through self-help is
still expended by Willie in helpfulness toward others, as it
was when she assisted her mother in dressing Bonnie and
Mattie before she came to the kindergarten. At Fayville
she would say sometimes, after she and Miss Poulsson had
made their own beds : " Shall we surprise Mrs. Newton
and make her bed .-* " and it was charming to see her flitting
about, smoothing out every wrinkle with zealous care, her

192

radiant face and merry laugh testifying meanwhile that she
was taking sweet pleasure in the thought of the pleasure she
was to giv^e.

One result of the limits which Willie's condition imposes
upon her is a conservatism, which leads her to resent any
deviation from what she considers an established method or
custom. Generally speaking she knows only the one way
in which to do a thing, and her involuntary attitude toward
any other way is that it is a wrong one. For instance, when
tea was served on the piazza as a summer treat, it was re-
ceived by Willie as a very peculiar and not wholly proper
innovation. She needs a judicious variety in methods of
working and living to keep her from getting into mental
ruts.

Willie's imagination is very vivid and a source of much
pleasure. As is proper at this period of her development it
is perfectly childish, and its magic light plays over every-
thing she does, whether it be mothering her doll, bathing in
the "play" salt water on the terrace, dressing the invalid,
Mrs. Bed, for the day, or acting out the scenes of a reading
lesson.

With a child of Willie's limitations there is one considera-
tion, which, important as it is in the development of all
children, needs to be especially kept in mind in her case ;
i.e. that each stage of development should have its proper and
sufficient time. Froebel pleads strongly for this in his Educa-
tiivi of Man, urging that "the vigorous and complete develop-
ment and cultivation of each successive stage depends on the
vigorous, complete, and characteristic development of each
and all preceding stages of life." With Willie the early child-
hood stage should certainly be somewhat prolonged, as it
takes her longer to get the same amount of experiences, and
resulting impressions and ideas, than is required for a nor-

193

mal child unhindered by Willie's deprivations. Willie is so
ambitious to be a "big girl" that she will be more likely, if
encouraged to do so, to "put away childish things" before
being ripened by them than to remain a " little girl " too
long. Although in physical development, size, strength,
&c., she is normal and may be so treated, mentally and mor-
ally she must be regarded as being at a stage corresponding
to a much earlier age than her actual years ; since her men-
tal and moral training began at a time when other children
had already gained much development through the two
senses, which were utterly closed to her. The mental im-
maturity resulting from this fact, and from the fact that her
opportunities for receiving impressions and ideas are much
fewer and her development therefore less full, makes it dif-
ficult to give her certain ideas such as a child of her years
might be supposed to receive.

It was thought best for her to have the great gain, which
contact with the other children at the kindergarten would
give even with the risk of her receiving some wrong or con-
fused ideas on special subjects, particularly those relating to
spiritual matters. When it is considered that she is in re-
ality less than three years old in language, with all that that
implies, it will be easily seen that she is only so far ready
for thoughts on these subjects as an ordinary child of two
and a half or three years. As her knowledge of life in-
creases, and as she becomes capable of understanding words
of subtler import than those which constitute her present
vocabulary, she will be better able to receive knowledge con-
cerning spiritual truths.

' With her loving heart, and a spirit sweet and open as the
day, no one who sees her daily life can doubt that she will
be led to "do the will" and thus "learn of the doctrine" in
God's Gfood time.

194

Thomas Stringer.

" Sir/' said the least of the little boys, " I was almost beat out of
heart : but I thank you for lending me a hand at my need."

— Pilgrim's Progress.

A recent visitor at the kindergarten for the blind hap-
pened to come upon a class just assembling from the play-
ground. The boys were streaming cheerily into the hall,
among them a sunny-faced, sociable little fellow, hand-in-
hand with one a trifle larger than himself. The pair entered
in jovial mood, but subdued their gamesome spirits at the
suggestion of a gentle teacher standing near and began to
take off hats, coats, mittens and overshoes in an independent
and capable manner. Soon they were ready for class, and
each started off, feeling his way to his proper place and then
sitting down quietly to his work, which happened to be sew-
ing; but it might have been reading, number work, gymnas-
tics or kindergarten; for the boys have all these and more.

The younger boy — full of mischief on the playground,
able to help himself about his clothes, and going into class
for lessons, — can he be Tommy Stringer, who, not much
more than two years ago was like a mere baby, creeping
about, with no means of communication and no resource .'*
It seems almost incredible, yet so it is, — Tommy Stringer,
rescued, loved, growing in knowledge and power!

Tommy is not a New Englander, but a native of Penn-
sylvania, having been born in Green Co. of that state, July
3, 1886. He was received into the kindergarten for the
blind, April 8, 1891, through the great kindness of the
trustees, who admitted the little alien when the educational
institutions of his own state were unwilling to take up the
burden. The cost of educating a child like Tommy, —
deaf, dumb and blind, — is necessarily large, although kept

THOMAS STRINGER.

195

within the closest bounds ; and this cost has been met thus
far by the generosity of the pubHc, under the sweet leader-
ship of Helen Keller. The story of Tommy's progress must
therefore be of special interest to many, because he is an
object of their special bounty; — bounty freely bestowed
both for love of Helen and in tender pity for dear little Tom
himself.

Personal Characteristics.

The child's intelligence is of an excellent order, — a mat-
ter worth great rejoicing ; and his disposition is sweet, lov-
ing and merry, — another matter of rejoicing: nevertheless,
owing to a curious sluggishness (more bodily than mental),
and a spasmodic " balkiness " in disposition, his path of edu-
cation is beset with snags and pitfalls. The digging out or
getting around these educational snags is often a work of
great labor, at which Tom manifests little or no desire to
assist. He becomes inert, as it were, before the obstacle,
trusting that his teacher will lift him over or carry him
around it. The pitfalls are those of obstinacy, and when he
falls to the depths of one it is a hard task to get him out.
He lies there prone, seemingly unregardful of any disciplin-
ary discomfort or coaxing love. These pitfalls, however, are
often skirted with great skill by means of Tom's increasing
interest in his occupation ; and a continual experience of the
fact that his teacher stands gladly ready to aid his efforts
when he has difficulties to overcome, though she ^mH not
allow him to shirk them, has made its impression upon
Tommy ; and he works now with much more zeal and appli-
cation than formerly. In fact, the past year has been one
of remarkable development. He has made excellent prog-
ress in his lessons and gained love on all sides, no one hav-
ing greater affection for him or being more proud of him

196

than the teacher whose patience and wisdom are most taxed
by his shortcomings.

He is a merry, mischievous little fellow, full of pranks and
very fond of a frolic. While at his teacher's home in the
summer he was allowed to " help " in baking cookies. A
batch was baked, Tom assisting when they were put in and
taken out of the oven. Then the good little boy was to re-
ceive a cooky and sit down upon the kitchen hassock to
eat it. But where was the hassock .' It had been there an
instant before. No one had left or entered the room; yet, —
where was the hassock .-' Being somewhat acquainted with
the little boy's "tricks and manners " the housemother be-
thought herself of looking into the oven ; and there, sure
enough, was the hassock, commencing to bake. Tom had
secretly whisked it in during the moment the oven door was
open awaiting the second batch of cookies !

During a short vacation at the kindergarten, Tom was
put under the waitress' charge at the table. Knowing that
all persons cannot understand manual speech, Tom took it
for granted that the waitress could not, and mischievously
determined to play her a trick by passing off some wrong
words upon her. So when he was ready to be excused from
the table, he folded up his napkin, put up his plump hand,
and tried to gain his liberty with a quickly spelled " bread
a7id butter'" instead of '^please excuse me." But his moni-
tress knew too much for him, and challenged the spurious
password ; whereupon Tom laughed roguishly, and spelled
the proper sentence.

As Tom cannot hear the rising bell, his room-mate gener-
ally announces its signal to him by drawing down the bed
covering ; this Tom takes to kindly enough except on morn-
ings when he is very sleepy and loth to stir. One evening
Tom was sent to bed later than Lyman, and found the latter

197

snugly tucked in and asleep. Soon after there was a dis-
tressed cry- from Lyman, and Tom's teacher appeared on
the scene to learn the cause. Lyman sat on a chair in
pathetic sleepiness while Tom stood guard at the side of the
bed, which he had rifled of counterpane, blankets, sheets
and even pillow-case. The chance to give the disturber of
morning slumbers a taste of the discomfort resulting from
his method had been too enticing for Tom, and he had
yielded to the impulse. There seemed to be no malice,
however ; for when told to remake the bed Tom quickly
went to work and soon had it neatly done. Then, going to
Lyman, he summoned him with voice as well as finger-
spelling, and led him to the bed, saying, '^ come, Lyman,
come."

Mr. Anagnos, on one of his visits to Jamaica Plain, en-
tered the schoolroom when Tom was struggling over the
word thread. Tom, having been touched by Mr. Anagnos ,
turned toward him, felt his sleeve-buttons, perceived who it
was and sprang into his arms. (Tom has not read The
Pilgrim's Progress but he loves "Great Heart.") Then,
as if fearing that it might not be right to leave lessons for
a frolic, he stretched out his hand toward his teacher and
spelled thread graciously and with ease.

Tom's old habit of tearing his night dress, sheets, &c.,
has been nearly overcome, but an occasional vestige of the
propensity shows itself. His teacher writes in her diary :
"Last night Tom amused himself by pulling the buttons off
his night gown. After school today I took him to my room,
gave him a needle and thread and buttons, and taught him
how to sew the buttons on. He surprised me by his apt-
ness at learning to do this ; though he shows aptness in
nearly all manual work." Through this little experience
Tom must have gained some idea of what it is to have "the
punishment fit the crime."

198

The boys of the kindergarten are fond of Tom and very
good to him. Tom returns their affection and shows it
prettily at times. When his special friend, Fred, returned
from a two days' visit, Tom was upstairs, occupied in bed-
making. Fred sought him out, gave him a joyful hug and
kiss, and then went on to his own duties. Warm-hearted
little Tom was so rejoiced at his friend's return, that he
danced up and down with delight, spelling '' Fred ! Fred !''
all by himself, long after Fred had gone.

He soon knows when any member of the household is
away ; and, as he also knows where each one rooms, he goes
to the door of the absentee and raps repeatedly, spelling the
person's name and saying : " Come, come, come ! " Once
when his teacher had been away a short time, during which
he had grieved for her, he showed deep happiness on her re-
turn, and greeted her most lovingly. Then, in the exuber-
ance of his joy, he began spelling the names of all the ob-
jects in the room which he knew, as rapidly and correctly
as he could ! The precious boy was offering on the altar
of his love the best he had to give. Could it have been said
more touchingly : " Silver and gold have I none ; but si/e/i
as I have, give I unto tJiec^

Tom's timidity, which was at first very great, has abated
noticeably. It was a long time before he took any pleasure
in the cart, which the kindergarten children draw each other
about in, and it required much careful leading on the part
of his teacher to get him to overcome his fears and be
drawn by her. But perseverance won the victory, and Tom
now enjoys the courage which he has gained. " Tom's fear
of the cart has vanished," says his teacher, "and it is now
his delight to have Fred give him a ride in it Even when
the cart was overturned today, throwing Tom out, he was
ready to climb in again as soon as possible."

199

Another growth in courage: — " After travelling once
across the bar in the gymnasium Tom found out that the
other boys returned in the same manner to the starting
point; so, wishing to do as they did, he spelled 'up! up!'
until I lifted him to the bar again, when he made his
way back like the rest. Heretofore he has shown consider-
able fear in doing this exercise."

And what a record is the following, concerning the help-
less, inactive, baby-like boy of a short time ago! "Tom
often takes letters to the post box. He goes out of the
gate, crosses the street, keeping on until he reaches the
fence opposite ; he then follows the fence to a certain point,
whence he steps to the right and finds the box. He never
misses it. Having deposited the letters, Tom turns to the
fence, walks along, and crosses the street again to the gate.
He goes to Miss Greeley every morning to ask if she has
any letters to be posted."

Tom knows the days of the week, and has the usual
kindergarten affection for clay day. Entering the school-
room one Friday, he stood still for a few minutes inside the
door, as if thinking, and then spelled brightly: "Apron!" —
an apron being the concomitant of his dearly beloved clay.
On a Saturday he was asked what day it was, and re-
sponded correctly. Then his teacher questioned further:
"What day was yesterday.?" and Tom replied somewhat
slowly that yesterday was Friday. As "yesterday " was a
new word, he was asked to repeat his statement; whereupon
the roguish Tom, who had feebly sensed the lurking of a
pun during the spelling of Friday, made his little joke by
spelling with a mischievous smile: "Yesterday was Fred."
Poor wit, but an attempt, an awakening ; and not so very
far behind the pleasantries of some more ably weaponed
pundits.

200

One Monday morning, Tom, though in perfect health,
surprised his teacher by refusing to eat his breakfast. After
endeavoring in vain to induce him to take the food, Miss
Brown sent him from the table. She could not conceive the
reason for his strange behavior until later, when, in the artic-
ulation lesson, Tom asked her to say different words for him,
among them "corn-bread and butter." Then she remem-
bered that there had been corn-bread on the table for several

csVt.

TO.M.MV EXPLAINING A Sl'HERE.

Mondays previous, and, to Tom's mind, that was an inevitable
reason why there should have been corn-bread on this Mon-
day morning also ; so it was corn-bread or nothing to him.
This tendency toward the methodical is one of Tom's
strong characteristics ; and it is, in the main, of advantage

20I

in his education. One day, for instance, his teacher gave
him a word-lesson by asking him to bring her objects with
whose names he was familiar. The lesson was a pleasant
and successful one ; but when she wished to have a similar
lesson the next day, Tom was quite disconcerted because
she did not call for the same objects as on the day before;
and he was not content until he had explained the trouble to
her by spelling the names of the omitted objects and bring-
ing the objects to her.

Progress hi Lessons.

At the beginning of the year covered by this report,
Tommy's vocabulary in manual speech consisted of 137
words and a few phrases. The end of the school year,
June 28, found him with a vocabulary of 600 words. Mean-
while he had kept up with his class in kindergarten work.
Between January and June he made a complete set of the
sewing cards and also of weaving mats, in addition to those
which he had made previously. These sets are to be kept
as samples of his work.

Reading.

Reading by touch was begun April 24. On May 15, his
teacher writes : " Tom is reading very nicely. I have illus-
trated each lesson with the object or animal of which the les-
son treats. When unable to procure a live animal, our school
models have been of great help. We have used the pig,
horse, cow and rat in this way." June 2 finds Tom on les-
son 20 of Turner's Fij'sf Reader, in which book he contin-
ued throue;hout the rest of the term.

202

Number.

Tom has had exercises in counting and some other sim-
ple lessons in number. After counting his six kindergar-
ten balls one morning he looked about for something else to
count, and chose buttons. But there were more than six
buttons ; so on he went, counting up to twenty-four, which
was as far as he had learned. Fired with ambition, he
ventured on and reached twenty-ten. Started afresh with
thirty, the way was clear to thirty-ten. Corrected at forty,
he proceeded safely up to fifty and concluded the exciting
count of the buttons at fifty-two, — the stock being then ex-
hausted. He had gladdened his teacher's heart and made a
notable advance in counting, through his spontaneous inter-
est in the subject.

Artic2ilatiou.

In articulation a fair commencement has been made. For
example :

December 5. Tom can articulate come very distinctly now.
This makes six words : Papa, maimna, Tom, arm, two., come.

December 20. Tom seems to have a slight idea of the use of
articulation ; for this morning when I asked him his name, he put
his hands down at his sides, and articulated : Tom.

December 21. Today Tom again used articulation instead of
finger language. This time it was the word two. He spoke it
while telling me of the two halves of the cube.

February 28. Tom articulates twenty-four words very plainly,
but not loudly.

March 20. I am teaching Tom to say my. When he had
mastered it, he wished me to show him how to say Lyman. Sev-

203

eral times of late Tom has asked how to speak words which are
somewhat like those which he already knows.

April 26. This morning Tom learned to articulate : The sun
is hot.

The above extracts serve to give an idea of Tom's pro-
gression in the difficult task of mastering vocal language.
It is a slow painstaking process, full of struggle and drill;
but the ability to express himself through the ordinary me-
dium of speech will well repay all that it costs.

Miscellaneous Items.

A few additional extracts from the records concerning
Tommy may be of interest.

The pretty forms which Tom can now make with wires or tab-
lets please him very much, particularly when they represent some
object with which he is familiar.

Tom instantly recognizes any form that he has previously made
or learned about. Even if the form is made of beads, as one was
today, he does not need to feel of it twice before he is ready to
spell its name.

A new table having been put in my room, Tom's busy fingers
soon found it. He was much interested in examining it. The
thoroughness of his investigation is evinced in the following state-
ments which he made to me.

The table is new.

The table is made of wood.

The table is hard.

The table has straight edges.

The table has curved edges.

The table has corners.

The table has four legs.

The table has casters.

The table has a flat, oblong face.

204

Peas and wires were used today and received Tom's undivided
attention. The new materials were well handled and quickly
formed into a cube, which was placed in the cabinet. Tom's next
occupation was pasting, which he did equally well. (The pasting,
also, was new to him.)

At the time that Tom was studying the First Gift (worsted balls
of different colors), his knowledge of words was very limited, and
it was impossible then to teach him about the wool. Now, how-
ever, he is sufficiently advanced to learn something at least of this
subject ; so I have given him several lessons about the lamb and
its wool.

Tom began to learn a finger play today. Two lines of '* Mrs.
Pussy's Dinner" were soon mastered, the motions holding his
attention while he was learning the words.

Today Tom made a watering trough and a pig's trough in clay,
from direction.

This morning I took Tom for a walk and showed him a water-
ing trough. He recognized it as similar to what he had made
yesterday.

After a walk taken with Tom, I asked him a few questions, with
results as follows : —

Where did we go ?

We went for a walk.

What did we do }

We picked some flowers.

What did we do with the flowers ?

We put the flowers in a vase of water.

What color are the flowers?

The flowers are yellow.

Two unsolicited observations were then made by Tom, who
stated :

The flowers are small.

The flowers grow.

Tom made a buttercup on a plaque today from direction.
When this was finished and a lump of fresh clay given him, he at

205

once made a second plaque with a buttercup on it. I directed
him to go to Mrs. Davidson and tell her what he had made. He
went immediately, first to her and then to Miss Greeley, telling
them each that he had made a buttercup.

Seven or eight little plants in the schoolroom have been given
into Tom's care. Each morning he asks for the watering-pot and
waters them.

As usual, Tom watered his plants, and then examined them to
note their growth. He told me: "The plants have leaves," and
then noticed the buds.

Tom shows great interest in watching the changes in the little
buds on the trees, and the changes in the flowers as they form into
fruit.

Several of the plants which Tom has so faithfully cared for have
been set out in the flower beds. Tom was rather unwilling to
have them go, and gives especial attention to those which are left.

Some peas which Tom helped to plant have grown into tall
vines with a number of well-filled pods upon them. Tom has
been much interested in their growth, and was delighted when
allowed to eat the peas.

The summer of this year was spent in Wrentham at Miss
Brown's home where Tom was very happy. He ranged
through garden, field and wood, and had his own familiar
haunts in barn and shed. He made friends with the cows
and the horse, felt the apples growing on the tree, was in-
terested in the beans, peas, corn and potatoes as they grew,
and helped in picking fruits and vegetables. He was taken
to the forest when trees were being felled ; shown the axe,
the cleft which it had made, the fallen tree, and the stump ;
then traced the trunk out to the branches and the branches
to the twigs. In these and many other ways Tommy made
material progress during the summer, and gained what will
be of great help to him in his further education.

206

Comparing Tommy now with the Tommy who came to
the kindergarten two and a half years ago, and realizing all
that has been done for him, all that he had been saved
from, — does not the heart of every one who has helped to
make this a possibility feel a throb of joy, and does not an
impulse arise in the hearts of those who have not helped
before to give their aid now ?

This child has been set in our midst, — a loving, trustful
creature, making his way against odds which remain appall-
ing, alleviate them as we may. He has no hope for more
than "the meat which perisheth " if he is cast back into his
former circumstances; and the "life which is more than
meat " flows through channels which generosity must keep
open. The public Jias been generous ; yet the money con-
tributed through Helen Keller and from other sources is
nearly exhausted. Shall not dear little Tommy have further
cause to say " I thank you for lending me a hand at my
need } "

Closing Remarks.

But let the issue correspondent prove
To good beginnings of each enterprise.

— P^AIRF.W.

We close this report, as wc did those which pre-
ceded it, with the note of hope. This hope rests
principall}' but not solely upon the foundation of the
increasing interest manifested by the public in the
cause of the blind as is shown by enlarged subscrip-
tions. There are various other things which work
together to sustain and to strengthen our faith.

Meanwhile we must not even for an instant be
oblivious of the fact, that the occasion for strenuous

207

and unceasing effort has not passed. We are rather
in the very midst of the most arduous of our labors.
The moment is still critical. Sullen clouds are still
hanging over our enterprise. The future is impene-
trable to our eyes. Yet, in spite of all these discour-
as^ins: circumstances, we cannot entertain the least
doubt as to the final result or hesitation as to what
we should do. Our course is clear before us, our
duty evident. We must not stop nor tarry too long
where we are ; we must press on and hope steadfastly
to the end. Doubtless our path is far from being
smooth and easy to travel ; but at the same time
we must remember, that under the rays of the sun
of earnest determination and constant endeavor the
mists of fear and uncertainty will be dispelled, the
difficulties will vanish, the obstacles will be removed
and the kindergarten will reach triumphantly the goal
of entire success. Be our perplexities and embarrass-
ments at present what they may, our struggle in be-
half of the little sightless children will be finally
crowned with victory. Of this we are absolutely
sure.

To doubt would be disloyalty,
To falter would be sin.

Our motto is "forward," and with that inscribed on
our banner and engraved on our minds and in our
heart, we ask every social reformer and every true
friend of suffering humanity to join cordially in the
advance movement.

All which is respectfully submitted by

M. ANAGNOS.

DEDICATION OF THE NEW BUILDINGS.

We raise and dedicate this wond'rous frame.

— Drydex.

The birthday of Friedrich Froebel — lover of children and
founder of the kindergarten system, was the date appro-
priately chosen for the dedication of the new buildings of
the kindergarten for the blind. The twenty-first day of
April was a day of alternate cloud and sunshine, which
seemed fitly to typify the varying emotions of those who
look upon the little blind children in their "sunny home."
One rejoices at the wonderful opportunities there opening
before them — at the comfort and happiness placed within
the reach of many who have never before known the bless-
ings of a happy home. But oh ! the pathos of the sightless
faces — of the fresh young voices ! The song of the blind
touches all hearts. Many cannot refrain from tears, when
they listen to it.

Dame Nature always sends the sun, however, to dry the
showers, and it is suspected that she, like every one else,
favors the kindergarten, as stormy weather seldom prevails
on the day of its public exercises.

On the 2 1 St of April the rain ceased in time to allow a
crowd of visitors to assemble. The inspection of the new
buildings was the first feature of the programme — and it
suggested the wonderful growth of the infant institution
and its work. It is only a few years since the first edifice
was dedicated. But so "urgent was the pressure for admit-
tance, that it became necessary to open the new house in

209

January, 1893, the first one having been filled to over-
flowing.

Thus the new building had already been in use for two
months, before its formal dedication, twenty-two little girls
having found a home there — a number which has since in-
creased to thirty-four. The new structure is built on the
same plan virtually as the old one. It is even more sunny
and more cheerful however. It faces the south, and nearly
all the rooms have the sunshine during the greater part of
the day.

The reception room is on the left of the main entrance.
Behind this is a spacious, sunny dining-room. On the right
are the schoolrooms. On the second and third stories
come the matron's and teachers' chambers, in front, and be-
hind these the dainty little sleeping-rooms of the children,,
many of them ornamented with pictures, photographs, and
knick-knacks dear to childish hearts. The furniture is alike
in all, and includes two tiny beds, but each room has its own
individuality and shows the taste of the young inmates.

For half an hour or more, the crowd of visitors thronged
the two buildings, watching with keen interest, the children
at their lessons and work, and gathering in wonder about
Helen Keller, Edith Thomas, and Willie Robin. Each of
these young girls held a sort of miniature court, talking both
with tongue and fingers with the people about her. In the
schoolrooms of the house on Day street the little boys were
engaged in making the various kindergarten gifts. It was a
pleasant sight to see their skilful fingers fashioning the va-
rious pretty objects.

The bright beaming faces of the children were good to
look upon, and brought vividly to the mind of the beholder,
the contrast between their present happy, busy lives, and
their former melancholy condition of listless inactivity.

210

Many of them have been rescued from homes of poverty,
wretchedness, and even vice. It is sad to find some parents
who, with selfish sensitiveness, keep their blind children se-
cluded, so far as possible, from the sight of the world. The
change from their isolation to the kindergarten, with its
flood of sunshine, abundance of fresh air, healthful food, and
wise and gentle teachers, is indeed great. Here constant,
yet delightful and ever varying occupation is provided for
the little ones, and the best appliances of modern thought
are used to promote their physical, mental and moral de-
velopment and welfare.

The host of sympathetic visitors, people of culture and
refinement, Boston's best citizens as we call them, examined
with eager interest the entire building and its equipment,
admiring and praising the perfect adaptation of means to
end, rejoicing at the excellent educational facilities offered
to the little folks, wondering at their progress in reading by
the touch, modelling, and kindergarten work.

At half-past three o'clock, the children were sent over to
the new hall which stands between the two kindergartens.
This will, at some future day, be transformed into a great
central building, of which one-half will be occupied by the
boys' department and the other by that of the girls.

In the new hall every inch of available space was filled by
the great audience, who had gathered there to listen to the
exercises. The kindergarten boys and girls sat on the large
platform or stage, which occupies one end of the room. In
front of them sat the lieutenant governor of Massachusetts,
Hon. Roger Wolcott, Hon. J. W. Dickinson, Rev. Charles
(;. Ames, Rev. Philip S. Moxom, D.D., Mr. John S.
D wight, Mr. Edward N. Perkins, Mr. Edward Jackson, Mrs.
Julia Ward Howe, Mrs. William Appleton, Miss Mary Rus-
sell, and several of the teachers of the institution.

211

It had been announced that Col. Henry Lee Higginson
would preside. As this gentleman was unable to be present
on account of important business, Lieutenant Governor
Wolcott kindly consented to occupy the chair. In opening
the exercises he addressed the audience as follows :

ADDRESS OF LIEUTENANT GOVERNOR WOLCOTT.

Ladies and Gentlemen : — It is a great surprise to me to have
been called upon so suddenly and with no warning to take the
chair, which Mr. Higginson would have graced far better than I
can hope to do, and I am sure that my regret in being placed in
this chair as a substitute for Mr. Higginson will be cordially
shared by the entire audience.

I shall address you very briefly this afternoon, because indeed
I do not think that many words are needed to express the great in-
terest and pride the commonwealth of Massachusetts takes in this
institution. Among the many beneficent educational establishments
which are the pride and glory of our state, I suppose there is none
that accomplishes a more touching and beautiful work than this in-
stitution, and certainly this kindergarten department of it is not the
least interesting. Think for a moment just what the work is that
is done here, what it amounts to. When a child is born deprived
of the power of vision, or when after a few years enjoyment of the
sight of the mother's face or of the thousand beauties of nature,
when a curtain by accident or disease is drawn between the power
of vision and the beauties of the exterior world, it might seem at
first as if the cup of sorrow that was placed in the hand of the
child was filled to overflowing, and as if it were the fate of that
child through the years that must follow to drain that cup to its
bitter dregs. Just there the beneficent arid beautiful work of this
institution comes in. It takes the child suffering under that de-
privation, under that great misfortune, and it brings again into the
life of that child the power of mental vision ; it brings again into
its life the warmth and the light and sunshine so that that child

212

again is brought into close touch and harmony with its fellow-men,
and in some measure, indeed in a great measure, can flow out and
touch again the exterior world which to the rest of us takes up so
large a part of our mental being; so that we can szy, post noctem
lux, after night light, after this night of deprivation and of mis-
fortune, this institution, with its wise management, its carefully
studied method of reaching the soul and intellect of the child,
comes in, and again where there was darkness there is light.

The foundation of this institution was laid on broad and wise
lines by that devoted man whose soul was all aflame with love of
humanity. Since his hands laid down the task the duty has been
carried on by others. Additions have been made. It has been
found that the work had to stretch out further and more broadly,
and the hands that have carried that work on have been worthy
to succeed to the duty laid upon them.

But, ladies and gentlemen, it has been found, it is always found,
I believe, in every worthy enterprise, that the demand and duty of
the managers always keep ahead of the means that are provided
by the community to supply them ; and it is not surprising, as the
work of this institution stretches out in one direction and another
and takes in a wider field of usefulness and beneficence, that in
order to keep up with the best thought and the best methods of
the time those managers have found it necessary to keep ahead
of the means that are provided.

It does not seem to me that any appeal can be made, certainly
by me, — I shall look forward to the appeals that will be made by
the other gentlemen — but it seems to me that no appeal can be
made by me that will so closely touch your hearts as the appeal
that is made by these children on both sides of me. I would that
all in this community who are able, who have the means of giving,
could be brought out here and could gaze upon these children and
feel in their hearts the silent but touching and eloquent appeal
that is made by them. I think if that could be, this institution
would not long feel itself hampered for want of funds. But we
are met here this afternoon not only to dedicate a new building,

213

but we are met here, I believe, also, to press upon the community
the demands of this institution, its needs, and, to express, as I
do, speaking in part for the commonwealth of Massachusetts, the
hope and confident belief, that Massachusetts will not let an insti-
tution like this, an institution the fame of which has gone far
beyond her own borders and has crossed the seas, — that this
generous and enlightened state will not allow an institution like
this to be long hampered for the want of liberal funds to carry
out its great and beneficent purpose.

A " Dedication March," played by three little girls on the
pianoforte, was the next number on the programme.
" Every friend of the kindergarten knows flaxen-haired
Sophie, and little colored Martha, and tiny Spanish Eliza-
beth. Everybody present was surprised and pleased at their
progress in music."

A kindergarten exercise followed the march, lught little
boys and girls took part in this, illustrating "The Story of
Friedrich Froebel." "Of course you all know," said the
first little girl, "that this is Friedrich Froebel's birthday.
He was born a long way from here, and you must go there
in a steamboat. I have made the steamboat." Here she
held up a clay model on which she had been at work for
sometime.

The next girl showed a model of the house where Froebel
was born, another, that of the church close by his house,
and a fourth, a clay image of a bird that he loved. Then
the boys took up the story. One showed the model of a
flower that Froebel found in his daily walks. Now came
the turn of little Tommy Stringer. At first he did not quite
understand what was wanted of him ; but soon he held up
a ball and said : " He often gave little children pretty
woolen balls to play with. I have made one-two-three-four-

214

five-aix-yes, six balls." The child counted them carefully
and accurately. Those among the audience, who remem-
bered little Tommy's condition, when he came to the kinder-
garten two years before — a blind, deaf mute child, unable
to express himself in any way, or to make known any of his
wants, found it hard to believe their own eyes and ears.

After the third and fourth little boys had showed models
of kindergarten blocks and of Froebel's monument, Mr.
Anagnos held Tommy up in his arms, that all might see the
little fellow, and said : —

Here is Tommy Stringer. This is the little helpless child, the
puny weakly infant that came to us two years ago from Pittsburgh.
In the great and opulent state of Pennsylvania there was no suita-
ble place in which he could be cared for and educated, and he
was about to be thrust into an almshouse, where he would have
been doomed to intellectual and moral death. In order to rescue
him from such a terrible fate, we did not hesitate to open our
doors to him and undertake to raise the means for his support.
When he entered the kindergarten he was a mere infant in devel-
opment. He could hardly walk firmly, and his favorite mode of
locomotion was creeping. He was more like a little animal than
a rational being. His appearance indicated indolence, and he
was utterly indiflerent to what was going on around him. Now all
that has been changed for the better, and Tommy is as active and
lively, and appears to as much advantage as any child at the kin-
dergarten. He has already learned to do many things with his
hands readily, and to perform the tasks assigned to him intelli-
gently. He is able to go about freely and to communicate with
others by means of the manual alphabet, to dress and undress
himself, to feed himself neatly at table, to participate in the exer-
cises of the kindergarten and the gymnasium, to make these balls
accurately and to count them correctly. His present condition
when compared with that of two years ago shows a marvellous

215

transformation, and bears striking testimony to the benevolence
and broad-mindedness of the people of this community, to whose
generosity this great change is chiefly due. Nothing could have
been accomplished without the fund raised for Tommy's benetit,
and I gladly avail myself of this opportunity to thank most heart-
ily each and all of the contributors to it. But in doing so I can-
not refrain from reminding them, that the supply is nearly ex-
hausted, and from begging them not to cease taking an active in-
terest in the welfare of the unfortunate child. My last words to
them are these : Stand steadfastly by him. Bestow your assist-
ance upon him as long as he needs it, and I assure you, that you
will have ample reward for what you have done for him in the
consciousness, that you have helped to release a human mind from
the awful dungeon of perpetual stillness and darkness and to make
a living and thinking man out of a helpless and seemingly hope-
less little creature.

At the close of these remarks, Lieutenant Governor Wol-
cott introduced the next speaker by saying : " That is what
I meant when I said, that the most eloquent and pathetic
appeal that would be made here this afternoon would be
made by the children themselves. The Rev. Charles G.
Ames can do better, if anybody. We are privileged
to hear from him now.

ADDRESS OF REV. CHARLES G. AMES.

Mr. Wolcott, Mr. Anagnos, and Friends of the Kinder-
GARTEN : — It is a moment of something like abashment to me, be-
cause I am in the presence of those who have been witnesses of
this beautiful and holy miracle through all its history, while I
come to these premises today for the first time. What you have
seen and been a part of I have learned about only at second
hand. The fact that I have spent all this morning with your last
annual report will explain the other fact that I have a good deal

2 l6

more emotion than thought; for I think it quite impossible to be
steeped in the atmosphere of such stories as are told in that book
— quite impossible to read the wonderful correspondence, the in-
spired letters of Helen Keller, and the accounts of Willie Robin
and little Tommy Stringer — and not be brought to a state of jelly-
like sensibility. I have been moved by these stories to a much
deeper respect for the kind of work which is being done here than
I think any merely formal statement could possibly have produced.
I have one good qualification for saying a word today : I am
what the Italians call simpatica. My heart beats in unison with
yours. There comes before me a vision, not only of these two
groups of children, not only of the other group in the larger and
parent institution at South Boston, but of the statistics of blind-
ness in the country, and of the fact that over all the world there
are those who walk in shadows, who never see the light of the
sun, who do not Icnow that the grass is green, except as a name
or a word, and who perhaps could not give a better description of
the color " red " than that which was really given by a blind man,
who thought it must somewhat resemble a clap of thunder. To
us, whose eyesight gives ten thousand instantaneous and vivid
impressions of form, color, distance and motion, it would seem
that the absence of this sense must render it forever impossible
to form any adequate or correct conceptions of external facts.
But the glory and the beauty of the miracle to which I have re-
ferred appear in this : Divine love and wisdom, acting on the
minds of these blind children, through human helpfulness, have
so quickened the other senses as to bring them into vital com-
munication with the whole world of reality. They have come to
an appreciation of nature, — yes, and of what it stands for as a
revelation of God's wisdom and goodness, such as the best en-
dowed seem to reach only through the use of all their senses.
For all the senses are resolvable by physiologists and psycholo-
gists into one at last ; and however the testimony be brought home
to the soul, if it only be brought home, the soul has found its
open communication with the natural world, with the heart of the
universe and with the light of God.

217

I think of these children, and of the method of discipline to
which they have been subject, as one of the best interpretations
which could possibly be given of the principles of education, and
as the best illustration of its method. For after all, don't you
know, the difference between these children and ourselves is not
so great as it might be. We are all defective. We are all deaf
and dumb and blind; we all come slowly into possession of any
of our faculties. While reading the story of the difficulties, which
the teachers have had in handling and bringing forward little
Tommy, I had to keep saying to myself " it is I, in a looking-glass,
I have had to be treated by some such method, even if my facul-
ties have opened with less obstruction." As the doctors learn
what is normal partly by studying what is morbid, so may we all
collect clearer notions of the perfect from studying the defective.
These children illustrate all humanity ; and their successful train-
ing lights the pathway which every child must travel.

If we think of it long, deeply and often, nothing will affect us
more like a divine miracle than the processes by which our facul-
ties are opened into anything like rational activity; the processes
which bring us into participation of the world and ability to recog-
nize each other, to observe the phenomena and appropriate the
benefits that lie about us ; and most of all to be able to read the
meaning of our own experience in consciousness, as one ray of
the ever shining and infinite Light. But these processes have
been accomplished in these children ; and the stories told by their
teachers, by Mr. Anagnos and by themselves, so far as they appear
in print, all read like the records of religious experience. These
children, coming to the discovery of themselves and of their rela-
tions to a higher Spirit, are deeply moved in the very interior of
their life ; they are stirred by a sense of reverence, wonder, trust
and beautiful love. Such tales impress one like Holy Scriptures,
like the simple confessions of souls that have communed with the
Most High, like the utterances of child-like innocence uncon-
sciously opening toward the Infinite.

The marvel is that what has come to us, with our comparatively
full endowment, has come to them in their state of need, with

2l8

faculties arrested, with sentiments depressed and with powers be-
numbed, not simply by privation, but by actual disability and im-
pairment of an organic kind. And here underneath throbs the
human heart ; here underneath lives the spirit of its aspirations ;
here underneath works the infinite and divine power which has
made our hearts beat and which has lighted up the universe wiih
glory. As they are to share it with us, we may humbly and rever-
ently thank God that they help us better to understand ourselves.

Now when the infinite Worker wills to create a new form of life,
the first thing He does is to enclose a little space and make it his
workshop. For what we call a cell — the minute bubble with its
thin wall of membrane, which holds a nucleus of protoplasm, an
atom floating in a little pool of liquid, — is the kind of workshop
within which He begins the structure of every organism, every liv-
ing thing. And when we would elaborate some spiritual product,
we often find it necessary to enclose a little space in walls which
shut out interference, and shut in the necessary power. In short
we construct a cell, a building, within which we may do our best
and finest work. Such a cell is every home, church or schoolhouse.
This kindergarten for the blind would be impossible without a
building. Its expansion is impossible without more buildings.
As cells multiply themselves, so this institution, being thoroughly
alive and divinely charged, and being in communication with those
other cells which we call human hearts, is sure to multiply itself
by the law of its nature and the urgency of its needs.

A French woman who has observed our American affairs says :
" In this land, a suggestion soon becomes a fact." It was only
necessary to suggest this institution, and it came. It is only nec-
essary to suggest that it must expand, and it will expand. I do
not think it can be necessary to plead and plead for money, — to
work the pump with immense agony and stress and strain ; such
a beautiful purpose as this must make its own tender appeal.
Only let the need be seen, and the means will come.

According to Walter Besant, "when any trusted and disinter-
ested person is able to say, ' this is a good cause, and we must

219

put money into it,' we do put money into it." And because dis-
interested persons, whose judgment we trust, are saying that thing
concerning this institution, I think Mr. Anagnos may work with
joy by day and sleep in peace at night. In good time the funds
will be forthcoming ; the cells will multiply; the divine industry
will go on and expand ; and so long as the least of these little
ones have need, there will be a continuous repetition of that beau-
tiful miracle of power, wisdom and goodness which today gladdens
our eyes and moves our hearts.

At the close of Mr. Ames' address, the girls' happy voices
were heard in a Spring Song. Mrs. Julia Ward Howe
then read the following poem, written for the occasion.

There is a kingdom of the mind

More regal than the realm of sight ;
Richer than gold or gems combined,

Man's true inheritance and right.

Dark ignorance doth wall it round.
And watchful guardians keep the key

By which the entrance may be found
To that domain of Majesty.

There dwell great sages of the past,

The leaders and the saints of old,
Souls in such noble features cast

As have succeeding time controlled.

These little ones, whose darkened eyes

Afford no lesson of the day.
Stand waiting in a mute surprise

Till we shall ope to them the way.

Say, shall they live and only hear

Of joys which never can be theirs,
Like sheep who know the pasture near

Their sorrowing hunger never shares ?

220

Our eyes arc flooded with the light,
And varying charm of form and hue ;

Oh ! give to them the inner sight

That brings the heavenly truth in view.

Our feet are free to come and go,

But theirs are chained with doubt and fear

Then should our love console them so
That they shall rest on comfort near.

When Man's Redeemer heavenward sped,
He uttered a command of might :

" Feed ye my sheep, my lambs," he said,
And softly vanished from man's sight.

So, pausing for a fitting word

These happy portals to unlock,
From distant Palestine I heard

The gracious message, " Feed my flock.''

Sure when shall come the solemn hour
That links us with death's shadowy sleep,

This thought shall have uplifting power:
Oh Master! we have fed thy sheep.

The thoughts of many who listened to her voice were
turned back to the past, to the husband of this gifted
woman, the man who first called together the band of little
blind children, and, obeying the divine injunction, fed the
flock of maimed lambs, devoting his life to their cause, from
the prime of a young and noble manhood, to the serene
evening of old age. Others remembered also the beautiful
and gracious daughter of the founder, who herself labored
long in the cause — whose last words were: "Take care of
the little blind children." And thus, as the poet read her
sweet verses, " shadows twain " seemed to stand beside
her, blending their voices with hers, and adding their appeal
to the hearts of all present.

221

The reading of the poem was followed by music — the
" Froebel March," rendered by the orchestra of little boys,
after which the Rev. Philip S. Moxom, D.D., was intro-
duced to the audience, and spoke as follows : —

ADDRESS OF REV. PHILIP S. MOXOM, D.D.

Mr. Chairman and Ladies and Gentlemen : — I think per-
haps it would be just to say a word as to why I am here, having
been substituted at a very late hour to fill a vacancy that occurred
in the programme. Only twenty-four hours ago, it seems to me,
perhaps it was forty-eight, Mr. Anagnos came to me saying that
the speaker whom he had expected would be absent from the city,
and asked me if I would come and speak. He has a very taking
way with him, and I could not say no. Although if I had had a
spark of good sense, as it seemed to me at the time and indeed all
the time since until within the last half hour, I should have said
no to him, having spoken every day this week, while suffering
with a cold that made me hesitate an hour before I came here
whether I should not go home and send word that I could not be
here. And yet I cannot be too thankful for the accident and for
the want of good judgment on my part that brought me here. It
is not very often in life that one is glad because of a want of good
judgment.

This is my first visit to this institution. I am sorry to confess
that ; but we who are busy, — so busy in this world as some of us
seem to be, — find that there are many good things about us with
which we do not come into immediate contact. We are like that
girl we read of in "Faith Gartney's Girlhood," who said : "Laws a
me ! Sech lots of good times in the world, and I aint in 'em ! "
There are many good things in which we are not. But I have
been so affected, overpowered I may say, by what I have seen and
felt today, that I find it very difficult to speak. I cannot remem-
ber a time in my life when I have been so profoundly affected save
the occasion on which I met Helen Keller. As I watched this

222

child sitting near me [pointing to Willie Elizabeth Robin] to whom
two at least, yes, three, of the main gateways of life seemed to be
absolutely closed, and saw her coming into communication with
the world as the result of tender and wise teaching, and find her
by her every action expressing her understanding of this commu-
nication into which she has come by the rapid and significant
touch of skilful fingers on her delicate, sensitive hand, through
which she attains a quickness of perception such as we find our
ears too slow to achieve even with all our advantages, I confess
my heart has been so much moved that it is difficult to put my
thoughts into words. At least, then, whether you get anything
or not as the result of my coming here this afternoon, I have got
very much which I shall keep as long as I live. It seems to me
I never shall get down quite where I was before ; I feel that I
have been set a little higher in feeling, and surely a little higher
in thought, by the influences that fill this place.

Many years ago, more than twenty-five, while an impressible
student, having come home from the army at a time when most
boys have been busy studying and reading, with my heart and
mind as sensitive in some ways as a child's because of the very
absence of certain impressions, I went immediately into the pre-
paratory class of a western college, and very soon came in con-
tact with that poet, whom every one loves immediately, especially
the young, that is, Elizabeth Barrett Browning. I remember then
being deeply impressed by a sonnet of hers, so deeply impressed
indeed that I have never forgotten it. Possibly I have read it
once in the last twenty-five years, but certainly not more, and every
word lives in memory still. I vaguely felt then, as I have come
clearly to see since, that it expresses a great spiritual truth. Per-
haps you will recall the lines ; they must be familiar to you all : —

Each creature holds an insular point in space:
Yet what man stirs a finger, breathes a sound.
But all the multitudinous beings round
In all the countless worlds, with time and place

For their conditions, down to tlie central base,

Thrill, haply, in vibration and rebound.

Life answering life across the vast profound,

In full antiphony, by a common grace !

I think, this sudden joyance which illumes

A child's mouth sleeping, unaware may run

From some soul newly loosened from earth's tombs.

1 think, this passionate sigh, which half-begun

1 stifle back, may reach and stir the plumes

Of God's calm angel standing in the sun.

Science has taught us much, in these recent years, of the soli'dar-
ity of the race and of the integrity of the physical universe ; and
our thought has reached out to a conception of the spiritual in-
tegrity of humanity, and up to the spiritual solidarity of all rational
beings. But the poets have anticipated the scientists. They have
given us, as we can see by recalling their words and their work,
prophetic intimations of that which at last science has elaborated ;
and we find the physical sciences attain their largest significance
after all in this, — that they reveal facts which it is not in the
power of scientific formulas to express.

Those of you who went to the Centennial Exposition, the few of
you who are old enough to have gone to the exposition at Phila-
delphia in 1876, remember the main building, — how interesting it
was, how full it vv'as of all varieties of fabrics. There came into
that building one day a young girl leading by the hand a woman,
apparently her mother, as she proved to be. The mother was
blind. Everywhere in the aisles were placards bearing the le-
gends: " Hands off," "don't touch the fabrics;" but everywhere
as this girl led her mother and tried to be eyes for her, describing
the things that she saw, instinctively the blind woman reached out
her hands to touch the objects and so to aid her perception by the
sense of feeling ; and from one end of that great building to the
other, every soul, American, Englishman, Frenchman, German,
Scandinavian, Italian, Spaniard, Turk, Chinese, Japanese, — every-
one put every fabric he had within the woman's reach and helped

224

her hands to it. It seemed as though the isolation of that woman
from her kind by the loss of sight was a mute and effective ap-
peal to every heart of whatever kindred or whatever people, and
throughout the building to that appeal there was instant response.
One felt, as he witnessed that affecting sight, the deep lying one-
ness of the human race.

As we reflect upon the history of human progress from its dim
and remote beginnings we perceive that that history illustrates a
twofold process. There is, tirst, the process of individualization, —
the development from the common unit of humanity, the sav-
age,, who is much like every other savage, of the highly special-
ized, refined and cultivated type of man who represents and
embodies the best civilization .of today. Long ago Coleridge
pointed out that in nature, from lowest form of organic being to
highest, there was a perpetual struggle toward individuality.
That struggle has gone on in the experience of the human race.
We are getting continually a higher type of individual.

There is, second, the process of integration. These two proc-
esses are not successive but synchronous. A savage people is
mainly a mere aggregation, held together almost as loosely, save
for a few animal ties, as shot are held in a bag. But history wit-
nesses a process of social integration going on along with the
process of individualization, — the development in the conscious-
ness of the individual of the organic consciousness, the con-
sciousness of moral social ties binding men into a common life,
which constitutes the spiritual solidarity of the race. Thus the
ideal rises in thought : a prophetic type of humanity as a great
living social organism, in which the individual is not lost, but in
which, rather, he finds his highest perfection. In the perfected
society the perfected individual realizes his glorious destiny.

Something of this integrating process we can easily trace in the
life about us. We see, indeed, a partial realization of it in the
best social life of our time. More and more we are brought to see
that it is the spiritual ties which bind us into real unity, and not
merely the physical. As we attain to this sense of our unity, as

225

we come to feel how closely and enduringly we belong to each
other, there rises in us the divine impulse to aid the divine process
going on in the spiritual realm ; whenever we find an individual im-
perfectly emancipated and therefore imperfectly incorporated in
the higher social life, then it is that we need but the touch, the
silent appeal, of such a sight as is before us now. As I sat here in
my chair and looked around, again and again I had to turn away,
for my eyes so filled with tears that I could not see the faces of
these children, shut out by accident or by disease from contact
with their fellowmen. When we saw this child, as I said a moment
ago, with three avenues of life closed, how the impulse and yearn-
ing arose in our hearts to remove in some way the barriers in
order that the individual life might go out in the full exercise of
all its power and possess its heritage.

In helping them to this emancipation are we not getting more
than we give ? There is no unselfish ministry in this world, the
reflex of which is not richer than the outflow. For every soul
that is set free, whose prison doors are unlocked, the deliverers
receive more than they give. In relation to such work as is going
on here, I confess the whole matter of giving money takes on a
new aspect in my mind. Instead of conferring a favor it is seiz-
ing an opportunity for doing one of the greatest things that a
human being can do, it is sharing directly in the transformation
of that which is merely material into forms of the highest spiritual
value. No matter how vast the amount, what is money compared
with the emancipation of the soul of this boy that stood here be-
fore us and talked mutely with his hand through the sensitive
nerves of his teacher ? What is money compared with such eman-
cipation as this which is going on in all these children ? It is not
a mere appeal ; it is opening a door of opportunity for you to turn
your money into that which has so high a value that it can be ex-
pressed by nothing material.

I sometimes wish I were rich ; not often, for I do not covet -the
cares and anxieties that come with riches. I would rather be free
from the burden of looking after much wealth. But at such a

226

time as this I wish I were rich. How gladly would I lay the ut-
most treasure that I possess upon the altar of such service as this,
for such a work as this, for the realization of the divine idea and
divine ideal in the complete emancipation of the individual, and
through this blessed work, the higher and holier integration of
human hearts and human lives in one great fellowship of those
whose law is love.

The Hon. J. W. Dickinson then made a brief address.

ADDRESS OF HON. J. W. DICKINSON.

Ladies and Gentlemen: — The dedication of a new school-
house is an important event. It signifies that an addition has
been made to the educational wealth of a community, and to the
means of intellectual instruction. The importance of the event is
due to the relations which the education of the human individual
holds to his own well being and to the well being of the social
state of which he must form a part.

Personal experience and observation have established the truth
that human character is the product of human activity — that the
mind begins to develop itself when it begins to exercise its power.
But the young have no free will of their own. Their activity is
occasioned by influences existing outside their own minds. They
therefore need the directing care of other minds until they are
conscious of possessing for themselves the power of self control.

If the young are not subject to such direction from the first,
they will be in danger of forming wrong mental and moral habits,
and these early habits will grow in strength until they control the
modes of thinking and acting and establish the character. The
directing power should not be so applied as to repress the early
spontaneous activity of the child, nor turn it into unnatural chan-
nels— but simply to direct it in forming simple ideas and good
habits. The home is the place where the education of the child
must begin. The mother as she watches for the first expression

227

of infant intelligence should be prepared to surround her child
with such influences as will direct its first activity towards a right
development of its active power.

Kindergarten exercises, if conducted by an intelligent teacher,
who understands the nature of the infant mind, and the laws that
control its individual and social development, will best prepare
it for the first exercise of its power and for elementary instruction
in the primary school of our system. The children who come
from the kindergarten into our primary schools use their powers
of observation with great facility and accuracy in the study of
natural objects for a knowledge of their qualities and their uses.
Their familiarity with the simple ideas of form, color, and number
prepare them well for the nature studies now introduced into the
elementary schools.

They excel in the study of numbers, in drawing, and in ex-
ercises connected with manual occupations, and in the use of the
creative faculty. They have an intelligent use of the language
they employ in expressing their elementary ideas. They are dis-
tinguished for their power of self-control, which enables them to
yield a more ready obedience to the rules and regulations of the
school.

For these reasons the kindergarten should have a place in every
complete system of educational institutions.

It is generally admitted that simple instruction is never able to
create a faculty, nor to give to those faculties already created un-
limited power. Yet in our celebrated schools for the blind and
the deaf, it seems to the observer that the human mind may be
trained to see with the hands and hear with the eyes. Such tram-
ing is of inestimable value to those who receive it.

These are the schools that deserve the special sympathy and
support of every intelligent community.

A visit to this pioneer school for the instruction of the blind
will convince the intelligent observer, that the spirit of the kinder-
garten prevails in all grades of its work ; that its methods of teach-
ing are founded on the laws of the human mind ; that its teachers

228

are thoroughly devoted to the important and difficult tasks com-
mitted to their charge ; and that the results produced in the minds
of their pupils are of the highest importance to them and to the
state.

The last song on the programme was another spring
melody, — "Over the bare hills far away."

As Dr. Samuel Eliot, president of the corporation, was
confined to his house by illness, he sent a written report
of the financial condition of the kindergarten. It was as
follows : —

Boston and other places have been aboundingly generous to
this kindergarten. A large amount of money for land, buildings,
endowment and current expenses has been given us. Is it possi-
ble we can ask for more ? Only because during the last year the
stream has ceased flowing and left us with financial responsibilities
for meeting which we are compelled to call again upon the bounty
of this generous community.

We owe $20,000 on the new buildings. We are involved in
much larger daily expenses by the increase of teachers, children
and attendants. It will be seen today, that the number of chil-
dren has grown from 36 to 51, and there are 16 applicants for
admission. One of these is to be received tomorrow. Probably
the annual cost of carrying on the kindergarten will require
$10,000 additional income.

This then is the necessity. $20,000 to pay off all liabilities for
the new buildings, and $10,000 income for current expenses, the
latter to be provided as rapidly as possible by an increase of the
kindergarten endowment.

After reading this statement, Mr. Anagnos spoke sub-
stantially as follows :

The communication from our esteemed president covers the
ground so thoroughly, that it leaves nothing more to be said in this

229

connection. Although very concise in form, his statement is full
of information and places before you all the essential facts and
figures relating to the financial condition of the kindergarten
so impressively and in such a clear light as to render it wholly
superfluous for me to dwell upon them. Therefore I will refrain
from taxing your patience with any further remarks on this point ;
but I beg leave to say a few words concerning the rapid growth of
the infant institution and its future development.

There are at present 52 children under this roof. Next Sep-
tember this number will be increased to 64 at least. Each of the
two buildings is designed to accommodate 34 pupils, making 68 in
all. Hence the hope, that we should have plenty of room for
several years to come will not be realized. It will prove merely a
pleasant but delusive dream. Another edifice will soon be de-
manded.

A few weeks ago when I called upon my dear mother-in-law to
request her humbly to write the poem, to which you have just
listened with marked interest, I alluded very timidly to the dawn-
ing necessity for an increase of accommodations. She instantly
replied : " Oh, pray do not ask for more buildings. Be contented
with what you have and keep quiet for a while. Take a little rest
yourself, and let us have some of it, too." Well, ladies and gentle-
men, the advice was unquestionably very wise and acceptable.
The course prescribed for my own benefit as well as for that of
others seemed to be exceedingly attractive. I am very desirous
indeed of obtaining some needful rest. Nay, I crave it ; but I
can neither have it myself nor let others enjoy it. Oftentimes the
thought occurs to me, that it would be well to lay aside tem-
porarily my plans for further development and to devote myself
wholly to the details of the work of the school and to the adminis-
tration of its internal affairs, leaving all else to chance; but when
I come to the point of making such a decision I cannot do it. I
am not able to contain myself. The voice of these dear little
boys and girls has the force of a battle cry or of a bugle call in
my ears. To its thrilling summons I cannot turn a deaf ear. I

2 30

am not master of the situation nor of my movements. The con-
sciousness of their needs has created in my heart a burning fire,
which I can neither smother nor endure passively. I must labor
to the best of my ability to lighten their affliction. I firmly be-
lieve, that great blessings will result to them from such an early
education as the kindergarten is able to give. Therefore it must
be procured for them. My greatest joy in life is to serve them in
this direction and to devote unreservedly whatever energies and
strength I may possess to the advancement of their cause.

In the name and for the benefit of these innocent victims of one
of the severest of human calamities I come before you to solicit
for them your sympathy, your cooperation and your liberal aid. I
beseech you to heed this earnest request and help us to pay off
the debt incurred for the construction and furnishing of the new
buildings, to complete the addition to the endowment fund and to
increase the number and amount of annual subscriptions, — so that
we may raise a sum of money sufficient to defray current expenses.

These are the needs which press heavily upon us at present and
require immediate removal, because they render the burden of our
responsibility too onerous to be borne safely. But pray do not
allow yourselves to think even for a moment, that the supply of
these wants will put an effectual end to our demands. To enter-
tain such a thought would be a grave mistake. Nothing is further
from my intentions than to give you such an erroneous impression.
On the contrary, I deem it my duty to serve notice here and now,
that ere long more will be required.

Our system of education, with its constant improvements and
the many additions made recently thereto, is still very incom-
plete. It does not reach far enough. The narrowness of its
limits is clearly shown by the fact, that special provision has to be
made for the instruction of all such students as wish to be fitted
for an academic course. Hence it must be reconstructed, en-
larged, broadened and deepened, so that it may carry the pupils
from the kindergarten through the various school grades and leave
them at the very threshold of the university. A diploma awarded

I

231

by the authorities of the Perkins Institution ought to mean much
more than it now does. It sliould be a regular and all sufficient
passport, on the presentation of which at the entrance of any of
the leading colleges of New England the gates should be flung
wide open and its bearer should be admitted to the classic or
scientific halls without further preparation.

Complete plans both for the reconstruction and extension of our
system of education and accurate estimates of the cost of carrying
them out have been prepared with great care and study and are
ready to be submitted to the consideration and scrutiny not only
of the friends and benefactors of the blind but of the community
at large.

Of these you will hear more fully in the future. At present let
me entreat you with all the earnestness that I can command to
keep the cause of these dear little children near to your tender
hearts, to warm it with your cordial sympathy and active interest,
and to give us such generous aid as is indispensable for the support
of the kindergarten and the fulfilment of its holy mission.

At the end of Mr. Anagnos's remarks the exercises were
closed and many of those in attendance went directly to the
desk near the door of the hall, where the acting treasurer
for the day, Mrs. Thomas Mack, a staunch friend of the in-
fant institution, was receiving donations and annual sub-
scriptions.

REPORT OF THE MATRON.

To Mr. M. Axagxos, Director.

Sir: — I have the honor to submit the following brief
report of the kindergarten for the year ending September
30, 1893.

The cycle of seven years, which have elapsed since the
infant school was founded, has been a period of such rapid
growth and such uninterrupted prosperity in this branch of
the education of the blind, that we are justified in expecting
to see, at no distant time, the consummation of those ardent
wishes, and the realization of those larger hopes, which the
immense strides made in our work lead us so eagerly to in-
dulge in, while we may also hope soon to behold the accom-
plishment of undertakings still more arduous than those
which have been already achieved.

It becomes more and more evident as our experience
increases, that the systematic instruction of the blind should
begin in very early youth. Undeveloped bodies, untrained
hands, and undisciplined minds ought not to be left in a
state of arrested development or to that of chance alone.
The painful consequences of delay in this matter are only
too evident in many cases which come under our personal
observation, while instances could be multiplied to show the
favorable results of early training.

Our intelligent and sympathetic teachers are tireless in
their efforts to aid every child, and to this devotion is due
the surprising change which is brought about, often in a

few weeks' time. More than one mother has said, even at
her first visit, " I should not have known him. I could
never interest him in any thing, and I feared he was not
bright. He did not seem to know how to play."

Knowledge of the child's needs and the command of re-
sources to supply them, together with a love of children, are
potent factors in overcoming physical, mental and moral
inertia. One little fellow who came recently and who can-
not use the word " kindergarten," flatters us, though ever
so delicately and unconsciously, by calling it " Kingdom
Come."

Scores of sightless children in New England are grow-
ing up, not in ignorance alone, but in helplessness both of
mind and body. The personal effort, which is needed to
search out these cases and to assist in bringing them to our
notice, can be efficiently rendered by all those who recognize
the claims of misfortune upon them.

The past year has been a period of transition in our his-
tory. Many changes have occurred, and these have made
possible rearrangements of households, and a far more sys-
tematized and satisfactory adjustment of all the work of the
school. As the new building was not ready at the begin-
ning of the term, the work was carried on in the house,
which we had occupied from the opening of the kinder-
garten. Much inconvenience and some confusion resulted
from the unavoidable overcrowding, but we looked hopefully
toward the completion of the new house, the finishing of
which was rapidly pushed.

On the 27th of January, 1893, twenty girls were transferred
to their new home, and a' second household was formed, which
numbered, with its complement of teachers, officers and
domestics, thirty-one. The building was dedicated on Froe-
bel's birthday, April 21st. The number of pupils was soon

2 34

augmented by the admission of many applicants who had
long awaited this opportunity of entering the kindergarten.
At the end of the year there are sixty-four pupils, thirty
girls and thirty-four boys.

The new gymnasium is well adapted for its use. It is
supplied with the best apparatus, and in its management
physical exercise receives careful attention. The free
standing Swedish movements have proved beneficial to our
small children, aiding them to correct and to overcome bad
habits. In cases of retarded physical development and of
constitutional .delicacy of organization there is need of a
course of medical gymnastics.

While the exercises of the gymnasium are of unquestioned
value, nothing can take the place of out-of-door play for
these children. Romping and running, games and sports in
the open air, and walks, which create an interest in the out-
side world, will make healthy and happy boys and girls.

A long-felt need has just been met by the introduction
of the sloyd system as applied to sewing and knitting. The
instruction in this work is given by Miss Anna Molander of
Finland, a teacher of experience in the schools of that
country. The application of the principles of sloyd to
this department of handicraft is of great value, especially
to the blind, and the results of the training of these little
children in its methods are already noticeable.

An exhibit was prepared for the World's Fair, which
represented all the kindergarten gifts and occupations.
The work compared most favorably with that of ordinary
children, showing a dexterous and skilful use of the needle,
neatness in execution, and some original ideas which were
highly creditable.

It is with a sense of gratitude that we record the entire
freedom of both households from epidemic diseases during

the year. One little girl has developed a lingering com-
plaint, but this, we have reason to hope, is yielding to skil-
ful treatment. With this single exception, the health of
the children has been exceedingly good. We desire, in this
connection, to acknowledge the many favors which we have
received from the Children's Hospital, and the great kind-
ness of our attending physician. Dr. Henry W. Broughton,
who continues most generously to render voluntary service.
In kindergarten training, music holds an important place.
Every requirement for thorough work in this department is
fully met, and the results are satisfactory. One pupil re-
ceives instruction on the violin, and thirty-five on the piano-
forte. All the pupils are arranged in classes which meet
daily for instruction and practice in singing. The perform-
ances of the kinder-orchestra have been very much im-
proved.

We are indebted to Mrs. J. T. Coolidge for the gift of an
automatic organ ; and to Mrs. Oliver Ames for a fine cor-
net.

Grateful acknowledgment is due to the Ladies' Visiting
Committee for frequent visits and for wise suggestions and
advice. The personal interest which they have manifested
in our work is both inspiring and helpful.

The King's Daughters of Newton have generously con-
tributed clothing for the benefit of several children, who
were needy, in addition to defraying the expense for board
of three children during the summer vacation.

The Sunday-school class of Miss L. M. Angus, First
Congregational Church of Chelsea, raised seventy-five dol-
lars for the board of Willie Elizabeth Robin for the summer.
We are under great obligations to Mrs. Thomas Mack
for the gift of a set of ventilators for the schoolrooms. A
generous supply of towelling was also contributed by Mrs.
Mack.

236

These few )'ears of instruction and training have devel-
oped in Willie Elizabeth Robin many interesting mental
characteristics, as well as the ability to communicate freely
with those about her. She has long used the manual alpha-
bet with great facility, but her achievements in articulation
lead us confidently to expect, that she will eventually rely
upon this means of intercourse. The quickness and delicacy
of Willie's perceptions amount almost to intuition. She is
a close observer and an eager questioner. Both in the
thinking and reasoning powers and in the e.xecution of tac-
tile tasks, she is at the head of her class.

In October, 1892, it was decided that Willie should visit
her home in Te.xas, accompanied by her teacher. She took
an eager interest in all the necessary preparations for the
journey, and nothing gave her more pleasure than to be
allowed to render some assistance in making ready for the
great event. We shall remember with great pleasure the
scene in the railway station while Willie said her good-byes.
The child's sweet face and animated figure, her eyes full of
joy and gladness, her whole being expressing radiant youth,
gave no suggestion of the sad limitations of which she is so
little conscious.

There is a pathetic interest in the story of the meeting
with her parents and sisters, and of her visits to the several
places where she had lived. Early childish e.vperiences
were recalled, and Willie fully realized the change, which
had taken place in herself, — the darkness from which she
had emerged into light. Willie returned to the kindergarten
in January, and resumed at once her customary tasks, appar-
ently with keen enjoyment. The summer vacation was
spent, as last year, with Miss Poulsson.

Reviewing tlie work of the year, we are gratified to re-
cord the progress which has been made by Tommy Stringer.

237

At the beginning of. the year he knew barely two hundred
words and could use only sentences of a few words each.
Tommy is now seven years old. The following is a pro-
gramme of his daily work, varied, of course, as circumstances
may require.

He dresses without any assistance, and after breakfast is
over he makes his own bed. All his tasks are very neatly
done. During the first school hour he receives the morning
talk and object lesson with his class, the teaching being in-
terpreted to him by his private teacher, who sits by his side
during all the class work. The Gift and gymnastics follow
in order, and then a brief lesson in writing, leaving time for
a walk before dinner. The Occupation, reading and knit-
ting, with plenty of time for play, fill the afternoon hours.

An exceptional instance of readiness in his mental activity
was shown when Tommy began to learn to read. A few
preliminary lessons were given to him and in a week's time
he was reading in a book. He enjoys class work and makes
better progress when with other boys than when working
alone with his teacher. He has prepared a full set of kin-
dergarten sewing and weaving, which is to be preserved.

During the winter Tommy became interested in watching
the growth of plants. He soon assumed the duty of water-
ing them, and this little task affords him great pleasure.
He planted some peas and watched with intense delight the
development of plant and flower and fruit. When the peas
were well grown he gathered and ate them.

The summer vacation was spent with his teacher at her
home. The freedom of country life proved very beneficial
to him, and he was well and very happy all the time. He
became acquainted with the various occupations incident to
farm life, and he delighted to render assistance in the milk-
ing of cows, and in other work — or play — which familiar-

2 38

izcd him with animal life and with the more simple proc-
esses of agriculture. He went about freely, and he gained
steadily in strength and ease of motion.

At the close of the year Tommy articulates some words
and a few sentences quite distinctly. The tones of his voice
are very pleasing, and there is no doubt of his ability to
speak readily, with a due amount of training and practice.

There have been irretrievable losses during the past year
in the removal by death of friends whose places can never
be filled. The kindergarten has no heritage so precious as
the memory of those whose words and deeds and benefac-
tions have made these walls blessed, and the place whereon
we have builded, holy ground.

Respectfully,

ISABEL GREELEY.

LIST OF THE CHILDREN.

Almy, Lilian.
Bailey, Minnie A.
Coberg, Margaret.
Colyar, Amy H.
Forbush, Vinnie F.
Gilman, Lura.
Goggin, Mary.
Griffin, Martha.
Hamlet, Ethel.
Heap, Myra.
Hughes, Mattie.
Kennedy, Annie M.
Kennedy, Nellie A.
Kent, Mary Ann.
Lewis, Jessie.
Longley, Cora A.
Matthews, Clara.
McKensie, Maggie.
Muldoon, Sophia J.
Newton, Eldora B.
O'Neal, Katie.
Orens, Emily A.
Puffer, Mildred E.
Robin, Willie Elizabeth.
Root, May E.
Saunders, Emma E.
Thurley, Blanche M.
Veasey, Emma A.
Wagner, Alice M.
Wagner, Grace.
Aberg, George H.
Amadon, Charles H.

Barnard, Richie J. C.
Bradley, Edward F.
Butters, Albert W.
Cunningham, James H.
Delude, Louis.
Dewhurst, Henry.
Dodge, Wilbur F.
Fuller, Albert.
Harvey, Lyman K.
Jacobson, Guy H.
L'Abbe, Henry.
Lawton, George.
Lester, James.
Levin, Barnard.
Manion, Lawrence.
Martello, Antonio.
Muldoon, Henry M.
Muldoon, Robert D.
Nilson, Frank.
O'Brien, William.
Rand, Henry.
Rochford, Francis J.
Ryan, Edward D.
Simpson, William O.
Shea, James.
Stringer, Thomas.
Stuart, Edwin.
Vaughn, William M.
Walsh, Frederick V.
Washington, Arthur S.
Williams, Albert L.
Younge, William L.

ACKNOWLEDGMENTS.

Among the pleasant duties incident to the close of the year is
that of expressing our heartfelt thanks and grateful acknowledg-
ments to the following artists, litterateurs, societies, proprietors,
managers, editors and publishers, for concerts and various musical
entertainments, for operas, oratorios, lectures, readings, and for an
excellent supply of periodicals and weekly papers, books and
specimens of various kinds.

As I have said in previous reports, these favors are not only a
source of pleasure and happiness to our pupils, but also a valuable
means of esthetic culture, of social intercourse, and of mental
stimulus and improvement. So far as we know, there is no
community in the world, which does half so much for the gratifi-
cation and improvement of its unfortunate members as that of
Boston does for our pupils.

I. — Acknowledgments for Concerts ami Operas in the City.

To Mr. Eugene Tompkins, proprietor, and Mr. Henry A.
McGlenen, manager, of the Boston Theatre, for a general invita-
tion to four operas, two Wagner concerts by the Seidl Orchestra
and to several representations of "The Old Homestead."

To the Handel and Haydn Society, through its secretary, Mr.
Charles W. Stone, for forty-eight tickets to one concert.

To Messrs. Abbey, Schoeffel &; Grau, through Mr. E. \V. Tyler,
for sixty tickets to one concert by the Damrosch Symphony
Orchestra. To the same for a pass to the entertainment "A Trip
to the Moon."

To Mr. F. P. Bacon, for forty-nine tickets to the first, and
thirty-three tickets to the second Wolff-Hollman recitals.

To the Apollo Club, through its secretary, Mr. Arthur Reed, for
six tickets to each of six concerts.

To the Cecilia, through its secretary, Mr. Francis A. Shave, for
an average of fifteen tickets to each of four concerts.

241

To Mr. George Foxcroft, for a general invitation to two Star
course entertainments.

To Prof. Carl Baermann, for twenty-nine tickets to each of four
chamber concerts.

To Messrs. Steinert & Sons, for twenty-eight tickets to each of
two Busoni pianoforte recitals.

To Mr. Ernst Perabo, for ten tickets to one pianoforte recital
and a pass for twenty-five to attend a miscellaneous concert.

To Messrs. Smith & Beardsley, for twenty tickets to one concert.

To Mr. Arthur Foote, for six tickets to one concert.

To Mr. John Orth, for four tickets to each of four musicales.

To Messrs. Chickering & Sons, for ten tickets to Fanny
Richter's pianoforte recital.

To Mrs. Sherman Raymond, for six tickets to one Beacon
Orchestral Club concert.

To Mr. E. W. Tyler, for six tickets to one Brodesky Quartette
concert.

To the managers of the Mechanics' Fair, through Mr. E. N.
Lafricain, for forty-one admission tickets.

To Mr. J. H. Wiggin, for a pass admitting sixty-two to the
performance of " Richelieu." .^

To the Phillips Church, for fifteen tickets to a course of concerts
and lectures.

To the Broadway Universalist Church, through Rev. J. J. Lewis,
for a general invitation to all their concerts and lectures.

To the St. John Methodist Episcopal Church, for twenty season
tickets to a course of six lectures.

ir. — Acknowledgments for Concerts^ Lectures and Readings given

in our Hall.

For a series of recitals, concerts and lectures given from time to
time in the music-hall of the institution, we are greatly indebted
to the following artists : —

To Mr. George W. Want, assisted by Mr. George J. Parker, Mr.
A. B. Hitchcock and Mr. D. M. Babcock, for one concert.

To the same, assisted by Mr. D. M. Babcock and Mr. Leon
Keach, accompanist, for one concert.

To Fraulein Adele Lewing, for one pianoforte recital.

To Mr. Albert H. Munsell, for one lecture.

To Mrs. Julia Ward Howe, for one lecture.

242

///. — Acknowledgments for Periodicals and Newspapers.

The editors and publishers of the following reviews, maga-
zines and semi-monthly and weekly papers continue to be very
kind and liberal in sending us their publications gratuitously,
which are always cordially welcomed and perused with interest : —

The N. E. Journal of Education,

The Atlantic,

Boston Home Journal,

Youth's Companion, .

Our Dumb Animals, .

The Christian Register,

The Musical Record,

The Folio,

Littell's Living Age, .

Zion's Herald, .

The Missionary Herald

The Weil-Spring,

The Century,

St. Nicholas,

The Journal of Speculative Philosophy,

American Annals of the Deaf, .

The Etude, ....

The Silent Worker, . . Inst, for

Church's Musical Journal, .

The Music Review, .

The Messenger,

Tablet, . . . West Va. I/,

The Inst. Herald,

L' Amico dei Ciechi,

Boston, Mass.

New York, NY,

Washington, D. C.

Philadelphia, Pa.

the Deaf-Mutes, Trenton, N.J.

Cincinnati, O.

Chicago, III.

Ala. Academy for the Blind.

St. for Deaf-Mutes and Blind.

Florida Institute for Deaf-Mutes a?id Blind.

Florence, Italy.

I desire again to render the most hearty thanks, in behalf of all
our pupils, to the kind friends who have thus nobly remembered
them. The seeds which their friendly and generous attentions
have sown have fallen on no barren ground, but will continue to
bear fruit in after years; and the memory of many of these
delightful and instructive occasions and valuable gifts will be
retained through life.

M. ANAGNOS.

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ANALYSIS OF MAINTENANCE ACCOUNT.

Meats, 31,062 pounds, $2,988.12

Fish, 4,026 pounds, 254.40

Butter, 5,170 pounds, 1,821.27

Bread, flour, meal, etc., 1,266.88

Potatoes and other vegetables, 1,174.70

Fruit, fresh and dried, 578-26

Milk, 31,577 quarts, 1,683.27

Sugar, 8,255 pounds, 430.20

Tea and coffee, 881 pounds. 321.00

Groceries, 1,246.59

Gas and oil, 474-13

Coal and wood, 3,264.61

Sundry articles of consumption, 54^-97

Wages and domestic service, 6,108.66

Salaries, superintendence and instruction, 23,707.12

Medicines and medical aid, 109.44

Furniture and bedding, 927.75

Clothing and mending, 9.03

Expenses of stable, 34i-37

Musical instruments, 660.30

Boys' shops, , 14.28

Books, stationery, school apparatus, etc., 1,541.34

Construction and repairs 3,604.22

Taxes and insurance, 422.00

Travelling expenses, 92.68

Sundries, 284.11

$53,872.70

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252

WORK DEPARTMENT, OCT. 1, 1893.

Statement.

Amount due Perkins Institution from first date. . . .$45,031.23

Excess of expenditures over receipts, 459- 18

$45,490.41

Salaries and wages paid blind people, . . $4,048.27
Salaries and wages paid seeing people, . 3.967.63
Amount paid for rent, repairs, stock and

sundries, 10,692.21 $18,708.11

Cash received during the year, 18,248.93

$459.18
Stock on hand Oct. i, 1893, . $3,251.68
Receivable bills Oct. i, 1893, . 2,920.67 $6,172.35

Stock on hand Oct. i, 1892, 6,010.43 161.92

Loss, $297.26

253

The following account exhibits the state of the property
as entered upon the books of the institution Oct. i, 1893 : —

Real Estate Yielding Income.
Building 8 and 10 Hayward place, . .
Building 250 and 252 Purchase street,
Building 172-178 Congress street, . .
Building 205 and 207 Congress street,

House II Oxford street,

Houses 412, 414, 416 Fifth street, . .
Houses 424, 426, 428 Fifth street, . .

House 537 Fourth street,

Houses 541, 543 Fourth street, . . .
Houses 557 and 559 Fourth street, . .
Houses 583, 585, 587, 5S9 Fourth street,
House 99 and loi H street, ....

Real Estate used by the Institution.
Real estate used for school purposes.

South Boston,

Real estate used for school purposes,

Jamaica Plain,

Unimproved land, South Boston, . . .

Mortgage notes,

Note on demand,

Railroad Stock.
Boston & Providence R.R., 30 shares,

value,

Fitchburg R.R., preferred, 70 shares,

value,

Chicago, Burlington & Quincy R.R., 100

shares, value,

Boston & Maine R.R., 31 shares, value, .
Boston & Albany R.R., 148 shares, value.

Railroad Bonds.
Eastern R.R., one 6^^ bond, value, . .
Boston & Lowell R.R., one 5^";^ bond,

value,

Chicago, Burlington & Quincy R.R., 27

4s, value,

Chicago, Burlington & Northern R.R., 14

5s, value,

Kansas City, St. Joseph & Council Bluffs

R.R., 5 7s, value,

St. Paul, Minnesota & Manitoba R.R., 10

4s, value,

Amounts carried forward., ....

1551,000.00

44,000.00

77,000.00

59,000.00

8,000.00

9,900.00

20,760.00

4,800.00

9,600.00

15,500.00

21,200.00

3,300.00

[$5,790.00
6,222.20

13,708.04

3,938-96
29,933.00

$1,270.00

1,000.00

26,190.00

14,416.88

6,375.00

8,800.00

$58,051.88

$324,060.00

288,378.00

140,634.00

8,225.00

146,000.00

35,000.00

59.592.20

$1,001,889.20

254

Amounts brought forward, ....

Kansas City, Clinton & Springfield R.R.,
3 5s, value

$58,051.88

3>o5i-25

11,470.50

3,850.00

$1,001,889.20

Atchison, Topeka & Santa Fe R.R., 13
IS, value,

Atchison, Topeka & Santa Fe R.R., 5 4s.
2d mortgage value,

76,423.63

Cash

$17,000.00
1 0,000.00

3,248.45
27,000.00

Household furniture, South Boston, . .
Household furniture, Jamaica Plain, . .

Provisions and supplies. South Boston, .
Provisions and supplies, Jamaica Plain. .

$767.39
200.00

967.39

Coal, South Boston,

Coal, Jamaica Plain,

$2,479.00
857.00

3.336.00

Stock,

Receivable bills,

$3,251.68
2,920.67

6,172.35

Musical Departincfit.
One large organ,

Fifty-six pianos,

Band instruments,

Violins,

$4,000.00
200.00

10,000.00

600.00

35.00

775.00

Musical library

15,610.00

Printing Department.

Stock and machinery,

Books,

$4, 1 40.00
16,141.00
12,139.00

Electrotype plates,

32,420.00

School furniture and apparatus, ....
Library of books in common print, . . .
Library of books in embossed print, . .

$3,350.00
14,452.00

9,000.00
I 7,So2.oo

Boys' shops

431.84
851.12

Stable and tools,

$1,195,151.98

255

The foregoing property represents the following funds and
balances, and is answerable for the same : —

INSTITUTION FUNDS.

(leneral fund of the in.stitution,

Harris fund,

$134,867.01

80,000.00

20,000.00

40,507.00

10,000.00

2,500.00

2,500.00

5,000.00

Richard Perkins fund

Charlotte B. Richardson legacy, ....

John N. Dix legacy,

Joseph Scholfield legacy,

Eleanor J. W. Baker legacy

T. O. H. P. Burnham legacy,

^295,37401

Cash in treasury,

PRINTING FUND.
Capital,

$108,500.00
35,201.82

-15-39

Surplus for building purposes

143,701.82

KINDERGARTEN FUNDS.

Helen C. Bradlee fund,

Mrs. Geo. W. Wales fund,

Mrs. Warren B. Potter fund,

Sidney Bartlett legacy,

George Downs legacy,

Mary Williams legacy

Elisha T. Loring legacy,

Ellen M. Gifford legacy,

Joseph Scholfield legacy,

Mrs. Eleanor Baker legacy,

Mrs. Lucy A. Dwight legacy

Royal W. Turner legacy,

Mrs. Eliza B. Seymour legacy, ....
Mrs. Elizabeth W^. Gay legacy, ....
Mary H. Watson,

$40,000.00

10,000.00

25,000.00

10,000.00

3,000.00

5,000.00

5,000.00

5,000.00

3,000.00

2,500.00

4,000.00

3,000.00

5,000.00

7,700.00

100.00

100.00

200.00

73,400.00

Miss Sarah Bradford,

Miss Rebecca Salisbury,

202,000.00

Cash in the treasury,

3,033 06

399,136.70
151,691.00

Buildings, unimproved real estate and per-
sonal property in use of the institytion,
South Boston,

Land, buildings and personal property in use

$1,195,151.98

Whole amount of property belonging to the
kindergarten,

Whole amount of property belonging to the
institution proper,

$356,724.06

838,427.92

$1,195,151.98

256

FINANCIAL STATEMENT OF THE KINDERGARTEN

For the Year ending Seit. 30, 1893.

Receipts.

Donations —

Mrs. Warren B. Potter fund,

Additional, $5,000.00

Legacies —
Miss Rebecca Salisbury, . . §20000
Mrs. Elizabeth W. Gay, . . 7,700.00
Mrs. Eliza B. Seymour, . . 5,000.00 12,900.00 $17,90000

Endowment fund, i3'3-S-°5

Annual subscriptions through Ladies' Au.xil-

iary Aid Society $3>574-57

Contributions 229.00

Total for current expenses, .... 3>So3.57

Donations for new building, 3.09S 19

Board and tuition 6,800.00

Rents, 769.00

Income from investments 9'305-9S

Collected on temporary loan for building, . 15,000.00

Cash on hand Oct. i, 1892, 12,326.12 582,330.88

E.kpenses.

Maintenance, $16,240.49

Levelling and grading, 3'49^-o

Expenses on houses let, 74.80

Bills to be refunded, 9'°°

New buildings, 30,812.09

Furnishing new buildings, 6,583.24

Invested 22,000.00 79.297-82

Balance Oct. i, 1893, 33-033 o'^^

257

PROPERTY BELONGING TO THE KINDERGARTEN.

Helen C. Bradlee fund, ;^40,ooo.oo

Mrs. Warren B. Potter fund, 25,000.00

Mrs. George W. Wales fund, 10,000.00

Legacies —

Sidney Bartlett 10,000.00

George Edward Downs, 3,000.00

Mary Williams, 5,000.00

Elisha T. Loring, . 5,000.00

Ellen M. Gifford, 5,000.00

Joseph Scholfield, 3,000.00

Royal W. Turner, 3,000.00

Mrs. Lucy A. Dwight, 4,000.00

Mrs. Eleanor J. W. Baker, 2,500.00

Mrs. Elizabeth W. Gay, 7,700.00

Mrs. Eliza B. Seymour, 5,000.00

Miss Rebecca Salisbury, 200.00

Miss Sarah Bradford, 100.00

Mary H. Watson, 100.00

Funds from other donations, 73,400.00 $202,000.00

Cash in treasury, 3,033.06

Land, buildings and personal property in use of the

kindergarten at Jamaica Plain, 151,691.00

Total amount of property belonging to the

kindergarten ^5356,724.06

258

KINDERGARTEN ENDOWMENT FUND.
List of Contributors.

From Sept. 30, 1892, to Oct. i, 1893.

A. B., fifth contribution, $100.00

A friend 1,000.00

A friend, 50.00

A friend, 25.00

A friend, 10.00

A friend, 5.00

A friend, 5.00

A friend, i.oo

A friend from Allston, 5.00

A friend of the little blind children, additional, . . . 350-00

A Thanksgiving greeting to the little blind children, . 100.00

An Easter greeting to the little blind children, . . . 100.00

Anonymous, 2.00

Appleton, Mrs. William, tenth contribution, .... 1,000.00

Aspinwall, Mrs. W. H., 10.00

A warmly interested friend, i.oo

Bacon, Miss Mary P., 10.00

Balfour, Miss Mary D., sixth contribution, .... 10.00

Barnard, J- M., 5.00

Bartlett, Miss Mary ¥., 500.00

Baylies, Mrs. W. C, third contribution, 10.00

Bigelow, Mrs. Prescott, third contribution, .... 50.00

Brett, Mrs. Anna K., Avon, 5.00

Brewer, Miss Lucy, 10.00

Brown, Miss H. Louisa, annual, 5.00

Burgess, Mrs. S. K., second contribution, 25.00

Burke, T. F., 5.00

Butterfield, Mrs. A. M.. i.oo

Amount carried forward, $3,400.00

259

Amou7it brought fonvard, $3,400.00

Cabot, Mrs. S., 25.00

Children of a kindergarten 4-50

Clarke, Miss Harriet E., 10.00

Clarke, Mrs. James Freeman, 5.00

Cook, Mr. and Mrs. C. T., Detroit, Mich., .... 100.00

Cordner, Miss, 5.00

Cowing, Mrs. Martha W., 25.00

Crane, Mr.s. Zenas M., Dalton, 150.00

Damon. Mrs. Jane E., Westminster, 5.00

D., L. W. and M. M. D., 50.00

Ditson, Mrs. Oliver, 100.00

Dresel, Mrs. Anna L., 20.00

Easter Offertory, Trinity Church, 5.00

Eliot, Dr. Samuel, seventh contribution, 100.00

Emerson, Miss Frances V., 5.00

Emma and Katie, .30

Endicott, Miss Mary E., fourth contribution, . . . 25.00

Evans, Mrs. Glendower, 10.00

Fairbanks, Miss C. L., fourth contribution, .... 10.00
Farnam, Mrs. Ann S., New Haven, Conn., fourth

contribution, 50.00

Fay, Miss S. M., third contribution, 1,000.00

Field. Mrs. E. E. V., annual, 30.00

First Congregational Unitarian Society, New Bedford,

through Rev. Paul R. Frothingham, annual, . . 50.00

Fiske. Mrs. Joseph N., 1,000.00

Friend, W. A., 300.00

From a friend, 500.00

From a friend, through E. Reed, 5.00

Fuller, Mrs. Caroline A., West Hingham, second con-
tribution, 50.00

German Technical Society, proceeds of lecture, . . 60.00

Amount carried forward, $7,099.80

26o

Amount brought forward, $7,099.80

Goodhue, George O., Danville, Can., 5.00

Haimes, Miss Lucy F., 10.00

Hayden. Mrs. Isaac, 25.00

Hersey, Charles H., 25.00

Hollis, Mrs. S. J., Lynn 25.00

Howard, Miss Jennie W 2.00

Rowland, Mrs. O. O., second couiribution, .... 30.00

Hunnewell, F. W., 100.00

In memory of M. Day Kimball, 100.00

Jenks, Miss Caroline E., ninth contribution, .... 5.00

J. T. and R. B., 5.00

K 15-00

Kendall, Miss H. W., second contribution, .... 50.00

Kent, Mrs. Helena M., third contribution, .... 500.00

Kindergarten, West Newton, Mrs. Sweetsers. ... 2.00

Knapp, George B 25.00

Ladies at Wellesley, 26.00

Lane, Mrs. Mary S., 5.00

Lend-a-hand Club of the Unitarian Church, Belmont, 5.00

Loud, Mrs. S. P., 5.00

Lowell, Miss Anna C, fifth contribution, 100.00

Lowell, Mrs. George G., 100.00

Lyman, Mrs. George H 10.00

Lyman. John P., 25.00

Marsh, Miss Sarah L., Hingham, 50.00

Mason, Miss E. F., 500.00

Matthews, Mrs. A. B 1,000.00

Matthews, Miss Alice, 10.00

Matthews, Miss Nanna Bolton, 10.00

Meyer, Mrs. George von L., 100.00

Montgomery, William, 10.00

Morgan, Mrs. E. P., 50.00

Amount carried J or ward, $10,029.80

26l

Amount brought forward, $10,029.80

Morse, Mrs. Leopold r 00.00

Motley, Mrs. E. Preble, 25.00

Newell. Mrs. M. Abbie, • . . . 75.00

Nichols, Mrs. Frederick S., 2c. 00

Norfolk County High School Teachers' Club, . . . 5.43

Ober, Louis P., 10.00

Perkins, Edward N., co.oo

Potter, Mrs. Jennie L., c 00

Potter, Mrs. Warren B., 5,200.00

Rantoul, Miss Hannah L., 2^.00

Richards, Miss Elise B., r 00

Robertson, Mrs. Alice Kent, proceeds of reading, . . 235.00

Rogers, Mrs. Anna B., r.oo

Rogers, Miss Clara B., 2.00

Rogers, Miss Flora E., New York City, 100.00

Russell, Miss Marian, 100.00

Russell, Miss Mary, r_oo

Sabine, Miss M. C, -.00

Sears, Mrs. K. W., 25.00

Storrs, Mrs. E. K., 25.00

Sunday-school of the Unitarian Church, Belmont, . . 5.00

Sunday-school in Beverly, 2.00

Sunday-school of the First Church, Boston, .... 60.00
Sunday-school class in Shepard Memorial Church,

Cambridge, 17.14

Sunday-school in Cambridge, through Gordon H.

Taylor, 17.^8

Talbot. Mrs. Isabella W., North Billerica, .... 50.00

Thayer, Mrs. N., Sr., fifth contribution, 1,000.00

Thorndike, Mrs. J. H., tenth contribution, .... 100.00

Through Miss E. A., 2.00

Through Helen Keller, 5.00

Amount carried forward, $17,314.35

262

Amount brought forward, 517,314.35

Troup, John E., Providence, 50.00

Vaughan, B., Cambridge, 10.00

Vose, Miss C. C, third contribution, 5.00

Wales, George W., annual, 200.00

Warren, Mrs. J. Sullivan, annual, 20.00

Washburn. Rev. A. F., fourth contribution, .... 25.00

Waterston. Mrs. Anna C. L., 50.00

White, C. J., sixth contribution, 25.00

Whitehead, Miss Mary, 20.00

Whiting, Mrs. S. B., Cambridge, 10.00

Wigglesworth, Dr. Edward, 25.00

Wilson, Miss Edith, ' 1.20

W., L. H., 25.00

Wolcott, Mrs. J. H., 500.00

Yerxa, Helen and Marion 2.50

Young, Mrs. B. L.. fifth contribution, 25.00

Young ladies of Kirk street Church, Lowell, .... 5.00
Young People's Club of the Unitarian Church, Jamaica

Plain, 15-00

$18,328.05

CONTRIBUTIONS FOR CURRENT EXPENSES.

Annual subscriptions through the Ladies' Auxiliary

Aid Society, Miss Olga E. Gardner, treasurer, . . $2,984.57
Cambridge Branch, through Mrs. E. C. Agassiz, . . 500.00

Dorchester Branch, through Mrs. Elizabeth S. Whitten, go. 00

Ames, Rev, Charles G., annual, 10.00

Baker, Mrs. Richard, annual, 50.00

Brett, Mrs. Anna K., Avon 5.00

Brewer, John, Milton, i.oo

Amount carried forward, $3,640.57

263

Amount brought forward, $3,640.57

Bumstead, Mrs. F. J., Cambridge, 25.00

Coolidge, Mrs. J. T., annual, 10.00

Goodman, Richard, Lenox, annual, 10.00

lasigi, Miss Mary V., annual, i5-oo

Jackson, Mrs. E. S., 2.00

Jackson, Mrs. J. B. S., annual, 50.00

St. Agnes Guild, Melrose, through Mrs. H. A. Bush, . 5.00

Thorndike, Mrs. J. H., annual, 10.00

Timayenis, D. T., 10.00

Waters, Edwin F., 5.00

Whitehead, Miss Mary, annual, 10.00

Women's Baptist Home Mission Society, Hyde Park, i.oo

Wood, Mrs. James B., Concord, 10.00

^3,803.57

FOR THE NEW BUILDING.

Alumnae Association of Perkins Institution, for furnish-
ing, $85.72

An Easter greeting to the little blind children, . . . 50.00
Children of Miss A. L. Partridge's school, Augusta,

Me., third contribution, 29.00

Coolidge, Mrs. J. Randolph, 100.00

Faulkner, Miss Fanny M 1,000.00

Fuller, Mrs. Caroline A., West Hingham, 100.00

Greene, Mrs. Fanny A., i.oo

In memory of Cora B. Standing, Fall River, for book-
case, 90.00

Ladies of Lynn, through Mrs. Washington Haven,

annual, 63.00

Amount carried forward, $1,518.72

264

Amount brought forward, $1,518.72

Learned, Miss Mollie, New London. Conn., second

contribution, 5.00

Motley, Edward, fifth contribution, 100.00

Primary Department of the Highland Congregational

Sunday-school, Dorchester, 6.92

Proceeds of entertainments, February 22, by pupils of

Perkins Institution, 25.69

Proceeds of fair by children of Sargent street and

Howard avenue, Dorchester, 2 6. 86

Proceeds of fair held by Misses Stockwell, Gregg and

Brown, Roxbury, 100.00

Rotch, Mrs. Benjamin S., eighth contribution, . . 1,000.00

Sears, David, second contribution, 200.00

Thorndike, Mrs. J. H., eleventh contribution, . . . 100.00

W., Miss C. L 15.00

$3,098.19

The trustees earnestly appeal to the public for further coninbu-
tions to the amount of $18,500, which is still lacking to complete
the building fund.

All contributors to the fund are respectfully requested to peruse the
above list, and to report either to Edward Jackson, Treasurer, A^o.
jj State Street, Boston, or to the Director, ^L Anagnos. South
Boston, any omissions or inaccuracies which they may find in it.

EDWARD JACKSON, Treasurer.

No. 53 State Stkebt (Room 840), Boston.

265

DONATIONS AND SUBSCRIPTIONS FOR TOMMY
STRINGER.

A lover of children, $2.00

"Aunt Madeleine," Elonor Achison, Jennie Allison,
Mary B. Harding, Mary A. Dugan, and Harriette
B. Reed, Washington, Penn., through Miss Made-
leine Le Moyne, 20.00

Brown, Mrs. J. Conklin, Greensboro', Ga., .... 10.00

Brown, Warner, Greensboro', Ga., i.oo

Gary, Alice, 10.00

Children of the Florence Kindergarten, Florence, . . 12.00

Child's Hour fund, 3.38

Child's Hour fund, through Miss Lucy Wheelock, . . 11. 10

Cook, Roy R., 5.00

E. A. H., through Hellen Keller, 5.00

Fay, Miss Sarah M., 25.00

Fosdick, Mrs. A, M., Mobile 5.00

From a friend, E. C. E., i.oo

Goodhue, George O., Danville, Can., 5.00

Junior Society of Christian Endeavor of First Church,

Chelsea, 5.00

Keller, Helen, 5.00

Kindergarten department of Washington street Bap-
tist Church, Lynn, 3.25

Kindergarten, Miss Fiske's, Montpelier, Vt., through

Mr. Martin, 1.50

Matthews, Mrs. Annie B., 50.00

Merry, Miss Isabel, Newark, N.J., 5,00

Mite boxes of Helen and Edna Carter, ..75

Nickerson, Miss Isabel J., 5.00

Parker, Thomas R., annual, i.oo

Peyraud, Mademoiselle Rosalie J., annual, .... i.oo

Amount carried forward, $192.98

2 66

Amount brought forward, $192.98

Primary department of the Baptist Sunday-school ot

Wakefield, through Miss E. M. Greenwood, . . 8,00
Primary Sunday-school class, Miss M. L. Holt's, Willi-

mantic. Conn,, 2.00

Primary Sunday-school of Church of Pilgrimage, Plym-
outh, 5.33

Proceeds of fair held in the house of Mr. B. T.

Thayer, 11. 87

Richards, Miss Annie L., 12.50

Rodocanachi, John M., 10.00

Ross, Miss Charlotte, i.oo

Ruich, Amanda, .50

Stanyan, Miss Jennie H., 2.00

Through A. I. Root, editor of Gleanings in Bee 1

Culture: Two little Stewart Boys, . . $1.00 |- 6.00

Anna C. Ash, 5.00 J

Through The Child's Hour : —

Ruby and Percy Bramhall, $2.00 '

Mrs. N. M. Bristol, 5.00 j- 7.10

Alva Clark, 10

Union Sunday-school of Harmon, 111., through Silas

Ackert, Superintendent, 5.00

Walnut avenue Congregational Church 5.00

Washburn, Rev. Alfred F., 10.00

Whitney, Miss E. P., i.oo

Whitwell, Miss Mary, annual subscription for two

years, 2.00

Yerxa, Helen and Marion, 2.50

Young, Miss Lucy F., Groton, i.oo

Young People's Auxiliary' of Barton square Church.

Salem, 5.00

?29o.78

Further contributions will be thankfully received and gratefully

acknowledged by

M. ANAGNOS. 'J'ruifre.

267

DONATIONS THROUGH THE LADIES' AUXILIARY.

Ahl, Mrs. D,, Boston, $25.00

At the Kindergarten Reception, Jamaica Plain, . . . 23.75

Brooks, Mrs. Peter C, Boston, 50.00

Gary, Mrs. Richard, i.oo

Gary, Miss, 1.00

Gash, .75

Ghoate, Mrs. C. ¥., 5.00

Goolidge, Mrs. Algernon, 5.00

Emmons, Mr. N. H., 10.00

Everett, Mrs. E., Gambridge, 25.00

Fair in aid of the Kindergarten by eight little girls,
Katrine and Molly Goolidge, Ingeborg Sinclair,
Brenda Fenollosa, Mary Richardson, Betty Porter,

Lulu Glement, and Bette Harrington, .... 106.57

G., Mrs. G. P., 5.00

Glover, Mr. Joseph B., 100.00

Goldthwait, Mrs. John, Ghestnut Hill, 25.00

Holmes, Mr. George H., Gambridge, 10.00

Lowell, Miss G., 5.00

Lowell, Mrs. George G., 25.00

Manning, The Misses, 20.00

Matchett, Mrs. W. F., 25.00

Prince, Mrs. J. F., Jr., Ottawa, Ganada, i.oo

Rice, Hon. Alexander H., 25.00

Wheelwright, Mr. Josiah, Roxbury, 50.00

W., Mr. H c.oo

268

ANNUAL SUBSCRIPTIONS.

Tliroiigli the Ladies' Auxiliary Aid Society, Miss Olc;a E. Garijnkr, Treasurer.

Abbott, Miss A. T., Boston, $i.oo

Abbott, Mrs. H. W., Boston i.oo

Abbott, Mrs. J., Boston, 5.00

Abbott, Miss J. G., Boston, i.oo

Adams, Mrs. Waldo, Boston, 5.00

Allen, Mrs. A. H., Boston, i.oo

Allen, Mrs. C. H., Boston, i.oo

Allen, Mrs. ¥. R., Boston, 2.00

Allen, Mrs. R. L., Boston, i.oo

Ames, Mrs. F. M., Boston, i.oo

Amory, Mrs. William, Boston, 1500

Anderson, Mrs. J. F., Boston, 5.00

Appleton, Mrs. William, Boston, 5.00

Arnold, Mrs. Richard, Boston, 2.00

Atkins, Mrs. Elisha, Boston, 5.00

Ayer, Mrs. J. B., Boston, 5.00*

Bacon, Miss E. S., Jamaica Plain, 5.00

Bacon, Mrs. S. M., Boston i.oo

Bailey, Mrs. H. R., Cambridgie, 2.00

Bailey, Mr. J. T., Boston, 20.00

Baker, Mrs. Richard, Jr., Boston 5.00

Bancroft, Mrs. J. C, Boston, 5 00

Barnard, Mrs. M. C, Dorchester, i 00

Barnes, Mrs. C. B., Boston, 10.00

Barnes, Mrs. T. W., Boston, 3.00

Barstow, Miss K. A., lioston, 5.00

Bartlett, Miss Elvira, Boston, 10.00

Bartlett, Miss Mary F., Boston 20.00

Batcheller, Mrs. \. H., Boston 2.00

Bigelow, Mrs. Alanson, Chestnut Hill i.oo

Amount carried forward, $146.00

269

Amount brought forward, $146.00

Bigelow, Mrs. G. T., Boston, 5. 00

Bigelow, Mrs. J. S., Boston, 10.00

Bigelow, Mrs. Prescott, Chestnut Hili, 10.00

Bigelow, Mrs. Prescott, Jr., Jamaica Plain, .... 5.00

Billings, Mrs. J. B., Boston, i.oo

Blake, Mrs. G. B., Boston, 10.00

Blake, Mrs. S. P., Boston, 5.00

Bleakie, Mrs. J. S., Boston, • . . 5.00

Boardman, Mrs. T. D., Boston, 2.00

Bradley, Mrs. Richard, Boston, i.oo

Bremer, Mrs. J. L., Boston, 5.00

Brewer, Mr. John R., Boston, 5.00

Briggs, Dr. E. C., Boston, 2.00

Brown, Mrs. Buckminster, Boston, 3.00

Brown, Miss H. L., Boston, 2.50

Brown, Mrs. J- Conklin, Greensboro', Ga., .... 2.00

Brown, Mrs. Samuel N., Boston, 2.00

Browne, Miss H. T., Boston, 10.00

Bryant, Mrs. E. B., Boston, 5.00

Bryant, Mrs. J. D., Boston, 2.00

Bullard, Mrs. William S., Boston, 10.00

Bumstead, Mrs. Freeman, Cambridge, 5.00

15urchardt, Miss E., Boston, i.oo

Burnham, Mrs. H. D., Boston, 5.00

Burnham, Mrs. J. A., Jr., Boston, 5.00

Cabot, Mrs. J. S., Boston, 10.00

Cary, Miss A. P., Boston, 10.00

Cary, Miss E. G., Boston, 10.00

Cary, Mrs. Richard, Boston, i.oo

Cary, Miss, Boston, i.oo

Case, Mrs. James B., Boston, 5.00

Chapin, Mrs. H. B., Jamaica Plain, 5.00

Chase, Miss N., Boston, i.oo

Amount carried forward^ $307.50

270

Atnount brought fortvard, S307.50

Chenev, Mrs. Arthur, Boston i.oo

Chick, Mrs. I. W., Boston, 2.00

Claflin, Mrs. VV. H., Boston 2.00

Clark, Mrs. B. C, Boston, 2.00

Clark, Mrs. F. S., Boston, 10.00

Clark, Mrs. J. J., Boston, 2.00

Codman, Mrs. C. R., Boston, 5 00

Collamore, The Misses, Boston, 5.00

Converse, Mrs. C. C, Boston, i.oo

Coolidge, Mrs. J. Randolph, Boston, 10.00

Cotting, Mrs. C. E., Boston, 5.00

Cotting, Mrs. C. U., Boston, 5.00

Covel, Mrs. A. S., Boston, 2.00

Crane, Mrs. A. M., Boston, 5.00

Crehore, Mrs. G. C, Boston, 5.00

Crocker, Miss L. H., Boston, 5.00

Crosby, Miss S. T., Boston, i.oo

Curtis, Mrs. Greeley S., Boston, -5-oo

Curtis, Mrs. H. G., Boston, 5.00

Curtis, Mrs. J. F., Boston, 5.00

Dabney, Mrs. L. S., Boston, 10.00

Dale, Mrs. Eben, Boston, 5.00

Dana, Mrs. Samuel B., Boston, 10.00

Daniell, Mrs. H. W., Boston, 5.00

Daniels, Mrs. G. F., Boston, i.oo

Davis, Mrs. Simon, Boston, 3.00

Day, Mrs. Lewis, Norwood, 2.00

Derby, Mrs. Hasket, Boston, 5.00

Dewey, Miss Mary E., Boston, i.oo

Dexter, Miss Elsie, Boston, 2.00

Dexter. Miss R. L., Boston, 2.00

Dimock, Mrs. E. A., Ro.xbury, i.oo

Ditson, Mrs. Oliver, Boston, 5.00

Amount carried forn'ard^ $462.50

271

Amount brought forward, $462.50

Dixon, Mrs. L. S., Boston, 2.00

Doliber, Mrs. Thomas, Brookline, ....... 5.00

Dowse, Mrs. Charles F., Boston, i.oo

Draper, Dr. F. W., Boston, i.oo

Drew, Mrs. E. C, Boston, i.oo

D wight, Mrs. James, Boston, i.oo

Dwight, Mrs. Tliomas, Boston, i.oo

Dwight, Mrs. Thomas, Jr., Boston, i.oo

Edgerly, Mrs. Charles B., Boston, i.oo

Eichberg, Mrs. Julius, Boston, 2.00

Eliot, Mrs. Amory, Brookline, 2.00

Elliott, Mrs. John, Boston, 10.00

Endicott, Miss C T., Boston, i.oo

Endicott, Mrs. Henry, Boston 5.00

Ernst, Mrs. C. W., Boston, 2.00

Estabrook, Mrs. A. F., Boston 5.00

Fabian, Mrs. R. L,, Boston, 5.00

Fairchild, Mrs. Charles, Boston, 5.00

Farwell, Mrs. S. W., Boston, 5.00

Faulkner, Mrs. Charles, Boston, 10.00

Faulkner, Miss, Boston, 10.00

Fay, Miss S. B., Boston, i.oo

Fay, Miss Sarah M., Boston, 10.00

Fenno, Mr. J. Brooks, Boston, 10.00

Ferguson, Mrs. R., Boston, i.oo

Fiske, Mrs. Joseph N., Boston, 5.00

Fitz, Mrs. Walter Scott, Boston, 25.00

Flagg, Mrs. Aug., Boston, 6.00

Fletcher, Miss E. R., Marshalltown, Iowa, .... i.oo

Frank, Mrs. D., Boston, i.oo

French, Mrs. John J., Boston, i.oo

French, Mrs. T. H., Roxbury, i.oo

Frothingham, Miss Ellen, Boston, 5.00

Amount carried forward, $605.50

272

Amount brought forward^ S605.50

Frothingham, Mrs. O. B., Boston, 5.00

Gaffield, Mr. Thomas, Boston, 5.00

Gardiner, Mrs. R. H., Chestnut Hill, i.oo

Gardner, Miss Olga E., Boston, 5.00

Gardner, Mrs. John L., Boston, i.oo

Gaston, Mrs. W., Boston, 5.00

Gilluly, Miss M. E., Boston, i.oo

Goddard, Miss L. W., Boston 2.00

Gooding, Mrs. T. P., Boston, 2.00

Goodwin, Mrs. J. C., Boston, i.oo

Gorham, Mrs. W. H., Boston, 5.00

Gray, Mrs. J. C, Boston, 5.00

Gray, Mrs. J. H., Boston, 5.00

Gray, Mrs. Morris, Chestnut Hill, . i.oo

Gray, Mrs. Reginald, Chestnut Hill, i.oo

Greene, Mrs. J. S. Copley, Cambridge, 2.00

Grew, Mrs. H. S., Boston, 10.00

Grover, Mrs. William O., Boston, 10.00

Hall, Mrs. E. R., Boston, 2.00

Hall, Mr. G. G., Boston, i.oo

Hall, Mrs. M. L., Boston, 5.00

Hammond, Mrs. Gardiner G., Jr., Boston, .... 5.00

Hammond, Mrs. George Warren, Boston, 10.00

Harding, Mrs. E. J., Ware, i.oo

Hardy, Mrs. A. H., Boston, i.oo

Harrington, Mrs. F. B., Boston, 3.00

Harrington, Mrs. M. C, Dorchester, i.oo

Harrington, Dr. H. L., Dorchester, 2.00

Hart, Mrs. Thomas N., Boston, 2.00

Hart, Mrs. William T., Boston, 10.00

Haskell, Mrs. Edwin B., Auburndale, 50.00

Hayden, Mrs. C. R., Boston, 5.00

Hayes, Miss Abby S., Boston, i.oo

Amount carried forward, $771.50

273

Amount brought forward, $771.50

Hayes, Miss Ella, Boston, i.oo

Hayes, Mrs. J. A., Boston, i.oo

Hayes, Miss M. G., Boston, i.oo

Head, Mrs. Charles, Boston, 25.00

Healy, Miss Helen, Boston, i.oo

Heard, Mrs. J. Theodore, Boston, 5.00

Hecht, Mrs. J. H,, Boston, 5.00

Hemenway, Mrs. Alfred, Boston, i.oo

Hemenway, Mrs. C. P., Boston, 10.00

Higginson, Mrs. H. L., Boston, 1500

Hills, Mrs. E. A., Boston, 5.00

Hitchcock, Mrs. David W., Boston, 5.00

Hogg, Mrs. John, Boston, 5.00

Hooper, Mrs. F. T., Boston, i.oo

Hooper, Mrs. J. R., Boston, 2.00

Hooper, Mrs. R. C, Boston, 10.00

Hooper, Mrs. S. E., Roxbury, i.oo

Horton, Mrs. E. A., Boston, 2.00

Horton, Mrs. W. H., Boston, 10.00

Houghton, Hon. H. O., Cambridge, 5.00

Howe, Mrs. A., Boston, 1.00

Howe, Mrs. Julia Ward, Boston, 5.00

Howland, Mrs. J. A., Jamaica Plain, i.oo

Hubbard, Mrs. Eliot, Boston, 10.00

Hudson, Mrs. John E., Boston, 5.00

Hunneman, Miss Elizabeth A., Roxbury, 2.00

Hunneman, Mrs. S. W., Roxbury, i.oo

Hunnewell, Miss Charlotte, Boston, 10.00

Hunnewell, Mr. H. H., Boston, 50.00

Hutchins, Mrs. Constantine F., Boston, 5.00

Inches, Mrs. C. E., Boston, i.oo

Jackson, Miss E., Boston, 3.00

Jackson, Mrs. J. B. S., Boston, 5.00

Amount carried forward, $981.50

274

Amount brojight forward, $981.50

James, Mrs. John W., Boston, 10.00

Jewett, Miss Annie, Boston, 2.00

Johnson, The Misses, Boston, 20.00

Jones, Mrs. Edward C, New Bedford, 25.00

Jones, Miss Ellen M., Boston, 10.00

Jones, Mrs. Jerome, Brookline, i.oo

Jordan, Mrs. Eben D., Boston, 5.00

Jordan, Mrs. Eben D., Jr., Brookline, 5.00

Josselyn, Mrs. A. S., Boston, 5.00

Jo)', Mrs. Charles H., Boston, 10.00

Kehew, Mrs. W. B., Boston, 1.00

Kidder, Mrs. Henry P., Milton, 5.00

Kidner, Mrs. R., Boston, 2.00

Kimball, Mrs. D. P., Boston, 25.00

Kimball, Mrs. M. D., Boston, i.oo

Kimball, Miss S., Boston, i.oo

Kimball, Mrs. S. H., Jamaica Plain, 5.00

King, Mrs. D. Webster, Boston, 2.00

Kinsley, Mrs. Edward W., Boston, 5.00

Kuhn, Mrs. H., Boston, 5.00

Lamson, Mrs. J. A., Boston, i.oo

Lee, Mrs. George C, Boston, 10.00

Lee, Mrs. J. H., Boston, 5.00

Lincoln, Miss C. K. T., Hingham, 1.00

Lockwood, Mrs. Rhodes, Boston, i.oo

Lodge, Mrs. John E., Boston, 5.00

Loring, Mrs. W. C, Boston, 25.00

Lothrop, Mrs. Thornton K., Boston, 10.00

Loud, Mrs. S. P., Boston, 2.00

Lovering, Mrs. C. T., Boston, 10.00

Lowell, Mrs. E. J., Boston i.oo

Lowell, Miss G., Boston, 1.00

Lowell, Mrs. John, Boston, 5.00

Amount carried fonvard, $1,203.50

275

Amount brought forward, $1,203.50

Lowell, Mrs. John, Jr., Chestnut Hill, i.oo

Lyman, Mrs. Arthur T., Boston, 5.00

Mack, Mrs. Thomas, Boston, i.oo

Mandell, Mrs. S. P., Boston, 2.00

Matthews, Miss A. B., Boston, i.oo

Matthews, Miss Alice M. C, Boston, i.oo

Mead, Mrs. S. R., Boston, 10.00

Merriam, Mrs. Charles, Boston, 5.00

Merrill, Mrs. J. W., Boston, 10.00

Meyer, ]\Irs. George A., Boston, 10.00

Minot, Mrs. C. H,, Boston, 10.00

Minot, Dr. Francis, Boston, 10.00

Mixter, Mrs. William, Boston, 1.00

Mixter. Miss M., Boston, i.oo

Morison, Mrs. J. H., Boston, i.oo

Morison, Mrs., Boston, 2.00

Morrill, Miss Annie W., Boston 3.00

Morrill, Miss Fannie E., Boston, 3.00

Moseley, Miss, Boston, i.oo

Motte, Mrs. Ellis L., Boston, 2.00

Neal, Mrs. George B., Charlestown, i.oo

Neal, Miss, Charlestown, i.oo

Newell, Mrs. G. A., Boston, 5.00

Nichols, Mrs. F. S., Boston, 5.00

Norcross, Miss Laura, Boston, 10.00

Norcross, Mrs. Otis, Boston, 5.00

Norcross, Mrs. Otis, Jr., Boston, 5.00

Norman, Mrs. G. H., Boston 10.00

Otis, Mrs. W. S., Boston, 2 00

Page. Mrs. Calvin G., Chestnut Hill, i.oo

Paine, Mrs. R. T., Boston, 10.00

Palfrey, Mrs. F. W., Boston, 20.00

Palmer, Mrs. C. H., Boston, i.oo

Amount carried forward, $i)359-5o

276

Amount brought forward, . $i»359-5°

Parker, Mrs. William L., Boston, 5.00

Parkinson, Mrs. John, Boston, 5°°

Parkman, Mr. Francis, Boston, 5.00

Parsons, Mrs. Wm. and Miss, Boston, S-oo

Peabody, Mrs. Anna P., Boston, 5-°°

Peabody, Mr, F. H., Boston, lo-oo

Peabody, Mrs. Oliver W., Boston, S-oo

Peabody, Mrs. S. E., Boston, S-oo

Pfaff, Mrs. Jacob, Boston, 5-oo

Phillips, Mrs. John C, Boston, 25.00

Phipps, Miss, Boston, 20.00

Pickering, Mrs. Edward, Boston, 5-°°

Pickman, Mrs. W. D., Boston, 10.00

Pillsbury, Miss Elsie G., Boston, i-oo

Poor, Mrs. Charles C, Boston, i-oo

Pope, Mrs. A. A., Boston, 25.00

Pope, Drs. E. F. and C. A., Boston, 2.00

Porteous, Mrs. John, Boston, 4-oo

Porteous, Miss M. F., Boston, 100

Poulsson, Miss Emilie, Boston, 100

Poulsson, Miss Laura E., Boston, i-oo

Powars, Miss M. A., Boston, i-oo

Prince, Mrs. J. F., Jr., Ottawa, Canada, i-oo

Proctor, Mrs. H. H., Boston, ^-oo

Putnam, Mrs. J. P., Boston, 5-oo

Putnam, Mrs. S. R., Boston, 1000

Quincy, Mrs. C. F., Chicago, 111., 2.00

Quincy, Mrs George H., Boston, 5-°°

Rantoul, Miss H. L., Beverly, '-oo

Reed, Mrs. Wm. Howell, Boston, 500

Revere, Mrs. Paul J., Boston, 5 °°

Rice, Mrs. Henry A., Boston, 5-°°

Richards, Miss A., Boston, • ^-"Q

Amount carried forward, $ 1,548-50

277

Amount brought forward^ $1,548.50

Richards, Mrs. Dexter H., Boston, 10.00

Richards, Mrs. W. D., Boston, 2.00

Richardson, Mrs. Spencer W., Boston, 5.00

Richardson, Mrs. Thomas O., Boston, 2.00

Robbins, Mrs. R. E., Boston, 5.00

Rochford, Francis J., Jamaica Plain, i.oo

Rodman, Mr. S. W., Boston, 10.00

Rogers, Miss Annette P., Boston, 5.00

Rogers, Mrs. Henry M., Boston, 5.00

Rogers, Mrs. Jacob C, Boston, 5.00

Rogers, Mrs. J. P., Boston, 5.00

Rogers, Miss S. S., Boston 5.00

Rogers, Mrs. William B., Boston, 3.00

Ross, Mrs. A., Boston, i.oo

Rotch, Miss Edith, Boston, 5.00

Rotch, Mrs. T. M., Boston, 2.00

Russell, Mrs. William A., Boston, 10.00

Rust, Mrs. Nathaniel J., Boston, i.oo

Sabine, Mrs. G. K., Brookline, i.oo

Saltonstall, Mr. Henry, Boston, 25.00

Sampson, Mrs. Edwin H., Boston, i.oo

Sampson, Mr. George, Boston, 10.00

Sampson, Miss H. H., Boston, i.oo

Sampson, Mrs. O. H., Boston, 5.00

Sanborn, Mrs. Edwin L., Boston, i.oo

Sawyer, Mrs. Joseph, Boston, i.oo

Schlesinger, Mr. Barthold, Brookline, 50.00

Schwarz, Mrs. Louis B., Brookline, i.oo

Sears, Mrs. A. P., Brookline, i.oo

Sears, Mr. Frederick R., Boston, 25.00

Sears, Mrs. K. W., Boston, 5.00

Sears, Mrs. P. H., Boston, 10.00

Sharpe, Mr. L., Providence, R.I., 10.00

Amount carried forward, ^i)777-5o

278

Amount brought forward, Si, 777-5°

Shattuck, Mrs. G. B., Boston, 5.00

Shattuck, Mrs. G. C, Boston, 2.00

Shattuck, Mrs. G. O., Boston, 5-oo

Shaw, Mrs. B. S., Boston, 50°

Shaw, Mrs. George R., Boston, i-oo

Shaw, Mrs. H. R., Boston, 10.00

Shaw, Mrs. Robert G., Boston, S-oo

Shepherd, Mrs. T. P., Providence, R.I., 25.00

Shinkle, Miss Camilla H., Covington, Ky i.oo

Shurtleff, Tom, 3-5°

Sigourney, Mr. Henry, Boston, 10.00

Simpson, Miss F. W., Boston, 30°

Skinner, Mrs. F., Boston, 5°°

Smith, Mrs. Samuel, Boston, S-oo

Soren, Miss Grace, Roxbury, i -oo

Sor'en, Miss E., Roxbury, 2.00

Soren, Mr. J. H., Roxbury, 50°

Sowdon, Mr, A. J. C, Boston, 10.00

Spaulding, Hon. John P., Boston, 50.00

Sprague, Dr. Francis P., Boston, 10.00

Stantial, Mrs. S. F., Boston, 2.00

Stearns, Mrs. Charles H., Brookline, 25.00

Stearns, Mrs. R. H., Boston, 5°°

Stetson, Miss, Boston, i-oo

Stone, Mrs. F., Boston, 10.00

Stratton, Mrs. Charles E., Boston, 100

Strinmen, Miss F., Boston, i-oo

Stuart, Mrs. Willoughby H., Boston, ^ 2.00

Swain, Mrs. John, Stockbridge, 5°°

Swan, Miss E. B., Dorchester, 50°

Swan, Mrs. Robert, Dorchester, 10.00

Sweetser, Mrs. A. L., Boston, 10.00

Sweetser, Mrs. F. E., Boston, 5-oo

Amount carried fortvard, $2,023 00

279

Amount brought forward^ $2,023.00

Taggard, Mrs. B. W., Boston, 10.00

Thayer, Miss A. G., Boston, 10.00

Thayer, Mrs. Harriet L., Boston, 3.00

Thomas, Miss C. C, Boston, 2.00

Thomas, Mrs. J. B., Jr., Boston, 10.00

Tilton, Mrs. Joseph B., Boston, 5.00

Tilton, Mrs. William S., Newtonville, 2.00

Tuble, Mrs. S. P., Brookline, i.oo

Turner, Mrs. Alfred T., Boston, 2.00

Tyler, Mrs. D. S., Lexington, 5.00

Vickery, Mrs. Herman F., Boston, 3.00

Voorhees, Mrs. C. C, Cambridgeport, 1.50

Vose, Miss Florence P., Brookline, 2.00

Wadsworth, Mrs. O. F., Boston, 3.00

Wainwright, Miss R. P., Boston, 5.00

Wales, Mrs. George W., Boston, 5.00

Walker, Mrs. F. A., Boston, 2.00

Walker, Mrs. Nathaniel, Boston, 2.00

Walker, Mrs. Nathaniel U., Brookline, i.oo

Walley, Mrs. W. P., Boston, i.oo

Ward, Mrs. Henry V., Boston, 5.00

Ware, Mrs. Charles E., Boston, 25.00

Ware, Miss C. L., Cambridge, 5.00

Warren, Miss Annie C, Boston, i.oo

Warren, Mrs. Frederick R., Boston, 5.00

Warren, Mrs. J. S., Boston, 5.00

Watson, Mrs. F. S., Boston, 5.00

Webb, Mrs. S. P., Brookline, i.oo

Webster, Mrs. F. G., Boston, 5.00

Weeks, Mrs. A. G., Boston, 2.00

Weld, Mrs. R. H., Boston, 5.00

Weld, Mrs. William F., Boston, 20.00

Weld, Mrs. Wilfiam F., Boston, 50.00

Amount carried forward, $2,232.50

2 So

Amount brought forward, $2,232.50

Wesselhoeft, Mrs. M., Boston, 3.00

Wesselhoeft, Mrs. William P., Boston, 5.00

Wheelock, Mrs. A. A., Boston, 5.00

Wheelright, Mrs. J. W., Boston, 5.00

Wheelright, The Misses, Boston, 2.00

White, Mrs. C. G., Boston, i.oo

White, Mrs. and the Misses, Boston. 3.00

Whiting, Mrs. Irving O., Boston, 5.00

Whitney, Mrs. H. A., Boston, 5.00

Whitwell, Mrs. F. A., Boston, 5.00

Wigglesworth, Miss Anna C, Boston, i 00

Willard, Mrs. E. G., Boston, i.oo

Williams, Mrs. H., Boston, 25.00

Williams, Mrs. Jeremiah, Boston, i.oo

Williams, Mrs. T. B., Boston, 5.00

Wilson, Mrs. C. P., Boston, 5.00

Wilson, Mrs. W. P., Boston, 2.00

Winslow, Miss H. M., Jamaica Plain, 1.00

Winsor, Mrs. Ernest, Chestnut Hill, 35-oo

Wolcott, Mrs. Roger, Boston, 5.00

Woodbury, Mrs. J. P., Boston, 5.00

Wood worth, Mrs. A. S., Boston, 10.00

Wright, Mrs. George W., Boston, i.oo

Wright, Miss, Boston, i.oo

Wright, Miss M. A., Boston, 5.00

Wright, Miss M. E., Boston, 5.00

$2,379.50

2»I

Cambridge Branch.

Through Mrs. Elizabeth C. Agassiz.

Abbot, Mrs. F. E., Cambridge, $2.00

Abbott, Mrs. Martha T., Cambridge, 25.00

A friend, 5.00

A friend in New York, 4.00

Ames, Mrs. James B., Cambridge, 5.00

Bartlett, Mrs. John, Cambridge, 30.00

Batchelder, Mrs. J. M., Cambridge, i.oo

Beard, Mrs. Edward L., Cambridge, i.oo

Bemis, Mrs. Lucy C, Cambridge, 10.00

Bradford, Mrs. J. Russell, Cambridge, 10.00

Brooks, Miss Martha, Cambridge, 5.00

Cary, The Misses, Cambridge, 5.00

Chapman, Mrs. Lucy, Cambridge, 2.00

Child, Miss H. M., Cambridge, 2.00

Cooke, Mrs. J. P., Cambridge, ........ 5.00

Deane, Mrs. Charles, Cambridge, 2.00

Dodge, Mrs. Lucy L., Cambridge, 10.00

Dodge, Mrs. S. B., Cambridge, i.oo

Eustis, Mrs. Frank, Cambridge, i.oo

Fiske, Mrs. James C, Cambridge, 5.00

Foote, Mrs. G. L., Cambridge, 5.00

Foote, Miss Mary B., Cambridge, 5.00

Foster, Mrs. Francis C, Cambridge, 100.00

Gannett, Mrs. Theo. B., Cambridge, 10.00

Goodale, Mrs. George, Cambridge, i.oo

Goodwin, Miss A. M., Cambridge, 5.00

Goodwin, Mrs. Hersey, Cambridge, 3.00

Goodwin, Mrs. W. W., Cambridge, 10.00

Greene, Mrs. Copley, Cambridge, 5.00

Greenleaf, Mrs. James, Cambridge, 100.00

Greenough, Mrs. Henry, Cambridge, i.oo

Amount carried forward, $376.00

282

Amount brought forward, $376.00

Harris, Miss Charlotte M., Cambridge, i.oo

Hedge, Miss Charlotte, Cambridge, 3.00

Henchman, Miss A. P., Cambridge, 5.00

Hooper, Mr. E. W , Cambridge, 25.00

Jones, Mrs. L. S., Cambridge, i.oo

Lawrence, Mrs. William, Cambridge, 5.00

Mackay, Miss F. M., Cambridge, 5.00

McKean, Mrs. H. S., Cambridge, i.oo

Nichols, Mrs. John, Cambridge, 2.00

Norton, The Misses, Cambridge, 2.00

Page, Miss Abby S., Cambridge, i.oo

Page, Mr. Samuel, Cambridge, i.oo

Page, Miss Sarah H., Cambridge, i.oo

Paine, Miss J., Cambridge, 2.00

Palfrey, Mrs., Cambridge, i.oo

Peabody, Miss, Cambridge, 2.00

Putnam, Mrs. George, Cambridge, 5.00

Richards, Mrs. R. A., Cambridge, i.oo

Riddle, Miss, Cambridge, i.oo

Scudder, Mr. H. S., Cambridge, i.oo

Smith, Mrs. Horatio, Cambridge, 2.00

Spelman, Mrs. J. M., Cambridge, i.oo

Stone, Mrs. J. S., Cambridge, 5.00

Swan, Mrs. S. H., Cambridge, 3.00

Thayer, Mrs., Cambridge, i-oo

Thayer, Mrs. J. H., Cambridge, 2.00

Thornton, Mrs. Annie C, Magnolia, ...... 3.00

White, Mrs. Gardiner, Cambridge, 5.00

Whitman, Mrs. Ephraim P., Cambridge, 5.00

Whitney, Mr. A. A., Cambridge, i.oo

Whittemore, Mrs. G. W., Cambridge, i.oo

Willson, Miss Annie B., Cambridge, 5-oo

$476,00

283

Dorchester Branch.

Through Mrs. Elizabeth S. Whitten.

Atherton, Mrs. Samuel, Dorchester, $i.oo

Austin, Mrs. William R., Dorchester, 2.00

Bartlett, Mrs. S. E., Boston, i.oo

Bates, Mrs. George C, Dorchester, i.oo

Bean, Mrs. J. Henry, Dorchester, i.oo

Bockus, Mrs., Dorchester, i.oo

Bradford, Mrs. Martin L., Dorchester, 2.00

Bradford, The Misses, Dorchester, 2.00

Brigham, Mrs. Frank E., Dorchester, i.oo

Burdett, Mrs. Charles A., Dorchester, i.oo

Burt, Mr, Edward N., Dorchester, i.oo

Callender, Mrs. Henry, Dorchester, i.oo

Callender, Miss, Dorchester, i.oo

Carruth, Mrs. Nathan, Ashmont, i.oo

Clark, Mrs. W. R., Jr., Dorchester, , i.oo

Davis, Miss Katherine F., Dorchester, i.oo

Dickinson, Mrs. Martha L., Dorchester, i.oo

Dillaway, Mrs. C. O. L., Dorchester, i.oo

Dolan, Miss, Dorchester, i.oo

Downer, Mrs. Samuel, Dorchester, 5.00

Eddy, Mrs. Otis, Dorchester, 1,00

Eliot, Mrs. Christopher R., Dorchester, i.oo

Estabrooks, Miss, Ashmont, i.oo

Everett, Mrs. William B., Dorchester, i.oo

Fay, Mrs., Dorchester, i.oo

Hawkes, Mrs, S. L., Mattapan, i.oo

Hearsay, Mrs., Dorchester, i.oo

Hearsay, Miss Sarah E., Dorchester, i.oo

Howland, Mrs. H. T., Dorchester, 5.00

King, Miss S. Frank, Dorchester, i.oo

Lee, Mrs, L, M., Dorchester, i.oo

Amount carried forward, $42.00

284

Amount brought forward, $42,00

Martin, Mrs. A. P., Mattapan, ' . . . i.oo

Nash, Mrs. Edward, Dorchester i.oo

Nichols, Mrs. S. W., Dorchester, 5.00

Noyes, Miss Mary E., Dorchester, i.oo

Orcutf, Mrs. Hiram, Dorchester, i.oo

Peabody, Mrs. Charles K., Dorchester, i.oo

Phillips, Mrs. John G., Dorchester, i.oo

Pierce, Mrs. S. S., Boston, i.oo

Pierce, Miss, Boston, i.oo

Pratt, Mrs. Laban, Dorchester, i.oo

Rankin, Mrs. James, Dorchester, i.oo

Rhodes, Mrs. T. Munroe, Dorchester, i.oo

Ruggles, Mrs. Frederick, Ashmont, i.oo

Ruggles, Miss, Ashmont, i.oo

Sayward, Mrs. C. A., Dorchester, 2.00

Schlotterbeck, Frau, Dorchester, i.oo

Sewall, Mrs. George P., Dorchester, i.oo

Shurtleff, Mrs., Dorchester, i.oo

Stearns, Master Albert H., Dorchester, i.oo

Stearns, Master Henry Dexter, Dorchester, .... i.oo

Stearns, Master Maynard, Dorchester, i.oo

Streeter, Mrs. C. H., Dorchester, i.oo

Swan, Miss M. E., Dorchester, i.oo

Sweetser, Mrs. M. F., Dorchester, i.oo

Thacher, Mrs. Charles A., Dorchester, 2.00

Torrey, Mrs. Elbridge, Dorchester, 10.00

Vinson, Miss M. Adelaide, Dorchester, i.oo

Whitten, Mrs. Elizabeth S., Dorchester, i.oo

Willard, Miss, Dorchester, i.oo

Wood, Mrs. Frank, Dorchester, 5.00

Wood, Mrs. W. A., Dorchester, i.oo

Woodberry, Miss, Dorchester, i.oo

Woodman, Mrs. George, Dorchester, i.oo

$94.00

285

Milton Branch.

Through Mrs. M. V. Pierce.

Baldwin, Miss A. W., Milton, $i.oo

Barnard, Mrs. J. M., Milton i.oo

Barry, Mrs. Martha, Milton, i.oo

Beck, Mrs. Gideon, Milton, i.oo

Breck, Mrs. C. E. C, Milton, i.oo

Brewer, Mrs. Joseph, Milton, i.oo

Briggs, Miss S. E., Milton, i.oo

Brooks, Mrs. Edward, Hyde Park, i.oo

Channing, Miss, Milton, i.oo

Clark, Mrs. D. O., East Milton, 2.00

Clum, Mrs. A. B., Milton, i.oo

Cunningham, Mrs. C, East Milton, i.oo

Denny, Mrs. Daniel, Readville, 5.00

Dow, Miss J. F., Milton, 2.00

Dow, Miss L. A., Milton, 2.00

Emerson, Mrs. W. R., Milton, i.oo

Field, Mrs. E. E. V., Milton, i.oo

Forbes, Mrs. J. Murray, Milton, 5.00

Gilbert, Mrs. H. J., Milton, i.oo

Glover, Mrs. R. T., Milton, i.oo

Gray, Mrs. William, Milton, 2.00

Greene, Mrs. J. S., Milton, i.oo

Hicks, Miss Emma, Milton, i.oo

Hinckley, Miss M., Mattapan, i.oo

Hollingsworth, Mrs. Amos, Mattapan, 2.00

Hollingsworth, Mrs. P. R., Mattapan, 5.00

Jaques, Mrs. Francis, Milton, 2.00

Jaques, Miss H. L., Milton, 2.00

Ladd, Mrs. William J., Milton, 2.00

Morse, Mrs. S., Milton, i.oo

Morton, Miss S. B., Milton, i.oo

Amount carried forward, $51.00

2 86

Amount brought forward, $51.00

Payson, Mrs., East Milton, i.oo

Pierce, Mrs. M. V., Milton, i.oo

Pierce, Roger, Milton, i.oo

Pierce, Walworth, Milton, i.oo

Pierce, Mrs. W. L., Milton, i.oo

Richardson, Miss N., Milton, i.oo

Richardson, Miss Susan, Milton, i.oo

Rivers, Mrs. G. R. R., Milton, i.oo

Roberts, Miss Rachel, Milton, i.oo

Roberts, Mrs. R. H., Milton, i.oo

Rotch, Miss Johanna, Milton i.oo

Safford, Mrs. N. F., Milton, i.oo

Tilden, Mrs. George, Milton, 2.00

Tilden, Mrs. William P., Milton, i.oo

Tileston, Mrs. J. B., Mattapan, 5.00

Tucker, Mrs. S. A., Hyde Park, i.oo

Tucker, Miss S., Hyde Park, i.oo

Tuell, Mrs. Hiram, Milton, i.oo

Upton, Mrs. G. B., Milton, 2.00

Vose, Miss C. C, Milton, i.oo

Wadsworth, Mrs. E. D., Milton, i.oo

Wainwright, Mrs. S. B., Readville, 2.00

Ware, Mrs. A. L., Milton, i.oo

Weston, Mr. W. B., Milton, i.oo

Weston, Mrs. W. B., Milton, i.oo

White, Mrs. F. B., Milton, 1.00

Whitney, Mrs. A. D. T., Milton, i.oo

Whitwell, Mrs. F. A., Milton, 100

Whitwell, Miss N. S., Milton, i.oo

Wood, Mrs. William. Milton, i.oo

S88.00

28;

FORM OF BEOUEST.

I give, devise and bequeath to the corporation of the
Perkins Institution and Massachusetts School for the Blind,
Boston, Mass., for the sole use and benefit of the Kinder-
garten for the Blind, the sum of dollars.

FORM OF DEVISE OF REAL ESTATE.

I give, devise and bequeath to the corporation of the
Perkins Institution and Massachusetts School for the Blind,
Boston, Mass., for the sole use and benefit of the Kinder-
garten for the Blind (here describe the real estate accurately)
with full power to sell, mortgage and convey the same, free
of all trusts.

LIST OF EMBOSSED BOOKS

Printed at the Perkins Institution and Massachusetts School for
THE Blind, Boston, 1893.

Title of Book.

No.

of

Vols.

Price
per

Set.

JUVENILE BOOKS.

Alcott, Louisa I\I. Little Women,

Andersen, Hans. Stories and Tales,

Arabian Nights, six Selections by Samuel Eliot, . . .

Burnett, Frances H. Little Lord Fauntleroy,

Child's First Book,

" Second Book,

" Third Book,

" Fourth Book,

" Fifth Book,

" Sixth Book,

" Seventh Book,

Children's Fairy I5ook, arranged by M. Anagnos, . . .

Chittenden, L. E. The Sleeping Sentinel,

Coolidge. Susan. What Katy Did

Eclectic Primer,

Ewing, J. H. The Story of a Short Life,

Greene, Homer. The Blind Brother,

Hale, Rev. E. E, The Man without a Country, . . . .

Harte, Bret. The Queen of the Pirate Isle,

Heidi, translated from the German by .Mrs. Brooks, . .

Kingsley, Charles. Greek Heroes,

Kingsley, Charles. Water Babies,

Little Ones" Story Book,

Poulsson, Emilie. Bible Stories in Bible Language, . .
Poulsson, Emilie. Stories for Little Readers, ....
Richards, Laura E. Captain January, and other stories,

Sewell, A. Black Beauty,

Standard Braille Primer, revised,

Turner's First Reader,

Twelve Popular Tales, selected by H. C. Lodge, . . .

Wiggin, Kate D. The Story of Patsy,

Wiggin, Kate D. A Christmas Dinner,

Youth's Library, Volume i,

>3.oo

3.00

3.00

.40

.40

.40

.40

.40

.40

.40

2.50

•-5
2.50

.40
2.00
2.C0

.50

.40
voo

2.50

2.50

.40
3.00

.40
1.50
3.00

.50

.40

2.00

.50

.40

1.25

1.25

1.25

289

Title of Book.

Youth's Library, Volume 4,

(( u a r

J5)

" " " 6 .

U (( (( M

/)

" 8,

Script and point alphabet sheets, per hundred,

GENERAL LITERATURE.

American Prose,

Cooke, Rose Terry. The Deacon's Week,

Dickens, Charles. Christmas Carol, with extracts from

"Pickwick Papers,"

Dickens, Charles. David Copperfield,

Dickens, Charles. Old Curiosity Shop,

Eliot, George. Janet's Repentance,

Eliot, George. Silas Marner,

Emerson, R. W. Essays,

Extracts from British and American Literature, ....

Goldsmith, Oliver. The Vicar of Wakefield,

Hawthorne, Nathaniel. The Scarlet Letter,

Hawthorne, Nathaniel. Tanglewood Tales,

Johnson, Samuel. Rasselas, Prince of Abyssinia, . . .
Lubbock, Sir John. The Beauties of Nature, ....
Lytton, Edward Bulwer. The Last Days of Pompeii,
Macaulay, Thomas B. Essays on Milton and Hastings,
Martineau, Harriet. The Peasant and the Prince, . . .

Ruskin, John. Sesame and Lilies,

Scott, Sir Walter. The Talisman,

Scott, Sir Walter. Quentin Durward,

POETRY.

Anagnos, Julia R. Stray Chords,

Bryant, W. C. Poems,

Byron, Lord. Hebrew Melodies and Childe Harold, . .
Byron, Lord. Poems selected by Matthew Arnold, . .

Holmes, O. W. Poems,

Longfellow, H. W. Evangeline,

" " Evangeline, and other poems, . . .

" " Hiawatha,

Lowell, J. R. Poems,

Milton. Paradise Lost,

Milton. Paradise Regained, and other poems, ....
Pope, Alexander. Essay on Man, and other poems, . .
Scott, Sir Walter. Lay of the Last Minstrel, and other

poems,

Shakespeare. Hamlet and JuHus Caesar,

No.

of

Vols.

Price

per
Set.

si. 25
1.25
1.25
I.2S
1.25
5.00

2

6.00

I

.25

I

3.00

5

15.00

3

12.00

I

3.00

I

3-50

I

3.00

2

5.00

I

3.00

2

5.00

2

4.00

I

2.50

I

2.50

3

9.00

I

3.00

I

3.00

I

2.50

2

6.00

2

6.00

2.00

3.00
3.00
3.00
3.00

2.00

3.00

2.50

3.00
5.00
3.00

2.50

3.00

4.00

290

Title of Book.

Shakespeare. King Henry Fifth,

" Merchant of Venice

" Romeo and Juliet,

Stratton, H. W. Commemoration Ode, ....
Tennyson, Lord. Idylls of the Kint^, ....
Tennyson, Lord. In Memoriam, and other poems,

Whittier, J. G. Poems,

Wordsworth, William. Poems,

BIOGRAPHY.

Biographical Sketches, arranged by M. Anagnos,
Biographical Sketch of George Eliot, . . . .
Memoir of Dr. Samuel G. Howe,

HISTORY.

Constitution of the United States,

Dickens, Charles. Child's History of England, . . .

Fiske, John. War of Independence,

Fiske, John. Washington and his Country,

Freeman, Edward A. History of Europe,

Higginson, T. W. Young Folks' History of the United

States,

Schmitz, Leonhard. History of Greece,

Schmitz, Leonhard. History of Rome,

RELIGION.

Baxter, Richard. Call to the Unconverted,

Book of Psalms,

Book of Common Prayer,

Hymn Book,

New Testament,

Paley, William. Natural Theology, . . .
Selections from Swedenborg,*

TEXT BOOKS.

Cutter's Anatomy, Physiology and Hygiene, . . . .

Geometrical Diagrams,

Guyot's Geography,

Huxley's Science Primers, Introductory,

" Life and her Children," a Reader of Natural History,

Scribner's Geographical Reader,

Wentworth's Grammar-school Arithmetic,

No.

of

Vols.

Price

Set.

$2.00

2.00

2.00

.10

2.50
3.00

• Printed by donor for free distribution.

291

Title of Book.

MISCELLANEOUS.

Combe, George. Constitution of Man,

Don't; or, Directions for Conduct and Speech, . . . .

Handbook of Crochet,

Handbook of Knitting,

Howe, Dr. S. G. Cyclopaedia,

Latin Selections,

Longfellow's Birthday, by Julia R. Anagnos,

Most Celebrated Diamonds, translated by Julia R.Anagnos,

MUSIC.

Band Instruments.

Arban. Method for the Cornet and Sax-Horn, . . . .

Bach, Charles. Twelfth Andante and Waltz,

Heinecke. Arrangement of Meyerbeer's Les Huguenots,

Lavallee, C. Overture. The Bridal Rose,

Prendiville, H. Little Rose Waltz,

Rollinson, T. H. The Color Guard March,

Sponholtz. Peace of Mind, ( sextette

Donizetti. Nocturne from Don Pasquale, -| for brass
Ringleben. Polka Mazurka, . , . . ( instruments
Vaughan, A. H. Arrangement of Schubert's Serenade,

Pianoforte.

Bargiel, W. Op. 32, No. i, Idylle,

Becht, J. China Aster Mazurka,

Behr, F. Op. 575, No. 1 1, Think of Me, . . .

Blakeslee, A. C. Op. 9, May Party Dance, . .
Op. 25, Gems of the Evening, .
No. I, Crystal Fountain Waltz,
No. 3, Let's be Gay Mazurka,
No. 4, Social Hop Schottische,

Burgmiiller, F. Op. 100, Studies,

Chopin, F. Op. 34, No. 3, Waltz. (Kullak), . .
Op. 64, No. I, Waltz. (Kullak), . .

Cramer, J. B. Studies,

Godard, B. Op. 56, Second Valse,

Goldner, W. Gavotte Mignonne,

Gurlitt. Op. 50, Studies,

Heller, St. Op. 46, Studies,

Jadassohn. Op. 35, Scherzo,

Kirchner, Th. Op. 7, Album Leaf,

Knight, J. S. Evening Dew Waltz,

Kullak, Th. Scherzo, • '

The Little Huntsman,

Price
per
Set.

#4.00

.50

.40

.40

8

32.00

2.00

.25

.50

I

I. GO

I
I

.25
.60

I

■75

I

.25

I

•35

I

.25

I

•30

.06

.05

.05
.06

.05

.05

.05

•75
.06

.06

2

1.50

.05

.05

•75

■75

.05

.05

.05

.05

.05

292

No.

Price

TiTLB OF Book.

of

per

Vols.

Set.

Lange, G. Op. 249, No. i, In Rank and File, ....

I

?o.o5

Op. 292.

No. I, Playfulness,

.06

No, 3, Dressed for the Ball,

.06

Lichner, H. Op. 174, No. i, Morning Song,

.05

Op. 270, No. 2, Family Party Waltz, . . .

.05

Loeschhorn. Op. 65, Studies,

.25

Lysberg, Ch. Op. 71, The Thrashers,

.08

Merkel, G. Op. 25, In the Beautiful Month of May, . .

.08

Op. 81, Pleasures of May,

.05

Oesten, Th. Op. 276, White Roses,

•15

No. I, In the Spring,

No. 2, A Little Story,

No. 5, In the Summer,

No. 6, Rural Pleasures,

Streabbog L Golden Stars,

I

•15

No. I, Waltz; No. 2, Polka,

No. 3, Schottische; No. 4, Polka-Ma-

No. 5, Galop ; No. 6, Quadrille, ....

No. 7, Bird of Paradise, Polka-Mazurka,

Op. 175, Pleasures of Youth,

I

•'5

No. I, Waltz; No. 2, Polka,

No. 3, Schottische; No. 4, Polka Ma-

zurka,

No. 5, Galop; No. 6, Quadrille, ....

Twenty-five Select Pieces (first grade),

I

•75

Berger, F. Donna Mobile, from Rigoletto, ....

M' appari Tutto Amor, from Martha,

March, from Norma,

Rataplan, from La Figlia,

Harmiston, J. Little Romp Quickstep,

Huse, M. F. Cricket Polka,

Lange, G. Op. 243, No. 13, Boy and Cuckoo, . . .

Op. 243, No. 4, Harvest,

Latour P Marine Galop

Lichner. Op. 1 1 1, No. 5, Heliotrope,

Op. u I, No. 6, Jessamine,

Maylath, H. Op. 166, No. i. Waltz,

Meyer, L. Honey Bee Polka,

My Brother Jack Galop,

Miiller, Ed. Violet Polka-Mazurka,

Oesten, Th. Op. 202, No. 4, Doll's Dream, . . .

Ritter G P The Fcho

Root, F. W. The Flyaway Waltz,

Smallwood, W. The Gipsy Countess,

The Harebell,

The Sweet Violet,

The Woodbine,

293

Title of Book.

No.

of

Vols.

Strauss, J. Merry War Waltz,

Wallis, J. H. The Skylark,

Urbach. Prize Piano School,

Violin.
Dancla, C. First Air Varie, Op. 89,

Voice.

Bach, J. S. A Few German Chorals,

Bischoff, J. W. Marguerite (soprano),

Cramer. How Can I Leave Thee ?

Forty-five Hymn Tunes,

Long Hfetre.
Bowen, Duke Street, Federal Street, Germany, Ham-
burg, Hebron, Luther, Malvern, Mendon, Missionary
Chant, Old Hundred, Rothwell, Ward.

Co7nmon Metre.
Arlington, Balerma, Cambridge, Coronation, Dalmatian,

Evan, Heath, Howard, Naomi, Peterborough, Siloam,

St. Agnes.

Short Metre.
Shawmut, Silver Street, Utica.
7s. — Eltham, Hendon, Horton, Pleyel's Hymn. 6s and

4s. — Keating. 7s and 6s. — Amsterdam, Missionary

Hymn. 8s and 4s. — Rest. 8s and 6s. — Flemming.

8s and 7s. — Cesarea, Sicily, Worthing. ids and

9s. — Fraser. S. P. il/.— Peters. H. M. — Bene-

vento, Lischer, Spontini.

Moir, F. Best of all,

Scala. Vocal exercises,

Sibley, J. T. When Dreaming (serenade),

Weber. Bright Sword of Liberty,

Werner. The Two Roses,

Miscellaneous.

Key to Braille's Musical Notation,

Landon, C. W. Pianoforte Method,

Musical Characters used by the seeing,

Richter. Exercises in Harmony,

Price
per

Set.

.05

.50
.10

.05
•50

.10
.05
.05

•05
.05

.50
4.00

•35
.25

N.B. — All orders for books, music or apparatus to be sent by mail must be accompanied
by the necessary amount for postage.

LIST OF APPLIANCES AND TANGIBLE
APPARATUS

Made at the Perkins Institution and Massachusetts School for

THE Blind.

Geography.
/.— Wall Maps.

1. The Hemispheres, size, 42 by 52 inches.

2. United States, Mexico and Canada, . " " "

3. North Anjerica, " ** "

4. South America, " " "

5. Europe, " " "

6. Asia, " " "

7. Africa, " "

8. The World on Mercator's Projection, . " " "

Each, $35 ; or the set, $280.

//. — Dissected Maps.

1. Eastern Hemisphere, size, 30 by 36 inches.

2. Western Hemisphere, " "

3. North America, " "

4. United States, " "

5. South America, *' "

6. Europe, " "

7. Asia,

8. Africa

Each, $23 ; or the set, $184.

These maps are considered, in point of workmanship, accuracy
and distinctness of outline, durability and beauty, far superior to
all thus far made in Europe, or in this country.

295

" The New England Journal of Education " says, " They are
very strong, present a fine, bright surface, and are an ornament to
any schoolroom."

///.— Pin Maps.

Cushions for pin maps and diagrams, each, $0.75

Arithmetic.

Ciphering-boards made of brass strips, nickel-plated, each, $3.00
Ciphering-types, nickel-plated, per hundred, . . . i.oo

Writing.

Grooved writing-cards, each, $0.05

Braille tablets, with metallic bed, " 1,50

SIXTY-THIRD ANNUAL REPORT

OF

THE TRUSTEES

OF THE

Perkins Institution

Massachusetts School for the Blind,

FOR THE YEAR ENDING

September 30, 1894

BOSTON

Press of Geo. H. Ellis, 141 Franklin Street

1895

Commontocaltl^ of i^ajS^aci^uj^jettiS,

Perkins Institution and Massachusetts School for the Blind,
South Boston, October i6, 1894.

To the Hon. Wm. M. Olin, Secretary of State, Boston.

Dear Sir: — I have the honor to transmit to you, for the
use of the legislature, a copy of the sixty-third annual report
of the trustees of this institution to the corporation thereof,
together with that of the director and the usual accompany-
ing documents.

Respectfully,

M. ANAGNOS,

Secretary.

OFFICERS OF THE CORPORATION.
1894-95.

SAMUEL ELIOT, LL.D., President.
GEORGE S. HALE, Vice President.
EDWARD JACKSON, Treasurer.
MICHAEL ANAGNOS, Secretary.

BOARD OF TRUSTEES.

HENRV STONE, Chairman.
EDWARD BROOKS.
WILLIAM ENDICOTT, Jr.
JOSEPH 13. GLOVER.
J. THEODORE HEARD, M.D.
HENRY MARION HOWE.

EDWARD N. PERKINS.
WILLIAM L. RICHARDSON, M.D.
LEVERETT SALTONSTALL.
THOMAS F. TEMPLE.
S. LOTHROP THORNDIKE.
GEORGE W. WALES.

STANDING COMMITTEES.
Monthly Visiting Committee,

whose duty it is to visit attd inspect the Institution at least once in each month.

1895.

January Edward Brooks.

February, W. Endicott, Jr.

March, J. B. Glover.

April J- T. Heard.

May H. M. Howe.

June, E. N. Perkins.

July, . .

August, . ,

September,

October,

November,

December,

1895.

W. L. Richardson.
L. Saltonstall.
Henry Sto.vb.
T. F. Te.mplb.
S. L. Thorndike.
G. W. Wales.

Committee on Education.
Henry .St^jne.
H. M. Howe.
Edward Brooks.

House Committee.
William L. Richardson, M D.
G. W. Wales.
Henry Stonb.
Edward Brooks.

Committee on Finance.

S. L. Thorndike.
W. Endicott, Jr.
J. B. Glover.
T. F. Temple.

Committee on Health.

J. T. Heard, M.D.

Wm. L. Richardson, M.D.

T. F. Temile.

Auditors of Accounts.

J. T. Hfard, M.I).
S. L. Thorndike.

OFFICERS OF THE INSTITUTION.

DIRECTOR.
MICHAEL ANAGNOS.

MEDICAL INSPECTOR.

JOHN ROMANS, M.D.

LITERARY DEPARTMENT.

Boys' Section.

GUY G. FURNEL.

Miss CAROLINE E. McMASTER.

Miss JULIA A. BOYLAN.

Miss JESSICA L. LANGWORTHY.

Miss SARAH L DINSMORE.

Miss EDITH A. FLAGG.

Girls' Section.

Miss GAZELLA BENNETT.
Miss SARAH M. LILLEY.
Miss FRANCES S. MARRETT.
Miss MABEL TOWNSEND.
Miss JULIA E. BURNHAM.
Miss SARAH M. WALKER.

Miss SARAH ELIZABETH 'LA'HY., L,braria>t.
Miss ALICE M. M. AK'bHAl.l., Assistant.
Miss ELLA FRANCES PROUT, Cierk.

DEPARTMENT OF MUSIC.

THOMAS REEVES.
Miss FREDA A. BLACK.
Miss LOUISE LAWTON.
Miss MARY E. BURBECK.

Miss MARY P. WEBSTER.
Miss MARY E. RILEY.

Boys' Section.

W. LUTHER STOVER.

Miss ALMIRA S. KNAPP, Reader.

E. N. LAFRICAIN.

LORENZO WHITE.

Girls' Section.

j Miss HARRIET W. BUSTIN.

I Miss SARAH H. McGEE.

CARL BAERMANN.
GEORGE W. WANT.
JULIUS AKEROYD.

TUNING DEPARTMENT.

JOEL WEST SMITH, General Supervisor.
GEORGE E. ViXKX:, Instructor and Manager.

DEPARTMENT OF MANUAL TRAINING.

JOHN H. WRIGHT, Work Master.
JULIAN H. Uh^^'H, Assistant.
THOMAS Q.A^'^Ol.l., Assistant.

Miss MARY B.

I Miss MARY L. SANFORD, Work Mistress.
Miss FRANCES M. LANGWORTHY, /4ii'^
I Miss FLORA J. McNABB, Assistant.
KNOWLTON, Sloyd Teacher.

DOMESTIC
Steward.

ANTHONY W. BOWDEN.

Matrons.

Miss MARIA C. MOULTON.

Miss P. N. ANDREWS, ^f;'/«^ ^/,^/ro«.

Mrs. SARAH A. 'SXO^'^K, Assistant.

DEPARTMENT.

Housekeepers in the Cottages.

Mrs. M. a. KNOWLTON.
Mrs. CORA L. GLEASON.
Miss BESSIE WOOD.
Mrs. SOPHIA C. HOPKINS.

PRINTING DEPARTMENT.

DENNIS A. REARDON, Manager.

Mrs. ELIZABETH L. BOWDEN, Printer.

Miss LITA WESTON, Printer.
ERNEST A. DALTRY, Printer.

WORKSHOP FOR ADULTS.

EUGENE C. HOWARD, Manager.
PLINY MORRILL, /^c;r^/«a«.

Miss M. A. DWELLY, Forewoman.
Miss ESTELLE M. MENDUM, Clerk.

Miss ELLEN B. ^'E.^^il^^, Book-keeper.

MEMBERS OF THE CORPORATION.

Abbott, Mrs. Martha T.. Cam-
bridge.

Adams, John A., Pawtucket, R.I.

Agassiz, Mrs. E. C, Cambridge.

Ahl, Mrs. Daniel, Boston.

Alger, Rev. William R., Boston.

Ames, Hon. Oliver, Boston.

Amory, C. W., Boston.

Amory, Mrs. William, Boston.

Anagnos, M., Boston.

Anderson, Mrs. John F., Boston.

Appleton, Mrs. Randolph M., New
York.

Appleton, Mrs. William, Boston.

Appleton, Dr. William, Boston.

Apthorp, William F., Boston.

Atkins, Mrs. Elisha, Boston.

Atkinson, Edward, Boston.

Austin, Edward, Boston.

Aylesworth, H. B., Providence.

Bacon, Edwin M., Boston.

Bacon, Mrs. E. P., Boston.

Baker, Mrs. Ezra H., Boston.

Baker, Miss M. K., Boston.

Baker, Mrs. Richard, Jr., Boston.

Balch, F. v., Boston.

Baldwin, Simeon E., New Haven,
Conn.

Baldwin, William H., Boston.

Balfour, Miss Mary D., Charles-
town.

Ballard, Miss E., Boston.

Barbour, E. D., Boston.

Barrett, William E., Boston.

Barrows, Rev. S. J., Dorchester.

Barrows, Mrs. S. J., Dorchester.

Bartlett, Miss Elvira, Boston.

Bartlett, Francis, Boston.
Bartlett, Miss F., Boston.
Bartlett, Mrs. John, Cambridge.
Bartlett, Mrs. Mary E., Boston.
Bartlett, Miss Mary F., Boston.
Bartol, Rev. Cyrus A., Boston.
Bartol, Miss Mary, Boston.
Bates, Arlo, Boston.
Baylies, Mrs. Charlotte A., Boston.
Beach, Rev. D. N., Cambridge.
Beal, James H., Boston.
Beard, Hon. Alanson W., Boston.
Beckwith, Miss A. C, Providence.
Beckwith, Mrs. T., Providence.
Beebe, E. Pierson, Boston.
Beebe, J. Arthur, Boston.
Beebe, Mrs. J. Arthur, Boston.
Bigelow, Mrs. Prescott. Boston.
Binney, William, Providence.
Black, George N., Boston.
Blake, Mrs. George B., Boston.
Blanchard, G. D. B., Maiden.
Bourn, Hon. A. O., Bristol, R.I.
Bouv^, Thomas T., Boston.
Bowditch, Dr. H. P., Jamaica Plain.
Bowker, Charles F., Boston.
Boyden, Mrs. Charles, Boston.
Brackett, Mrs. Henry, Boston.
Brackett, Miss Nancy, Quincy.
Hradlee, Miss Helen C, Boston.
Brimmer, Hon. Martin, Boston.
Brimmer, Mrs. Martin, Boston.
Brooke, Rev. Stopford W., Boston.
Brooks, Edward, Hyde Park.
Brooks, Rev. Geo. W., Dorchester.
Brooks, Peter C, Boston.
Brooks, Mrs. Peter C, Boston.

Brooks, Shepherd, Boston.

Brown, B. F., Boston.

Brown, Mrs. John C, Providence.

Browne, A. Parker, Boston.

Browne, Miss H. T,, Boston.

Bullard, William S., Boston.

Bullard, Mrs. William S., Boston.

Bumstead, Mrs. Freeman J., Cam-
bridge.

Bundy, James J., Providence.

Burgess, Mrs. S. K., Brookline.

Burnham, Mrs. John A., Boston.

Burnham, Miss Julia E., Lowell.

Burnham, William A., Boston.

Burton, J. W., M.D., Flushing,
N.Y.

Cabot, Mrs. S., Brookline.

Cabot, Walter C, Boston.

Callahan, Miss Mary G., South
Boston.

Callender, Walter, Providence.

Carpenter, Charles E., Providence.

Carter, John W., West Newton.

Carter, Mrs. John W., West New-
ton.

Cary, Miss A. P., Boston.

Cary, Miss Ellen G., Boston.

Cary, Mrs. Richard, Boston.

Cary, Miss E. F., Cambridge.

Cary, Miss S. G., Cambridge.

Case, Mrs. Laura L., Boston.

Center, Joseph H., Boston.

Chace, James H., Valley Falls, R.L

Chace, Hon. Jonathan, Valley
Falls, R.L

Chadwick, Mrs. C. C, Boston.

Chamberlin, Joseph Edgar, Boston.

Chamberlin, E. D., Boston.

Chapin, E. P., Providence.

Charles, Mrs. Mary C, Melrose.

Cheever, Miss A. M., Boston.

Cheever, Dr. David W., Boston.

Cheever, Miss M. E., Boston.

Cheney, Benjamin P., Boston.

Chickering, George H., Boston.

Claflin, Hon. William, Boston.

Clark, Mrs. Joseph W., Boston.

Clark, Miss S. W., Beverly.

Clarke, Mrs. Jas. Freeman, Boston.

Clarke, James W., New York.

Clement, Edward H., Boston.

Coates, James, Providence.

Cobb, Mrs. Freeman, Boston.

Cobb, Samuel T., Boston.

Cochrane, Alexander, Boston.

Coffin, Mrs. W. E., Boston.

Colt, Samuel P., Bristol, R.L

Comstock, Andrew, Providence.

Cook, Charles T., Detroit, Mich.

Cook, Mrs. Charles T., Detroit,
Mich.

Coolidge, Dr. A., Boston.

Coolidge, J. Randolph, Boston.

Coolidge, Mrs. J. R., Boston.

Coolidge, John T., Boston.

Coolidge, Mrs. J. T., Boston.

Coolidge, Mrs. J. Templeman, Bos-
ton.

Coolidge, T. Jefferson, Boston.

Cotting, C. U., Boston.

Cowing, Miss Grace G., Roxbury.

Cowing, Mrs. Martha W., West
Roxbury.

Crafts, Mrs. J. M., Boston.

Crane, Mrs. Zenas M., Dalton.

Crocker, U. H., Boston.

Croft, Mrs. Carrie A., Boston.

Crosby, Joseph B., Boston.

Crosby, Sumner, Brookline.

Crosby, William S., Brookline.

Cruft, Miss Harriet O., Boston.

Cummings, Mrs. Annie L., Port-
land, Me.

Cummings, Charles A., Boston.

Cummings, Hon. John, Woburn.

Cunniff, Hon. M. M., Boston.

Curtis, C. A., Boston.

Curtis, Greele}^ S., Boston.

Curtis, Mrs. Greeley S., Boston.

Curtis, Mrs. Mary S., Boston.

Gushing, Thomas, Boston.

Dabney, Mrs. Lewis S., Boston.

8

Dalton, C. H., Boston.

Dalton, Mrs. C. H., Boston.

Dana, Mrs. Samuel B., Boston.

Darling, Cortes A., Providence, R.I.

Darling, Hon. L. B., Pawtucket,
R.I.

Davis, Miss A. W., Boston.

Davis, Mrs. Edward L., Boston.

Dean, Hon. Benjamin, So. Boston.

Derby, Miss Lucy, Boston.

Dexter, Mrs. F. G., Boston.

Dillaway, W. E. L., Boston.

Dinsmoor, George R., Keene, N.H.

Ditson, Mrs. Oliver, Boston.

Doliber, Thomas, Boston.

Dow, Miss Jane F., Milton.

Dow, Mrs. Moses A., Brookline.

Dunklee, Mrs. John W., Boston.

Durant, William, Boston.

Dutton, Miss Lydia W., Boston.

Dutton, Miss Mary M., Boston.

Earle, Mrs. T. K., Boston.

Eaton, W. S., Boston.

Eliot, Rev. Christopher R., Dor-
chester.

Eliot, Dr. Samuel, Boston.

Elliott, Mrs. Maud Howe, Boston.

Ellis, George H., Boston.

Emery, Francis F., Boston.

Endicott, Henry, Boston.

Endicott, Miss Mary E., Beverly.

Endicott, William, Jr., Boston.

Ernst, C. W., Boston.

Evans, Mrs. Glendower, Boston.

Everett, Mrs. Emily, Cambridge.

Fairbanks, Miss C L., Boston.

Farlow, George A., Boston.

Farnam, Mrs. Ann S., New Haven.

Faulkner, Mrs. Charles, Boston.

Faulkner, Miss Fannie M., Boston.

Fay, Mrs. Dudley B., Boston.

Fay, H. H., Boston.

Fay, Mrs. H. H., Boston.

Fay, Mrs. Joseph S., Jr., Boston.

Fay, Miss Sarah B., Boston.

Fay, Miss S. M., Boston.

Ferguson, Mrs. C. H.. Dorchester.
Ferris, Miss E. M., Brookline.

Ferris, Mrs. Mary E., Brookline.

Field, Mrs. E. E. V., Milton.

Field, Mrs. Nancy M., Monson.

Fields, Mrs. James T., Boston.

Fiske, Mrs. Joseph N., Boston.

Fitz, Mrs. W. Scott, Boston.

Folsom, Charles F., M.D., Boston.

Foote, Miss M. B., Cambridge.

Forbes, John M., Milton.

Foster, Miss C. P., Cambridge.

Foster, Mrs. Emily Wells, Hart-
ford, Conn.

Foster, Francis C, Cambridge.

Foster, Mrs. Francis C, Cam-
bridge.

Foster, John, Boston.

Freeman, Miss Harriet E., Boston.

French, Jonathan, Boston.

Frothingham, Miss Ellen, Boston.

Frothingham, Rev. Octavius B.,
Boston.

Fry, Mrs. Charles, Boston.

Fuller, Mrs. Caroline A., West
Hingham.

Gaffield, Thomas, Boston.

Galloupe, C. W., Boston.

Gammans, Hon. George H.,
Charlestown.

Gammell, Mrs. Wm., Providence.

Gardiner, Charles P., Boston,

Gardner, George A., Boston.

Gardner, Mrs. John L., Boston.

George, Charles H., Providence.

Gill, Mrs. Francis A., Boston.

Glidden, W. T., Boston.

Glover, Albert, Boston.

Glover, Miss Caroline L., Boston.

Glover, Joseph B., Boston.

Goddard, Miss IMatilda, Boston.

Goddard, William, Providence.

Goff, Darius L., Pawtucket, R.I.

Goff, Lyman B., Pawtucket, R.I.

Goldtliwait, Mrs. Jolin, Chestnut
Hill.

Gooding, Rev. Alfred, Portsmouth,
N.H.

Goodman, Richard, Lenox.

Goodnow, Mrs. Lucie M., Cam-
bridge.

Goodwin, Miss A. M., Cambridge.

Gordon, Rev. George A., D.D., Bos-
ton.

Gray, Mrs. Ellen, New York City.

Green, Charles, Boston.

Greenleaf, Mrs. James, Cambridge.

Griffin, S. B., Springfield.

Grover, William O., Boston.

Grover, Mrs. William O., Boston.

Hale, Rev. Edward E., Boston.

Hale, George S., Boston.

Hall, Mrs. Florence Howe, Plain-
field, N.J.

Hall, Miss L. E., Hanover.

Hall, Miss Minna B., Longvvood.

Hall, Mrs. Martin L., Boston.

Hammond, Mrs. Gardiner G., Jr.,
Boston.

Hammond, Mrs. George W., Bos-
ton.

Hanscom, Dr. Sanford, Somerville.

Haskell, Edwin B., Auburndale.

Haskell, Mrs. Edwin B., Auburn-
dale.

Haven, Miss Eliza A., Portsmouth,
N.H.

Haven, Mrs. Lucy B., Lynn.

Hayden, Mrs. Isaac, Roxbury.

Haywafd, Hon. Wm. S., Provi-
dence.

Hazard, Rowland, Providence.

Head, Charles, Boston.

Head, Mrs. Charles, Boston.

Heard, J. T., M.D., Boston.

Hearst, Mrs. Phebe A., San Fran-
cisco, Cal.

Hemenway, Mrs. Charles P., Bos-
ton.

Henshaw, Mrs. Harriet A., Bos-
ton.

Herford, Rev. Brooke, England.

Hersey, Charles H., Boston.

Higginson, Frederick, Brookline.

Higginson, Henry Lee, Boston.

Higginson, Mrs. Henry Lee, Bos-
ton.

Hill, Dr. A. S., Somerville.

Hill, Hon. Hamilton A., Boston.

Hill, J. E. R., Boston.

Hill, Mrs. T. J., Providence.

Hodges, Dr. R. M., Boston.

Hodgkins, Frank E., Somerville.

Hodgkins, William A., Somerville.

Hogg, John, Boston.

Hogg, Mrs. John, Boston.

HoUis, Mrs. S. J., Lynn.

Holmes, Charles W., Stanstead,
Canada.

Holmes, John H., Boston.

Hooper, E. W., Boston.

Hooper, Mrs. R. C, Boston.

Horton, Mrs. William H., Boston.

Hovey, William A., Boston.

Howard, Hon. A. C, Boston.

Howard, Hon. Henry, Providence.

Howe, Henry Marion, Boston.

Howe, Mrs. Julia Ward, Boston.

Howe, Mrs. Virginia A., Boston.

Howland, Mrs. O. O., Boston.

Houghton, Hon. H. O., Cambridge.

Hunnewell, Francis W., Boston.

Hunnewell, H. H., Boston.

Hunnewell, Mrs. H. S., Boston.

Hutchins, Mrs. Constantine F., Bos-
ton.

lasigi. Miss Mary V., Boston.

Ingraham, Mrs. E. T., Wellesley.

Jackson, Charles C, Boston.

Jackson, Edward, Boston.

Jackson, Mrs. Dr. J. A., Manches-
ter, N.H.

Jackson, Mrs. J. B. S., Boston.

Jackson, Patrick T., Cambridge.

James, Mrs. Clitheroe Dean, Brook-
line.

James, Mrs. Julia B. H., Boston.

Jenks, Miss C. E., Boston.

lO

Johnson, Samuel, Boston.

Jones, Mrs. Edward C, New Bed-
ford.

Jones. Miss Ellen M., Boston.

Jordan, Mrs. E. D., Boston.

Joy, Mrs. Charles H., Boston.

Kasson, Rev. F. H., Boston.

Kellogg, Mrs. Eva D., Boston.

Kendall, .Miss H. W., Boston.

Kennard, Martin P., Brookline.

Kent, Mrs. Helena M., Boston.

Kidder, Mrs. Henry P., Boston.

Kilmer, Frederick M., Somerville.

Kimball, Mrs. David P., Boston.

Kimball, Edward P., Maiden.

Kimball, Mrs. M. Day, Boston.

Knapp, George B., Boston.

Knowlton, Daniel S., Boston.

Kramer, Henry C, Boston.

Lamb, Mrs. Annie L., Boston.

Lamson, Miss C. \V., Dedham.

Lang, B. J., Boston.

Lang, Mrs. B. J., Boston.

Lawrence, James, Groton.

Lawrence, Mrs. James, Groton.

Lawrence, Rt. Rev. Wm., Cam-
bridge.

Lee, George C, Boston.

Lee, Mrs. George C, Boston.

Lee, Henry, Boston.

Lily, Mrs. Amy H., London, Eng.

Lincoln, L. J. B., Hingham.

Linzee, J. T., Boston.

Linzee, Miss Susan L, Boston.

Littell. Miss S. (".., Brookline.

Lodge, Mrs. Anna C, Boston.

Lodge, Hon. Henry C, Boston.

Longfellow, Miss Alice M., Cam-
bridge.

Lord, Rev. A. M., Providence, R.I.

Loring, Mrs. W. Caleb, Boston.

Lothrop, John, Auburndale.

Lothrop, Mrs. Thornton K., Bos-
ton.

Lovering, Mrs. Charles T., Boston.

Lovett, George L., Boston.

Lowell. Abbott Lawrence, Boston.

Lowell, .Miss Amy, Boston.

Lowell, .Augustus, Boston.

Lowell, Charles, Boston.

Lowell, Francis C. Boston.

Lowell, Mrs. George G., Boston.

Lowell, Miss Georgina, Boston.

Lowell, Mrs. John, Boston.

Lowell, Miss Lucy, Boston.

Luce, Matthew, Boston.

Lyman, Arthur T., Boston.

Lyman, J. P., Boston.

Lyman, Theodore. Brookline.

McAuslan, John. Providence.

Mack, Thomas, Boston.

.Manning, .Mrs. ALirv W., Brook-
lyn, N.V.

Marcy, Fred. I., Providence.

Marrett, Miss Helen M., Standish.
Me.

Marsh, Miss Sarah L., Hingham.

Marston, S. VV., Boston.

Marvin, Mrs. E. C, Boston.

Mason, Miss E. F., Boston.

Mason, Miss Ida M., Boston.

Mason, I. B., Providence.

Matchett, Mrs. W. F., Boston.

Matthews, Mrs. A. B., Boston.

Matthews, .Miss Alice, Boston.

Matthews, Miss Annie B., Boston.

May, F. W. G., Dorchester.

Merriam, Charles, Boston.

Merriam, Mrs. Charles, Boston.

Merritt, Edward P., Boston.

Metcalf, Jesse, Providence.

Meyer, Mrs. George von L., Boston.

Minot, Francis, M.D., Boston.

Minot, J. Grafton, Boston.

Minot, The Misses, Boston.

Mixtcr, Miss Madeleine C, Boston,

Montgomery, William, Boston.

Morgan, Eustis P., Saco, Me.

Morgan, Mrs. Eustis P., Saco, Me.

Mori.son, John H., Boston.

Morison, Mrs. John H., Boston.

Morrill, Charles J., Boston.

II

Morse, Mrs. Leopold, Boston.

Morse, Miss Margaret F., Jamaica
Plain.

Morss, A. S.. Charlestown.

Morton, Edwin, Boston.

Motley, Mrs. E. Preble, Boston.

Moulton, Miss Maria C, Boston.

Neal, George B., Charlestown.

Nevins, David, Boston.

Newell, Mrs. M. Abbie, Boston.

Nichols, Mrs. Frederick S., Boston.

Nichols, J. Howard, Boston.

Nickerson, Andrew, Boston.

Nickerson, George, Jamaica Plain.

Nickerson, Miss Priscilla, Boston.

Nickerson, S. D., Boston.

Norcross, Grenville H., Boston.

Norcross, Miss Laura, Boston.

Norcross, Mrs. Otis, Jr., Boston.

Noyes, Hon. Charles J., Boston.

Ober, Louis P., Boston.

Oliver, Dr. Henry K., Boston.

Osborn, John T., Boston.

Paine, Mrs. Julia B., Boston.

Paine, Robert Treat, Boston.

Paine, Mrs. Robert Treat, Boston.

Palfrey, Mrs. Francis W., Boston.

Palfrey, J. C, Boston.

Palmer, John S., Providence.

Parker, Mrs. E. P., Boston.

Parker, E. Francis, Boston.

Parker, Richard T., Boston.

Parkinson, John, Boston.

Parkinson, Mrs. John, Boston.

Parkman, George F., Boston.

Payson, S. R., Boston.

Peabody, Rev. Endicott, Groton.

Peabody, F. H., Boston.

Peabody, Frederick W., Boston.

Peabody, O. W., Milton.

Peabody, Mrs. Robert S., Brook-
line.

Peabody, S. E., Boston.

Perkins, Charles Bruen, Boston.

Perkins, Mrs. C. E., Boston.

Perkins, Edward N., Jamaica Plain.

Peters, Edward D., Boston.

Phillips, Mrs. John C, Boston.

Phipps, Mrs. John A., Boston.

Pickering, Mrs. Edward, Boston.

Pickman, Mrs. D. L., Boston.

Pickman, Mrs. W. D., Boston.

Pierce, Hon. H. L., Boston.

Pierce, Mrs. M. V., Milton.

Pierson, Mrs. Mary E., Windsor,
Conn.

Pope, Mrs. A. A., Boston.

Porter. Charles H., Ouincy.

Potter, Isaac M., Providence.

Potter, Mrs. Warren B., Boston.

Powars, Miss Mary A , Boston.

Pratt, Elliott W., Boston.

Pratt, Mrs. Sarah M., Boston.

Prendergast, J. M., Boston.

Putnam. Mrs. S. R., Boston.

Ouincy, George Henry, Boston.

Rantoul, Miss Hannah L., Beverly.

Rantoul, Robert S., Salem.

Reardon, Dennis A., Boston.

Reed, Mrs. William Homer, Boston.

Reynolds, Walter H., Boston.

Rice, Hon. A. H., Boston.

Rice, Mrs. Henry A., Boston.

Richards, Mrs. Cornelia W., Bos-
ton.

Richards, Miss Elise, Boston.

Richards, Mrs. Laura E., Gardiner,
Me.

Richardson, John, Boston.

Richardson, Miss M. Grace. New
York.

Richardson, Mrs. M. R., Boston.

Richardson, William L., M.D.,
Boston.

Robbins, Royal E., Boston.

Roberts, Mrs. A. W., Somerville.

Robertson, Mrs. Alice Kent,Charles-
town.

Robinson, Henry, Reading.

Rodman, S. W., Boston.

Rodocanachi, J. M., Boston.

Rogers, Miss Clara B., Boston.

Rogers, Miss Flora E., New York.
Rogers, Henry M., Boston,
Rogers, Jacob C, Boston.
Rogers, Mrs. William B., Boston.
Ropes, John C, Boston.
Ropes, Mrs. Joseph A., Boston.
Ropes, Joseph S., Boston.
Rotch, Miss Edith, Boston.
Russell, Henry Ci., Providence.
.Russell, Mrs. Henry G., Providence.
Russell, Henry S., Boston.
Russell, Miss Marian, Boston.
Russell, Mrs. William A., Boston.
Saltonstali, Hon. Leverett, Newton.
Saltonstall, Mrs. Leverett, Newton.
Sampson, George, Boston.
Sanborn, Frank B., Concord.
Sayles. F. C, Pawtucket, R.I.
Schlesinger, Barthold, Boston.
Schlesinger, Sebastian B., Boston.
Sears, David, Boston.
Sears, Mrs. Fred. R., Jr.. Boston.
.Sears, Frederick R., Boston.
Sears, Mrs. Knyvet W., Boston.
Sears, Mrs. P. H., Boston.
Sears, Willard T., Boston.
Sharpe, L., Providence.
Shaw, Mrs. G. Howland, Boston.
Shaw, Henry S., Boston.
Shaw, Miss Pauline, Boston,
Shaw, Quincy A,, Boston.
Shepard, Harvey N., Boston.
Shepard, Mrs, T, P., Providence,
Sherwood, W, H,, Boston.
Shinkle, Miss Camilla Hunt, Cov-
ington, Ky,
Shippen, Rev, R, R., Washington.
Sigourney, Mrs. Henry, Boston.
Slafter, Rev. Edmund F., Boston.
Slater, H, N., Jr., Providence,
Slocum, Mrs. W. H,, Jamaica Plain.
Snelling, Samuel G., Boston.
Sohier, Miss E, D,, Boston.
Sohier, Miss Elizabeth, Boston.
Sohier, Miss Emily L., Boston.
Sorchan, Mrs, X'ictor, Boston,

Spaulding, J, P., Boston.
Spaulding, Mrs. Mahlon D., Boston,
Spencer, Henry F.. Boston.
Sprague, F. P., M.D., Boston,
Sprague, S. S., Providence,
Stanwood, Edward, Brookiine.
Stearns, Charles H., Brookiine.
Stearns,Mrs, Charles H,, Brookiine.
Stevens, Miss C. Augusta, New

York.
Stewart, Mrs. C. B., Boston.
Stone, Col. Henry, South Boston.
Storrs, Mrs. E, K,, Brookiine,
Sturgis, Francis S., Boston,
Sullivan, Richard, Boston,
Swan, Mrs. Sarah H.. Cambridge.
Swan, Robert, Dorchester,
Swan, Mrs. Robert, Dorchester,
Taggard, B. W., Boston.
Taggard, Mrs. B, W., Boston,
Talbot, Mrs. Isabella W., North

Billerica.
Tapley, Mrs. Amos P., Boston.
Tarbell, George G.. M.D., Boston.
Temple, Thomas F., Boston.
Thaw, Mrs. William, Pittsburg,

Penn.
Thaxter, Joseph B., Hingham.
Thayer, Miss Adele G., Boston.
Thayer, Miss A. G,, Andover.
Thayer, Rev, George A., Cincinnati,
Thayer, Mrs, Harriet L., Boston,
Thayer, Mrs, Nathaniel, Boston,
Thomas, Mrs, Joseph B., Boston.
Thorndike, Mrs. Delia D., Boston.
Thorndike, S. Lothrop. Cambridge.
Ticknor, Miss A. E., Boston.
Tilden, Miss Alice Foster, Milton.
Tilden, Miss Edith S., Milton.
Tilden, Mrs. M, Louise, Milton,
Tilton, Mrs, W, S., Newtonville,
Tingley, S. H., Providence,
Tolman, Joseph C, Hanover,
Tompkins, Eugene, Boston.
Torrey, Miss A, D., Boston.
Tower, Col. William A., Boston.

13

TownsendjMiss Sophia T., Boston.

Troup, John E., Providence.

Tuckerman, Mrs. C. S., Boston.

Turner, Miss Abby W., Randolph.

Turner, Miss Alice M., Randolph.

Turner, Mrs. M. A., Providence.

Turner, Mrs. Royal W., Randolph.

Underwood, Herbert S., Boston.

Upham, Mrs. George P., Boston.

Upton, George B., Boston.

Villard, Mrs. Henry, New York.

Vose, Miss Caroline C, Milton.

Wainwright, Miss R. P., Boston.

Wales, George W., Boston.

Wales, Mrs. George W., Boston.

Wales, Joseph H., Boston.

Ward, Rev, Julius H , Boston.

Warden, Erskine, Waltham.

Ware, Mrs. Charles E., Boston.

Ware, Miss M. L., Boston.

Ware, Miss Charlotte L., Cam-
bridge.

Warren, J. G., Providence.

Warren, Mrs. J. Sullivan, Boston.

Warren, Mrs. Wm. W., Boston.

Washburn, Rev. Alfred F., South
Boston.

Washburn, Hon. J. D., Worcester.

Waterston, Mrs. R. C, Boston.

Watson, Thomas A., Weymouth.

Watson, Mrs. Thomas A., Wey-
mouth.

Webster, Mrs. John G., Boston.

Weeks, A. G., Boston.

Weld, Otis E., Boston.

Weld, R. H., Boston.

Weld, Mrs. W. F., Boston.

Weld, Mrs. William F., Boston.

Weld, W. G., Boston.

Wells, Mrs. Elizabeth S., Boston.

Wesson, J. L., Boston.

Wheelock, Miss Lucy, Boston.

Wheelwright, A. C, Boston.

Wheelwright, John W., Boston.

White, C. J., Cambridge.

White, Charles T., Boston.

White, Mrs. Charles T., Boston.

White, G. A., Boston.

Whitehead, Miss Mary, West
Somerville.

Whitford, George W., Providence.

Whiting, Albert T., Boston,

Whiting, Ebenezer, Boston.

Whitman, Mrs. Sarah W., Boston.

Whitney, Miss Anne, Boston.

Whitney, Edward, Belmont.

Whitney, Henry M., Brookline.

Whitten, Mrs. Elizabeth S., Dor-
chester.

Whitwell, S. Horatio, Boston.

Whitwell, Miss S. L., Boston.

Wigglesworth, Edward, M.D., Bos-
ton.

Wigglesworth, Thomas.

Wightman, W. B., Providence.

Williams, Mrs. H., Boston.

Williams, Miss Louise H., Boston.

Wilson, Mrs. Maria Gill, Boston.

Winslow, Mrs. George, Roxbury.

Winsor,Mrs. Ernest, Chestnut Hill.

Winsor, J. B., Providence.

Winthrop, Mrs. John, Stockbridge.

Winthrop, Mrs. Thomas L., Bos-
ton.

Wolcott, Mrs, J. H., Boston.

Wolcott, Roger, Boston.

Woodruff, Thomas T., Boston,

Woods, Henry, Boston,

Woolf, Benjamin E., Boston.

Worthington, Roland, Roxbury.

Young, Mrs. Benjamin L., Boston.

Young, Charles L., Boston.

SYNOPSIS OF THE PROCEEDINGS

ANNUAL MEETING OF THE CORPORATION

SoiTH Boston, Oct. lo, 1894.

The annual meeting of the corporation, duly sum-
moned, was held today at the institution and was
called to order by the president, Samuel Eliot, LL.D.,
at 3 P.M.

The proceedings of the last meeting were read by
the secretary, and declared approved.

Col. Henry Stone presented the report of the trus-
tees, which was read, accepted, and ordered to be
printed with that of the director and the usual accom-
panying documents.

The treasurer, Mr. Edward Jackson, read his
report, which was accepted, and ordered to be
printed.

The corporation then proceeded to ballot for
officers for the ensuing year, and the following
persons were unanimously elected : —

President — Samuel Eliot, LL.I).
Vice-President — George S. Hale.
Treasurer — Edward Jackson.
Secretary — Michael Anagnos.

i6

Trustees — \\'illiam Endicott, Jr., Joseph B. Glover, J. Theo-
dore Heard, M.D., Henry Marion Howe, Edward N. Perkins,
Leverett Saltonstall, S. Lothrop Thorndike and George W.
Wales.

Rev. George A. Gordon, D.D., Charles Lowell,
John H. Morison, Eugene Tompkins, Mrs. John A.
Phipps of Boston, Charles H. Porter of Quincy and
Miss Alice Foster Tilden of Milton were afterwards
elected members of the corporation by a unanimous
vote.

The meeting was then dissolved, and all in attend-
ance proceeded, with the invited guests, to visit the
various departments of the school and inspect the
premises.

M. ANAGNOS,

Seerettiry.

REPORT OF THE TRUSTEES.

Perkins Institution and Massachusetts School for the Blind

South Boston, October 3, 1894.

To the Members of the Corporation.

Ladies and Gentlemen : — At the return of your
annual meeting, it becomes the duty of the trustees,
to whom you and the governor and the council of
the commonwealth have intrusted the management
of the institution, to render an account of their
stewardship for the year ending September 30, 1894.

No very marked changes have occurred in the
school since the publication of the last annual report.
The same principles, which have hitherto marked its
administration, continue to be exercised. We feel
assured that no one can witness its workings and see
their results in the mental development as well as in
the physical health, the cheerfulness and intelligence
of the pupils, and their proficiency and skill in their
various occupations without being convinced of the
efficiency, zeal and attention of all concerned in its
conduct.

There has been no increase in the number of
pupils during the year. At its close there were 146
belonging to the parent school at South Boston, 59
to the kindergarten at Jamaica Plain, and 13 to the

workshop for adults. In addition, there are i6 per-
sons employed as teachers, or in other positions,
making the total number of blind persons connected
with the institution 234.

The school has enjoyed general immunity from
serious illness. There have been two cases of diph-
theria in a mild form and some of tonsillitis. One of
the girls died at her home of spinal trouble, and
another was suffering with consumption and was
placed in the consumptives' home. With these ex-
ceptions the health of the inmates has been exceed-
ingly good.

The report of the director, with all statistical and
other exhibits, showing the operations and results of
the year and the present condition of the institution
and its prospects and needs, is hereto appended.

The School and Its Work.

The school offers to the blind of New England
an excellent opportunity for a sound and thorough
education. The w^ork of instruction is carried on in
various departments, and has been performed in an
intelligent and efficient manner.

Bodily health and vigor have been considered as of
prime importance, and ample attention has been paid
thereto. A system of physical education has been
carefully organized, steadily developed and carried on
with energy and intelligence.

In every department of the school, improved

19

methods have been eagerly sought and introduced.
Passive formahsm and routine have given place to
scientific activity and stimulus. \'aluable additions
have also been made to the library, to the museum
and to collections of educational appliances and
illustrative apparatus.

Music naturally and necessarily occupies a most
important place in the life and education of the
blind. It is needless to say that instruction in this
department has been carried on in a satisfactory
manner and with good results. The same corps of
teachers has been employed in the work as last year.
New pianofortes and other musical instruments have
been procured, as needed.

The board of trustees has been governed by an
earnest purpose to increase the means and enlarge
the field of education for the blind in every available
direction.

Commencement Exercises.

On June 5th 1894 the annual commencement
exercises were held, as they were one year ago, in
Boston Theatre, and again this spacious building was
filled with a cultured and enthusiastic audience repre-
sentative of the best people of New England. The
occasion was graced by the presence of Governor
Brown of Rhode Island, together with Hon. Thomas
B. Stockwell, commissioner of public schools, and
several members of the board of education of that
state.

20

The stage of the theatre was set to represent a
woodland landscape, — the green trees and bushes
forming a most effective background for the groups
of happy children, all in gala dress and all alike ready
and eager to take part in the exercises of the day.
In front of the older pupils, those of the parent
school, were seated the little boys and girls from the
kindergarten. This arrangement afforded a view of
the entire school and the scene with its vista of happy
faces made an impressive picture.

The exercises commenced with an overture played
by the band. The selection rendered was the corona-
tion march from Meyerbeer's Lc Proplfcte.

Dr. Samuel Eliot presided, and after the perform-
ance by the band he spoke as follows :

These young people bid you welcome to their commencement
exercises. I wish they could see what has been called the look
of expectant sympathy in your faces, but 1 am sure they feel it,
and the consciousness of that will give them strength and happi-
ness this afternoon. Those of you who have attended these exer-
cises in years gone by very well know that they are different from
ordinary commencement exercises. In the first place they repre-
sent the work of the whole school, from the highest class to the
lowest, not of the graduates only ; and in the next place they
represent the work of training, done under a great disadvantage,
and I am sure you will see that tiie want of one vital faculty in
these children is supplied by the added intensity and force of
other faculties ; and you will see, what is far more important than
that, that the spirit which enables them to conquer their disad-
vantage enables them also to conquer their advantages, and to
make use of them as I am afraid the majority of us who see do

EDITH THOMAS AND LOTTIE B. K'ICH

21

not make use of ours. The exercises have commenced already
with the performance by the band of the coronation march, and
will now continue with an exercise in geography by Lottie Rich,
Tenny Foss, Edna Reed and Edith Thomas. Edith Thomas is
known to most of you as one bereft of more senses than the sense
of sight.

Meanwhile the four girls were busy in modelling
maps in clay. The frames were supported by easels
and by this means a view of the work was afforded
to the audience. The skilful fingers of the sightless
children were watched with eager interest as the
moulding proceeded and the outlines of the section
became distinct and easily recognizable. The accu-
rate knowledge of the physical features of the country
which has been gained by practice in map making,
together with the ability to point out the location of
cities, ao:ricultural communities and various indus-
tries, was clearly shown, as the girls traced with their
fingers and described the systems of mountains, rivers
and lakes as well as the artificial divisions of New
England. The lively interest which is felt in Edith
Thomas was both justified and intensified by the
effective manner in which her part of the work was
done. The map which she had made represented
Massachusetts divided into counties. While with her
left hand Edith traced the boundaries of these sec-
tions, pointed out the prominent natural features and
indicated the place where the leading industrial cen-
tres would be found, with the ready fingers of her
right hand she spelled the names of the same to her

classmate who acted as interpreter and gave her
words to the audience. The entire performance
fiillv merited the approval which was so heartily
expressed.

All the musical numbers on the programme were
exceptionally well given. The audience seemed grat-
ified alike by the careful and conscientious execution
of the several selections and by the evidence of thor-
ough training which the pupils displayed. The Stu-
dents' Song, the words of which were written by one
member of the graduating class, and the music by
another, deserves special mention.

The provision which the institution makes for phys-
ical education, together with the results which are
secured by careful and systematic training in this
important department of school work, was seen in the
creditable exhibition in gymnastics and military drill.

That the study of the sciences by the blind is both
feasible and not without practical im})()rtance was
shown most clearly by the two exercises, which were
conducted by the members of the graduating class.
Miss Florence E. Welfoot and Miss Mary E. Tierncy
illustrated the physical nutrition by foods, and in so
doing: demonstrated also a successful method of teach-
ing and study. The young men of the class carried
on interesting experiments in electricity, — generat.
ing currents both with batteries and with dynamo-
electrical machines, and showing with these currents
the operation of the electric bell, the telegraphic
sounder, the electric light and the dynamo. The ex-

23

planations relating both to the apparatus and to the
subject matter were clear and lucid.

Following this exercise came the presentation of
diplomas by Dr. Samuel Eliot to the seven graduates.
Their names were James Sylvanus Davis, Charles
Francis Forrester, William Augustine Messer, Fran-
cis Joseph Leo O'Brien, Charles Augustus Robair,
Mary Ellen Tierney and Florence Eva Welfoot. Dr.
Eliot's words were eloquent and impressive and his
message to the graduates was full of cheer and en-
couragement. He said : —

Your director asks me to present to you your diplomas. They
are the gift of him and his associate teachers ; they are not my
gift, and not the gift of any others whom I represent. They are
the rewards of work faithfully performed, but they are, I am sure,
in your eyes more than that ; they are the promise of work yet to
be fulfilled, of work yet to come.

Today you are outward bound. You leave the soft haven
where you have been spending these recent years of your life,
and go to encounter the swelling currents and tossing seas of that
great ocean on which we are all sailing, and where you will sail as
well as we, with every prospect of favoring breezes and of a
happy port at the end.

I cannot too strongly dwell upon the interest which these
friends of yours here assembled in large numbers take in your
future, and the good wishes with which they will follow you as
you start upon your long and I trust happy voyage. There are
some who will start as you will, some who have long since started,
and are much nearer the end than the beginning of their voyage ;
but all alike, whether old or young, are at this moment of one heart
and one mind in wishing you all possible happiness. You have
every reason to be encouraged. Every day brings to light some

24

new triumph won by those who Hke yourselves have been de-
prived of one of the senses with which God has endowed his
children. I read the other day of an organist of whom his pastor
speaks as having given him and his congregation such music, so
precise, so clear and artistic, and far more than that, so reverent
and religious, as hardly any congregation in America could boast
of hearing. That was the work of a blind organist, blind for
thirty years, which has been going on in a church in Philadelphia.
A week or two ago I read in an English paper of the death of
Miss Alice King, a name you never perhaps heard. She was
blind at seven years of age, but her training was so well carried
on that she mastered seven languages, and became the aid of her
father in his parish, taking large classes of women and teaching
the l^ible to them ; and all the while she was writing books for
the benefit not only of the blind, but of the seeing, all over Eng-
land. These are great examples and encouragements, not only
to you, but to us all.

You have the will, 1 am sure, to go on and meet whatever
God may have in store for you. A poet makes his hero say,
'" I go to prove my soul," and you are going to prove your
souls. We all hope that you will find, from j-ear to year, and
from day to day, such strength and hope as you will need.
Emerson said: "We judge a man's wisdom by his hope,'' and
you must have hope. The world needs you, the world has hoped
for you, will hope with you, and you have only to go forward
in the way that opens to you from the time you leave your school,
and you will be sure to succeed, in the highest sense of success.

I sometimes envy you your visions. Mrs. Browning wrote of
a friend of hers, blind, like you, " Permitted with his wandering
eyes light-proof to have fair visions." You have in the exercises
of this afternoon shown us that you have them, very fair visions,
and 1 can only hope that they will multiply and increase, and
that their radiance will continue to the very end.

I hand you these diplomas : — Mary Ellen U'ierney ; Florence

25

Eva Welfoot ; Charles Augustus Robair ; Charles Francis For-
rester; Francis Joseph Leo O'Brien ; \\'illiam Augustine Messer;
James Sylvanus Davis.

And now, in behalf of this great assembly, and of these friends
who are upon the stage, of those who are living and those who
are dead who have been interested in the Perkins Institution and
Massachusetts School for the Pjlind, I bid this graduating class of
1894, hail, and not farewell!

The exercises ended with a selection from one of
Rossini's operas, — "Thus to hearts all freshly glow-
ing." This was well sung by a chorus of mixed
voices.

Post Graduate Course.

The establishment of a post graduate course has
been constantly and urgently advocated in these re-
ports. The trustees have felt that the institution
of such a course ought no longer to be postponed.
The first steps have at length been taken for the
accomphshment of this long deferred purpose. A
room has been provided, a teacher employed, a plan
of study arranged, and the required books, in raised
print, are in course of preparation. Among them is
included an elementary Latin lexicon.

Thus a small beginning has been made of an
advanced course which, it is intended, shall be so
extended as to fit those taking it for admission to
our best colleges, or for teaching the higher branches
of learning. It is also intended to furnish a thorough
and scientific musical education for those capable of

26

receiving it, as well as to provide the means of
practical business training for those who must pursue
the usual vocations of life.

Blind Deaf-Mutes.

In former reports of the trustees, and especially in
the reports of the director, may be found accounts of
the three blind deaf-mutes who are still under our
care — Edith Thomas, Willie Elizabeth Robin and
Tommy Stringer. The report of the director for
this vear orives in detail a statement of their studies
and progress during the year just closed. But the
trustees also desire to call special attention to what
the school and kindergarten have been able to do
for these otherwise helpless children. Their steady
development in character, in knowledge and in
practical ability is most encouraging. The result, in
their case — as in that of Laura Bridgman and Helen
Keller — shows that no matter what the obstacle, the
hidden intellect can be reached in spite of apparent
impossibility, and that it is worth reaching. It is not
merely for the few so afflicted that the lesson conveys
its moral : — it is made evident, by the success which
has been gained in this training, that even greater
difficulties can be overcome. The cause of education
everywhere is advanced by everything that is learned
and done by these afflicted ones, who can neither hear
nor see. As every new invention, and every impor-
tant discovery, opens the door to other and greater

27

discoveries and inventions, so the awakening of these
children to an intellectual life will be the means of
finding fresh avenues to all sources of knowledge and
to every means of attainment.

Finances.

In the report of the treasurer, which is herewith
presented, full details are given of the receipts and
expenditures of the year. These may be summarized
as follows :

Cash on hand October i, 1893 . . . $3,248.45
Total receipts from all sources during

the year 176,604.94

$^79,^53-39
Total expenditures and investments . 167,672.29

Balance on hand, September 30, 1894. $12,181.10

The financial affairs of the institution have been
administered with prudence, and the expenses have
been kept at a low point. By the exercise of rigid
economy the cost of carrying on the work of the
establishment might be reduced somewhat, but this
saving would involve the lessening of the efficiency
of the school. That alone is true economy which
demands an adequate outlay to insure the greatest
return for the investment.

28

Howe Memorial Press.

The work of the printing office has been carried
on with efficiency and regularity, and the following
books have been issued during the year : George
Eliot's Adam Bede in three volumes; Elementary
Arithmetic, compiled by Mabel Townsend ; Collar
and Daniell's Beginner s Latin Book in two volumes,
and Latin-English Vocabulary ; Landon's Pianoforte-
Method volume two ; Mary P. Webster's Preparation
for Harmony ; \\ . S. Matthew's Standard Series
grade one ; Bach's Fifteen Tico Voiced Lnventions
and Three Voiced Inventions ; Selected Hymns.
Several pieces of sheet music for voice, band and
pianoforte have been printed. We have now in
press a Latin-English Lexicon and Caesar s Commen-
taries.

A supply of new type has been cast, and a second
stereotyping machine has been added to the ap-
pliances of the printing department. The need of
more room has become so imperative that the erec-
tion of a new commodious building cannot be much
longer postponed.

The Howe Memorial Press exerts a most powerful
influence not only in our school and in the homes of
its graduates, but in numerous other places through-
out the countrv.

29

The Increase and Value of our Library.

The library has received numerous additions during
the past year, and has become a great educational
source accessible not only to the blind of New Eng-
land, but to many others, who reside in various parts
of the United States. In fact its treasures are open
to all those who are in need of them.

The rapid growth of our collection of books and
the increased use made of them are among the most
encouraging features in the annual story of the prog-
ress of the institution and of the wide diffusion of
its advantages. Wordsworth says,—

Books are the spirit breathed
By dead men to their kind ;

and the aim of our board is to make it possible for
the blind to hold communion with the " loftiest spirits
of the mighty dead," and to put within the reach
of every sightless reader the works of the master
minds of English and foreign literature.

In order to render our publications accessible to
those who may desire to use them, a complete set has
been placed in the public library of each of the fol-
lowing cities : Boston, Somerville, New Bedford,
Fitchburg, Worcester, Providence, Newport, Hart-
ford, New Haven and Portland, Maine. These col-
lections are increased and replenished from time to
time free of charore to the libraries. In one case the

30

books were accompanied with a complete list in
raised characters, so that the blind might read it and
make their own choice of reading like other people.

This arrangement proves to be satisfactory and we
have already received several letters bearing testi-
mony to its value. Miss Caroline M. Hewins, libra-
rian of the Hartford Public Library, writes as
follows : —

Permit me to add my own thanks to the formal acknowledgment
which you will receive from the library for your kind gift of books
in raised print. Our number of blind readers is increasing, and
they enjoy and appreciate the fifty or more volumes which you
sent us several years ago. The box which came this morning
will be a most welcome addition to our resources.

From a letter of Mr. William E. Foster, librarian
of the Providence Public Library, we make the fol-
lowing extract : —

I enclose acknowledgment of the volumes which you have been
kind enough to send us, — there ha\ing been some delay in un-
packing the box.

I wish to take this opportunity to say, that they accomplish
a most useful purpose in this library, and you may be interested
to know (from the marked portion of the enclosed " Rules and
regulations ") how wide a circuit of users they have. We send
them by express to the more distant places and they are returned
by express.

The section of the rules, to which Mr. Foster
refers, reads as follows :

Any blind person, living within the State of Rhode Island, or

31

within a radius of thirty miles of the city in any direction, is
entitled to the use of the library's books in raised letters for the
blind.

Various institutions for blind adults, located in
New York, Pennsylvania and elsewhere, have been
supplied with our books without cost to them, and to
many blind persons residing in different sections of
the country, who have applied to us for reading
matter, never has been given a negative reply.

Workshop for Adults.

This department has continued to suffer by the de-
pression, which has generally prevailed in business
circles, and the balance sheet shows a deficit of
$966.37. This amount is larger by $669.11 than that
recorded in our last annual report.

Each successive year makes the necessity of secur-
ing a sufficient amount of work for our men more
urgent, and we appeal to the public for an increase of
patronage, which will enable us to give employment
to a large number of industrious and deserving per-
sons and thus render them self-supporting.

One of the men connected with the workshop,
Thomas A. McDonough, died of Bright's disease on
the 2Sth of May last.

Death of Members of the Corporation.

During the past year the institution has lost by
death twenty-six of its valued and highly esteemed
corporate members. The list includes Amos Chafee
Barstow, ex-mayor of Providence and one of its most
favorite sons and most prominent citizens ; Miss H.
Louisa Brown, noted for her uprightness and origi-
nality, as well as for the fine ideality characteristic
of the artistic temperament; Miss Julia Bullock of
Providence, one of the contributors to the printing-
fund ; Joseph Burnett, a man held in high esteem by
all who knew him either in business or society, — his
old associates have rarely been called upon to mourn
a gentler spirit or a more attractive personality; John
L. Emmons, an earnest patriot and a true representa-
tive of the old school of tried and conscientious bus-
iness men of Boston ; Caleb C. Gilbert, a constant
friend and helper of those in need, privation or suffer-
ing; Mrs. Elizabeth Henderson Guild, who was a
contributor to the kindergarten and whose memory is
held in tender respect and regard; George S. Har-
wood, full of generous deeds and good works; Miss
Charlotte Maria Haven of Portsmouth, New Hamp-
shire, than whom benevolence had no truer disciple
and the cause of the blind no more devoted friend
and generous helper; Mrs. Mary Hemenway, the
munificent patroness and noble promoter of many
enterprises, educational, scientific and philanthropic,
asainst whose honored and beloved name stands a

I

1

33

long list of good deeds ; Mrs. Francis S. Hesseltine of
Melrose, who was ever ready to lend a helping hand
to the cause of freedom and humanity; Waldo Hig-
p-inson, a man of high aims and charitable deeds ;
Hon. Alfred H. Littlefield of Pawtucket, ex-governor
of Rhode Island, highly esteemed by all who were
privileged to enjoy his acquaintance ; Miss Frances
M. Mackay of Cambridge, a constant contributor to
the funds of the kindergarten and one whose memory
will long be dear to many hearts ; Rev. James How-
ard Means, D.D., of Dorchester, who was ofificially
connected with various literary and benevolent socie-
ties, and who rendered faithful service to the insti-
tution for four years as a member of the board of
trustees ; George Richard Minot, a well-known mer-
chant, whose generous deeds must have made his life
full of happiness ; William Minot, one of the most
prominent figures in Boston, who enjoyed a reputa-
tion of strict integrity and probity and who was in-
trusted with the management and care of many large
estates and held many responsible trusts ; Edward
Motley, by whose death the blind lost one of their lib-
eral and constant friends and the city one of its no-
blest sons, whose life was replete with earnestness,
goodness and benevolence ; John Felt Osgood of
Salem, whose fame as a philanthropist and public-
spirited citizen was based upon many deeds of charity
and true generosity; Francis Parkman, w^ho was so
highminded and faithful to duty that " none knew him
but to love him or named him but to praise," and

34

whose place in literature is so exalted that no other
American historian has approached him in delicacy,
truthfulness and simplicity of style, or has equalled
him in the exquisite mastery of details, or in the gifts
and qualities which characterize a great author;
William Francis Sayles of Pawtucket, R.I,, the mill-
ionaire manufacturer, who donated a building to
Brown University in memory of his son, who died
while in college; Mrs. Anne Henrietta Shattuck, a
"noble woman nobly planned" who took great pleas-
ure in aiding the cause of the little sightless children ;
Francis H. Underwood, American consul in Edin-
burgh, Scotland, and a graceful writer, who will be
gratefully and affectionately remembered by the lovers
of books as an author, critic and compiler of hand-
books of literature ; Edwin F. Waters, a man of gen-
erous impulses and a regular contributor to the funds
of the kindergarten ; Hon. Nathaniel Wheeler of
Bridgeport, Connecticut, who befriended our school
for many years by responding to all appeals for as-
sistance with marked readiness and liberality and
whose loss is deeply felt; and Josiah Wheelwright of
Roxbury, a man of cultivation and refinement, noted
for many acts of kindness and generosity.

Conclusion.

In closing this report, it is a great pleasure to be
able to state, that the institution is in a very satisfac-
tory condition in all respects. We have reason to

35

believe, that in the completeness of its appointments,
in the breadth of its scope and the comprehensiveness
of its purpose, in the adequacy of its equipment, and
in the efficiency of its methods of instruction and
training, it is worthy of the generosity and intelli-
gence of the citizens of Massachusetts, in whose
benevolence and sense of justice it was conceived and
brought into existence and by whose liberality it was
reared and carried to maturity and fruition.

We still have the good fortune to retain in the ser-
vice of our sightless wards our director, Mr. Michael
Anagnos. It is needless to speak of his fidelity, de-
votion, sympathy and ability in the work, they have
been amply attested by many years of faithful labor,
and are recognized by all who know anything of the
institution with which he has so long been connected.

All which is respectfully submitted by

EDWARD BROOKS,

WILLIAM ENDICOTT, Jr.,

JOSEPH B. GLOVER.

J. THEODORE HEARD,

HENRY MARION HOWE,

EDWARD N. PERKINS,

WILLIAM L. RICHARDSON,

LEVERETT SALTONSTALL,

HENRY STONE,

THOMAS F. TEMPLE,

S. LOTHROP THORNDIKE

GEORGE W. WALES,

Trustees.

THE REPORT OF THE DIRECTOR.

1 bring you friends what the years have brought

Since ever men toiled, aspired or thought —

Days for labor and nights for rest:

And I bring you love — a heaven born guest ;

Space to work in and work to do.

And faith in that which is pure and true.

Hold me in honor and greet me dear.

And. sooth, you'll find me a happy year.

Margaret E. Sangster.

To the Boa I'd of Trustees.

Gentlemen : — I beg leave to submit to your con-
sideration the customary report of the director on the
workings of the school and on the administration of
its affairs.

The members of your board are so familiar with the
internal condition of the establishment and with the
methods accordino; to which it is manaofed, that thev
scarcely need an extensive statement from me for
their information.

With the large body of the corporation, however,
and with the numerous patrons and friends of the
institution, who are concerned for its welfare and
progress, the case is entirely different. They have no
opportunities for regular visitation and personal exam-
ination, and a brief narrative of what has actually
occurred, together with such thoughts and observa-

37

tions as come within the scope of a document of this
kind, may be of some service to them.

The year has been free from unusual accidents,
calamities and distressing events.

The establishment is quite prosperous in all its
concerns. At no period has it been in a more satis-
factory condition than it is at present.

The teachers and other officers are as a rule well
fitted for their places, and discharge their respective
duties with zeal, ability and success.

The pupils are making commendable progress in
their studies and other occupations. While unremit-
ting attention is paid to their physical and mental
development, equal care is bestowed upon their
manual training, moral improvement and aesthetic
culture.

The usual course of instruction, to which I have
often referred in previous reports, has been steadily
pursued. The general domestic arrangements have
continued the same as heretofore. The conduct of
the scholars has been satisfactory, and order has pre-
vailed everywhere.

Enrollment of Blind Persons.

You among the store.
One more, most welcome, makes my number more.

Shakespeare.

At the beginning of the financial year under review
there were 237 blind persons connected with the in-

38

stitution in its various departments as pupils, teachers,
employes and workmen and women. Since then 33
have been admitted and 36 been discharged, making
the total number at present 234. Of these 162 are in
the parent school at South Boston, 59 in the kinder-
garten at Jamaica Plain, and 13 in the industrial de-
partment for grown up persons.

The first class includes 147 pupils, 12 teachers and
other officers and 3 domestics.

The second class comprises 58 little boys and girls
and one teacher; and the third 13 men and women
employed in the workshop for adults.

Owing to the transference of 9 little girls from the
kindergarten to the cottages in South Boston, the
latter are now filled to their utmost capacity and all
applicants for admission to that department will have
to wait for vacancies to occur during the year.

The educational advantages afforded by the institu-
tion are and have been open to all worthy applicants
of both sexes without regard to race, color, religious
creed or social condition. Those pupils, who after a
fair trial, prove to be either deficient in mental capac-
ity or destitute of moral sense, or hopelessly addicted
to objectionable and vicious habits, are discharged.

39

Health of the Inmates.

What avail the largest gifts of heaven,
When drooping health and spirits go amiss ?
How tasteless then whatever can be given !

Thomson.

It gives me great pleasure to be able to report, that
during the past twelve months the general health of
the inmates of the institution in all its departments
has been exceedingly good. There have been no
cases of serious illness, and no death has occurred
within our walls; yet we have been called upon to
mourn the loss of one of the sweetest and most attrac-
tive of the little girls, Henrietta E. Norris. For
some months past she had suffered greatly from
spinal disease complicated with cerebral affection,
and died in the month of November, 1893 at her
home in New Hampshire, lamented by her teachers
and all who knew her. Another pupil in the girls'
department, Josephine Eylward was taken seriously
ill with pulmonary consumption, a tendency to which
is hereditary in her family. The dread malady devel-
oped very rapidly in her case; and as the unfortu-
nate child had reached the last stages of the disease,
she was cared for in a private family in the country at
the expense of one of the kindest and most benevo-
lent ladies of Boston, Mrs. Elisha Atkins, and finally
was removed to the home for consumptives in Dor-
chester. In the boys' department a single case of
pleurisy and one of measles appeared during the

40

winter, followed by two instances of follicular tonsil-
litis. With these few exceptions, the health both of
boys and the girls has been uniformly excellent.

Since the sanitary condition of the blind, even
under the most favorable circumstances, is far below
the normal standard, we cannot but deem it of the
utmost importance, that nothing should be omitted
or overlooked in their training, which would help to
improve it. Diet, sleep, exercise, alternation of the
hours of work and repose or diversion, all are indis-
pensable to their physical well being and mental
vigor, and should be most carefully regulated.

Department ok Physical Education.

Ne were the goodly exercises spar'd.

Tliat brace the nerves or make the limbs alert,

And mix elastic force with firmness hard.

Thomson.

In our curriculum physical education is a coordi-
nate branch with reading, writing, mathematics, his-
tory, geography, literature, natural sciences, and
music. The fact that it is thus placed in a position
of equality with each of the other departments and
forms an integral part of the standard by which the
character of the pupil is judged and his standing on
the school record determined, is its most striking
feature as an educational measure.

The course of training pursued in this branch has
been carefully and consistently yet broadly and pro-

41

gressively developed. Its main object is to improve
the condition of the body by freeing it from such im-
perfections as are capable of being remedied or re-
moved, to develop and fortify it, and to render it a fit
abode of intelligence, virtue and efficiency.

Bodily health and vigor are as necessary to success
in any business pursuit or other undertaking as
cleverness, ingenuity and mental endowments. In
the field of learning or of artistic excellence constitu-
tional strength and power of endurance and applica-
tion are indispensable. The demand on the' vitality
or nervous force of the student is constant and ex-
hausting. Talents alone, however fine they may be,
will not win the victory in the grim battle of life with-
out the support of a stout physique. As William
Matthews aptly remarks, the axe may be sharp and
may be " driven home " with the utmost force ; but in
order to fell the tree the power of dealing reiterated
and prolonged blows is equally needful. In other
words the mind may be keen, carefully cultured and
full of knowledge and resources ; yet in order to
achieve great results, it must be capable of sustained
effort — of intense and long continued labor.

Regular exercise is one of the principal and most
essential requisites, upon which bodily health and
vigor are directly dependent. The physical structure
cannot be maintained in a sound and prime condition
unless it is prevented by constant motion and exertion
from lapsing into inertness and sluggishness, with all
the evils that follow in their train. Its functions are

42

seriously deranged and impaired by protracted disuse.
If unemployed, they quickly become weak and irregu-
lar. Sydenham declared, that he knew not which
was the most indispensable to the support of the
frame — food or exercise. Dr. Williams in his work
on medicine says, that sedentary habits and want of
exercise not only predispose to malady but actually
cause it. The great Galen observes, that, " if diseases
take hold of the body, there is nothing so certain to
drive them out as diligent exercise."

A thorough scientific system of physical training is
generally recognized not only as the best and most
efificient means for the restoration and preservation of
health or for the promotion of strength and \igor, but
as the most potent agency for full and complete devel-
opment of the mental faculties, the sensibilities, the
volitions, and the moral and emotional nature. With-
out it education will fail in accomplishing its greatest
ends.

In the case of our pupils whose stamina and vital
springs are decidedly inferior to those of seeing
youth, it is absolutely impossible to exaggerate the
importance of bodily exercise. Indeed this is de-
manded with tenfold force by the constitutional de-
fects resulting from their infirmity.

Not long ago, while I was passing on a pleasant
morning by one of the schoolhouses in our vicinity, I
was charmed and deeply impressed with the energy,
animation and vivacity exhibited by the scholars. It
was just time for their recess, and they were trooping

43

out of the building with a zest and heartiness that
were contagious. Soon the playground was crowded
with boys of various sizes and temperaments and
transformed into a scene of liveliness and gayety.
Motion and activity were the order of the moment.
The air was filled with shouts of joy and merriment.
There was not a single person in the throng leaning
asfainst a fence or standing^ still in a corner with his
face towards the sun, but each and all of them were
engaged in games and sports. They were running
and leaping, hopping and jumping, shoving and hust-
ling each other, skipping and frisking about with vim
and ardor. It was truly delightful and exhilarating to
watch their play and frolic and to notice not only the
exuberance of their spirits, but the sturdiness of their
physique, the erectness of their carriage, the clear-
ness of their complexions, the ruddiness of their
cheeks, all telling of soundness and strength, as well
as the elasticity of their movements and their merry
laughter, the very overflow of good health and vitality.
This picture of normal development presents no ex-
ceptional features. Examples of the same kind could
be seen anywhere. Now compare such models with
a group of puny sightless children and youth groping
or moving deliberately in the yard of an institution,
their faces pale and serious, their heads hanging to
one side, their figures stooping while their awkward
gait, flattened chests, difficulty in drawing a full
breath and their listless expression, give evidence of
their physical inferiority, and then say whether a

44

school for the bHnd, which does not make it its chief
object to remedy as far as it can all these defects and
organic weaknesses and to prepare its pupils for phys-
ical living in a complete or satisfactory sense, is not
a miserable failure ?

For these reasons and many more in an institution
like ours no necessity is more absolute than that of
bodily training. Hence the work of our gymnasium
is chief in importance and constitutes the cornerstone
in our plan of education. Here the pupils divided
into classes are obliged to repair four times a week
and to spend three quarters of an hour each day
going through a series of gymnastics. These exer-
cises are arranged with great care, and their principal
object is to train all parts of the body and produce a
perfect balance among them ; to bring the greatest
possible number of muscles into action; to strengthen
the lungs, heart, stomach and the other internal
organs; to supply a mild stimulant for the brain and
the nerves, and at the same time to educate the mind
to control and coordinate the whole voluntary muscu-
lar system ; to make the pupils easy and graceful in
manner and posture and straight in form, and to in-
spire them with a relish for the school and its duties.

He wlioni toi! lias lirac'd or manly play.

Has light as air each limb, each thought as clear as day.

It is truly a very great pleasure to me to be able to
state, that the desire for bodily exercise is marked
among our pui)i]s, and has already shown its good

45

effects in enlarging the muscles, broadening the
shoulders, deepening the chests of the scholars, as
well as by promoting manliness, keeping both mind
and body fresh and vigorous, quickening the intel-
lects, securing good order and graceful movements in
the schoolroom, and exerting a decided and most be-
neficent influence on every branch of study.

Literary Department.

If your work is in the schoolroom,

Make every lesson tell;

No matter what you mean to be,

Build your foundations well.

Golden Days.

While the physical welfare of our pupils receives
the closest attention, their intellectual and moral cult-
ure holds an equally prominent place in our scheme
of education.

During the past year the general plan of study has
been rearranged and enlarged. There has also been
a marked improvement in the character of the work
done by the scholars, and they have been more in-
clined to form regular habits of study.

Steady progress has been made in the effort to im-
prove our methods of instruction and to render them
simple, natural and rational. The minds of the
pupils have not been encumbered with the stale and
vapid rubbish, which is often palmed off upon chil-
dren as a wealth of knowledge, but which, according

46

to Schopenhauer's apt remark, becomes no more a
part of them than a wooden leg or a wax nose would.
They have been developed and trained by proper
means and scientific processes.

A new supply of books, apparatus and appliances
of various kinds has been obtained, and extensive
additions have been made to our educational forces
and facilities.

The practice of testing such improvements as
promise to be of service and of adopting readily those
which prove to have real merit, keeps the path of
progress wide open.

The school has started upon the new year with
greater numbers than ever before and under auspi-
cious circumstances. There has been but one change
in the corps of teachers. Miss Mary Howard, who
had rendered sfood and faithful service in the bovs'
department for five years, resigned her position on
the ist of January, 1S94, and has since married one
of our 2:i"aduates. The vacancv thus created was
filled by the appointment of Miss Sarah L. Dinsmore
of Lowell. Owing to the growth of our school and
the enlargement of its curriculum, the employment of
an additional teacher became absolutely necessary,
and Miss Edith A. Flagg, a recent graduate of the
state normal school in Framingham, was engaged last
summer and entered upon her duties at the beginning
of the school year.

47

Music Department.

What passion cannot Music raise and quell ?
When Jubal struck the chorded shell,
His listening brethren stood around.
And, wondering, on their faces fell
To worship that celestial sound :
Less than a god they thought there could not dwell
Within the hollow of that shell.
That spoke so sweetly, and so well.
What passion cannot Music raise and quell ?

Dkvdex.

As it was stated in the last annual report, the de-
partment of music has been definitely divided into
two sections, entirely separate from each other — one
for the boys and the other for the girls. Mr. Thomas
Reeves, who is in charge of the former, has written
the following sketch of the work, which has been
done under his supervision :

The number of boys, who received instruction in the various
branches of music, was 58. Of these 45 studied the pianoforte ;
3 the violin; 13 the clarinet; 3 the flute, and 12 the various
kinds of brass instruments ; while in the history of music there
were 16 pupils, in harmony and composition 28, and in the
juvenile and advanced classes in singing 30.

Satisfactory progress has been made in all these branches.

Of the 45 pupils who took lessons on the pianoforte 4 gave
up doing so in the course of the year, because after a fair trial
they proved to be deficient both in good ear and in the sense
of time.

Landon's pianoforte method, which has been printed in the

48

Braille musical notation, has been used by the teachers in their
elementary work and has proved a great assistance to them.

The classes in harmony and composition have done excellent
work. According to our practice, these two studies have been
taught simultaneously all the way through. The good results
obtained from this method afford ample justification for its
adoption. From the outset, improvisation and composition
receive due attention and steady encouragement, and those of
the scholars, who acquire the art of improvising and composing,
become organists.

On the evening before the close of the last school term a musi-
cal entertainment was given, consisting entirely of original compo-
sitions. Among these were included chorals and anthems for a
choir of mixed voices ; an overture for the band ; solos for
violin, clarinet and cornet respectively, and a glee for male voices.
Two well written papers on literary subjects were added to the
programme, and the performance was greatly enjoyed from
beginning to end. The compositions abounded in beautiful har-
monies (which in one of the anthems rose to the fugal form") and
showed, that their authors had a clear perception of musical form
and a knowledge of the use of contrast and climax. This was
the first occasion on which an entertainment consisting entirely of
original pieces was given and the talent of the students was put
to practical test. The results were very gratifying.

Several pupils, who are taking lessons upon the pipe organ, are
becoming quite proficient as players of this instrument, and will
probably be able to secure suitable situations as organists when
they leave the school. In order to render their equipment for
this vocation as adequate as possible and to give them all needful
practice and experience in the work of accompanying the singers,
A choir of mixed voices was organized, consisting of pupils and
teachers. An anthem was prepared by this choir in the course of
each week and was sung at prayers on Sunday morning, the
organist of the day introducing it always with an improvised

49

voluntary. In this way a repertory of anthems has been ob-
tained, and no fewer than t,7, of these were committed to memory
by one of the young men. At the same time those of the tenor
and bass singers, who are desirous of filHng places in church
choirs, have been gaining valuable experience.

The members of the class in the history of music have read
some of the works of Fillmore, Naumann and Ritter. They have
covered the period from the remotest times to the year 1600.
Each pupil has written either in Braille or by the typewriter six
essays on subjects relating to this epoch, and all these papers are
preserved for future reference. The following topics have been
studied by the class : Oriental and ancient music. — The first ten
centuries of Christian music. — From Guido of Arezzo to the
supremacy of the Netherlanders. — The rise of dramatic music. —
The beginning of the oratorio.

One of the young men, Henry R. W. Miles, who had been
pursuing a post graduate course in music, left the school at the
close of the year, and is now preparing to go to Germany for the
purpose of prosecuting his studies further. The programme of
the last review recital, which he gave in our hall before his de-
parture, comprised 48 pieces of pianoforte and 2 1 of organ music.
He had studied all these, together with ^Z anthems and about
100 hymn tunes, and could play any of them at a moment's
notice. In his list there were included 5 of Bach's compositions,
9 of Handel's, 3 of Beethoven's, 8 of Chopin's, 5 of Mendels-
sohn's, I of Schumann's, and in the remaining 38 pieces n of
the leading modern composers were represented.

Of the work which has been accomplished during
the past year in the girls' section of the music depart-
ment, Miss Mar}^ Phillips Webster, the principal
teacher, has furnished the following statement :

We have at present 46 girls who are taking private lessons in
one or more branches of music. There are 41 pupils who are

50

learning to play on the pianoforte, receiving instruction from
eight different teachers ; 1 1 are studying vocal music under three
different teachers ; 2 are learning to play the violin, and one the
organ.

The first chorus class has been divided into two sections, con-
sisting respectively of 12 and 19 members. The two classes
rehearse together once a week. In addition to this the first
division rehearses three times and the second twice a week.

The second class consists of 10 members, and rehearses five
times a week. The hymn class meets once a week.

There are three harmony classes, each consisting of 3 mem-
bers. Two of these classes meet twice a week, and the other
once a week.

The class in acoustics comprises 6 members and meets once a
week. The normal class, which meets once a week, has 7 mem-
bers. They are now studying staff notation. Later in the
season the class will probably be enlarged and the members of
it will be trained as teachers of the pianoforte.

The class in the history of pianoforte music contains 15 mem-
bers and meets once a week.

Some of the pianoforte pupils are learning to memorize their
music directly from the Braille before playing it. Ridley Pren-
tice's course in analysis has been introduced into the pianoforte
department. Two of the harmony classes are doing their work
away from the instrument, using arithmetic and algebra type.

Pupils who are below the second class in the literary depart-
ment (except a few who are endowed with special talent) take
private lessons in but one branch of instrumental or vocal music.
They are taught Braille notation, elementary harmony and anal-
ysis in connection with their other lessons in music.

The more advanced scholars study two branches of instrumen-
tal or vocal music. They also have lessons in harmony, history,
acoustics, staff notation and the art of pianoforte teaching.

Nine new pupils came to us this year from the kindergarten.

5i

some of whom had made an excellent beginning in the study of

music.

During the past year five class recitals were given by the stu-
dents of the pianoforte. One of these recitals consisted of selec-
tions from Beethoven's music.

Miss Joslyn, assisted by her teachers, gave a pianoforte and
song recital on June 25, with the following programme:

Sonata in E-flat, Op. 7, Beethoven.

(First three movements.)
Miss Joslyn.

Vocal Duet, "Love Divine," Shiiiier.

Miss Joslyn and Mr. Want.

Song. Spring Song, ^ '^^'^^•

Miss Joslyn.

Ptaxo Solos ^'^oP^^t Cird } Schumann.

i'lANO bOLOS. Hunting Song j

Miss" Joslyn.

Song. Tell Me My Heart Bishop.

Miss Joslyn.

Vocal Duet. Oh that We Two Were Maying.

Miss Joslyn and Mr. Want.

Last movement of Concerto in G minor, . . . Mendelssohn.

Miss Joslyn.

{Arranged for an orchestral accompaniment on a second pianoforte.)

The use of music arranged for two pianofortes proves to be of
great value in advanced work.

It is very desirable that there should be a regular post graduate
course in music, extencUng over three years and including prac-
tice in teaching, and that on the successful completion of this
course the student should be awarded a diploma testifying to
her ability.

52

It is recommended that no undergraduates shall be allowed to
teach for the following reasons : first, because they are not fitted
to do so ; and second, because their time should be devoted to
study and recreation.

I earnestly hope that some means may be found for placing
those who have successfully completed the course in music in a
position to prove their ability and power to do good work. May
we not ask our friends, the members of the corporation, to help
us in this matter ?

I take very great pleasure in reporting, that Mr.
George W. Want, the well known and highly es-
teemed tenor singer, continues to give lessons to our
advanced scholars in vocal music with marked suc-
cess, and to manifest a most earnest interest in their
progress, which calls out their best efforts. To him
we are also indebted for some very fine concerts,
which have been Qriven in our hall bv eminent
artists.

No less beneficial than the instruction given at
the institution itself are the exceptional opportunities
with which our students are favored and which enable
them to attend various concerts and to hear some
of the masterpieces of the great composers inter-
preted by distinguished performers. F'or these ad-
vantages, which are of the utmost value in the educa-
tion of the blind of New England, we are under
lastine: obligations to the o^enerous friends and con-
stant benefactors, whose names will be gi\en in full
in the list of acknowledgments.

The second volume of Landon's Lislrucfiou Book

53

has been issued by our press in the Braille system of
musical notation, and one of our stereotyping ma-
chines is now exclusively devoted to the embossing
of standard compositions. Too much care cannot
be exercised in the selection of the music which is
put in permanent form for the use of our pupils.
For obvious reasons it is necessary for them to be
more particular than seeing students in the choice
of the pieces which they learn to play or sing. They
should invariably give the preference to classic works,
which tend to make lasting impressions of the best
and noblest kind, and from which they can gain not
merely sensuous pleasure but artistic culture and in-
tellectual enjoyment. They should avoid persistently
everything that is trashy and degrading to a refined
taste, even if it bears the delusive seal of popular
approval and admiration. For in matters of pure
art or of literature of a high order the masses, whom
the ancient Greeks styled Jioi polloi, are far from
being right judges and safe guides.

During the past year several important additions
have been made to the equipment of this department.
Two new Chickering pianofortes, one full concert
grand and the other an ordinary upright, have been
purchased, while the grand piano, which was placed
bv the same firm in our hall sixteen vears agro, has
been reconstructed and put in excellent order. Our
collection of band instruments has also been re-
plenished.

Great and extensive as are our facilities for the

54

study and practice of music, they must continue to be
steadily increased until our school shall offer to its
pupils as good a musical education as can be obtained
by the blind anywhere in the world.

Tuning Department,

With rhythmic numbers Horace charmed our ears.
Tunins; th" Ausonian lyre to polished verse.

Ovid.

The standard of efficiency of this department has
been fully sustained under its new manager, Mr.
George E. Hart, and its work has been performed
with marked success and with results equal to those
obtained in former years.

The course of training pursued in this department
has been so carefully arranged as to be complete in
every detail, and the means and appliances, which are
employed in its pursuit are of the best and most ap-
proved kind. Our accommodations can hardly be
surpassed either in size or in conveniences.

During the past year eighteen pupils have received
instruction in tuning. This number could be easily
augmented, if the standard of the intellectual, moral
and personal qualifications of the applicants for ad-
mission to this department were lowered. But we
must kee'p it at any cost where it is. Vov any conces-
sion or lack of vigilance on this point would affect
most unfavorably the standing of the f:)Hnd tuners in
the community and prove fatal to the prospect of in-

55

creasing their business. Our duty is clear, and we
must discharge it without fear or favor. We must
protect at a reasonable sacrifice of individual aspira-
tions the vital interests of a large class of meritorious
and skilful workmen, and, in order to be able to
accomplish this successfully, we must keep out of
their ranks all such persons as are likely for want
of character and proper address to do a vast deal
of harm to their fellow sufferers.

Special pains have been taken to teach the pupils
to make ordinary repairs on any part of the action of
the pianoforte with neatness and accuracy. They
manifest a most profound interest in this branch of
their trade, and the manual dexterity, which they
have gained through their training in sloyd work,
proves to be very beneficial.

To the equipment of this department a set of new
tools of various kinds has been added, and we are
soon to have a model of the action of a pianoforte of
recent invention.

Manual Training.

To honor each day's task ; to do

With heart and strength whatever befits,

This seems full life and sweet and true.
Content beside the work-bench sits.

James Bukham.

Manual training forms one of the principal con-
stituents of our curriculum, and plays a most impor-

56

tant part in our scheme of education. It tends to
secure a symmetrical development of body and mind,
and it acts as a tonic upon the moral activities. It
fosters energy and promotes the capacity of sustained
effort. It awakens, strengthens and develops the
will and a large area of the brain. It has a far-
reaching social and ethical effect upon the pupils,
and exerts a wholesome influence on the work of the
school in general. It is a strong ally in the cultiva-
tion of the intellectual, inventive and constructive
faculties, and gives to the scholars increased power
of getting information and adaptability to varying
conditions. Finally, it arouses interest in other
branches of study by conveying meaning to them,
and furnishes the key of the most successful methods
of teaching geography, reading, writing, arithmetic,
geometry and the natural sciences.

Manual trainincr has been on trial Ions: enousfh to
prove its own merits, and the results already obtained
from its practice in one form or another bear such
conclusive testimony to its value as to preclude tlie
necessity of further argument in its favor. Vet a few
remarks on its recent developments, and especially
upon its bearing on the education of the blind, may
not be out of place here.

The sense of touch, invaluable though it may be to
those who can see, is infinitely more so to the sight-
less. It is their only means of obtaining information
of a clear and positive character, of verifying facts
and realizing inferences indicated to them by the

57

sense of hearing. They depend entirely upon it for
perusing books. To them the hand is not only the
culminating organ of the expressive and the executive
activities of the mind, but the principal promoter of
intelliorence and the chief mediator between the outer
world and the inner, — the bridge which connects the
two and brings them into close alliance, into living
union. It is through it that our pupils come into
their most intimate relations with external objects
and learn the properties of the latter, such as size,
figure, solidity, motion and smoothness or roughness
of surface.

In view of these facts, can we afford to do less than
to employ the best and most appropriate means for
the cultivation of an instrument, which not only takes
upon itself a number of the simpler duties of vision
and performs vicariously some of the latter's general
functions, but subserves most effectively both the
ends and the highest interests of education ?

After a careful consideration of the relative value
of the different schemes of manual training, and after
a thorough examination of the physiological, pedagog-
ical, technical, practical and social results produced
by each and all of them, we have decided to hold
fast to the sloyd method.

This system is correct in theory as well as in prac-
tice, and possesses not a few advantages far surpass-
ing those which can be found in other schemes. Its
strongest claim to superiority is based upon the fact,
that it is a continuation of the kindergarten system,

58

keeping pace with the mental, moral and physical
needs of the child as they are developed in his
growth. It is rational in its methods and })urely
educational in its character. It teaches how to ex-
press thought not in words alone, but in things. It
instils a taste for work and inspires respect for rough,
honest bodily labor. It combines the analytical and
synthetic processes to an admirable degree, and
lays stress on the service which it may give to the
senses, the intellect, the sensibilities and the will. It
strengthens the bod}' and promotes general dexterity.
It stimulates observation, application and assiduity,
and engenders accuracy and perseverance. It culti-
vates the power of concentration and a love of order,
exactness, cleanliness and economy. It aims to inter-
est the pupil by adapting the exercises to his mental
and physical ability by means of careful methodical
progression and to lead him on through the years
while the brain may be trained by the hand until the
former consciously assumes the mastery. The imme-
diate object of sloyd is not skilled labor, but the effect
produced by the exercise itself.

Instruction in sloyd begins with special single
forms and extends in an uninterrupted series of ex-
ercises, arranged according to established pedagogical
and physiological principles with reference to educa-
tional and practical requirements. In this way the
scholars gain distinct ideas, which may be joined to-
gether to form a whole. This clearness of conception
will be best attained when the learner masters per-

59

fectly the various tools, each of which represents a
particular kind of thought.

Some of the ordinary trades and handicrafts, which
were introduced from time to time into the institu-
tions for the blind for utilitarian rather than educa-
tional purposes, have been abandoned as unprofitable.
Nevertheless several of these have proved to be help-
ful in enabling a few graduates to eke out their living,
and are still in vogue. They continue to occupy a
prominent place in the work of our school and are
diligently and faithfully taught by competent and
skilful instructors. But they are of very little value
as compared with sloyd, and they must either yield
their place to it or be vitalized and regenerated by it.
Nay, the results already obtained through the agency
of this system speak most elocjuently in its favor and
demand with tenfold force that its methods and spirit
should be speedily transplanted into every branch of
industrial and technical training and form the essence
and foundation thereof. Sewing, knitting, crochet-
ing, willow and upholstery work, mattress and basket
making, cane-seating and weaving, all should cease
to be carried on in a haphazard and machine-like fash-
ion without the remotest reference to cause and
effect, and should be rearranged and based on purely
progressive principles. Unless this is done and
unless existing practices are radically reformed, man-
ual traininor will remain lifeless and will fail to fulfil
its highest purpose and its grandest mission.

Finland, the motherland and nurse of the sloyd

6o

system, is again leading the way in this particular
direction. According to an article recently written
by that devoted and erudite disciple of Cygnasus,
Miss Anna Molander, the sloyd method has been
applied to brush-making with marked success, at
the school for the blind in Helsingfors, enabling the
pupils to make articles that can compete in the
market with those imported from Russia. Let us
follow this example without hesitation or delay,
and in doing so let us bless and cherish the mem-
ory of Uno Cygnaeus, to whom we are indebted
for one of the greatest features and most vital ele-
ments of modern pedagogy.

Edith Thomas.

May her mind.

In wisdom's paths, true pleasure find.

Grow strong in virtue, rich in truth.

And year by year renew its youth.

Montgomery.

The case of this interesting girl bears convincing
testimony to the eflPiciency and fruitfulness of the sys-
tem which we pursue in the training of children who
are deprived of the faculties of vision and hearing.

Edith is not a brilliant or exceptionally bright
child. Her natural endowments rise in no particular
above the average, and in some respects they hardly
reach even that. She possesses a good stock of com-
mon sense, but is not gifted with special talents, nor
has she any marked fondness for intellectual exertion;

6i

on the contrary, she is inclined at times to be averse
to it. Her memory, although very retentive, is far
from being prodigious, nor are her powers of percep-
tion and apprehension extraordinarily keen and quick.
She is thorough in every branch of her work, but
depends upon plodding diligence for the accomplish-
ment of her undertakings.

Notwithstanding these limitations Edith has made
remarkable progress during the past two years. She
has been improving steadily in every direction and
has attained a high degree of physical and mental
development. Her letters and compositions, and es-
pecially a code of maxims which she has written
privately for her own guidance without aid or sugges-
tion from any one, show conclusively, that she has
developed an originality and creative ability, — a self-
reliant spirit of inquiry and spontaneous mental ac-
tivity,— which are surprising. Indeed she surpasses
in these respects children of uncommon acuteness
and great promise.

This happy consummation may be partly ascribed
to Edith's own efforts, but it is mainly due to the
exact and purely scientific methods, which her
teachers follow in her education.

Although Edith's amount of information is not
immense, her knowledge is accurate and consistent.
It is obtained in a regular and systematic way and
not picked up fragmentarily in a hap-hazard fashion.
In her case hand, brain and heart are carefully cul-
tivated, and the finer features of her strong nature

62

are fostered and nourished. By means of this train-
ing she is steadily becoming more skilful, attentive,
thoughtful, logical and earnest, and the stream of her
thoughts grows broader, deeper and richer.

It was a most fortunate thino; for Edith that she
was placed under the tuition of a set of teachers,
whose superiors either in ability and devotion or in
fidelity and probity it is hardly possible to find any-
where. These ladies are striving to bring out what
is best and noblest in her, and to make a true woman
of her, and they would scorn the idea of making a
parade of her accomplishments or turning her into
a living phonograpli in order to attract public atten-
tion and notice. They do not encourage her to
commit to memory a number of pieces of choice
poetry and prose and repeat them glibly on every
occasion, nor would they deem anything more con-
temptible than an attempt to prompt her by touching
surreptitiously the palm of her hand to do certain
thinQ^s which would excite wonder and admiration.
They teach her to handle and investigate as many
objects and to do as much as possible, to examine and
think, to seek and discover, to work and persevere, to
grasp the roots of several of the subjects under con-
sideration and unfold the possibilities of her nature,
and thus to become stronger in intelligence, richer in
the knowledge of principles and steadier in purpose.
The legitimate results of this training are seen in
the harmonious development of Edith's faculties and
character.

63

At my urgent request, one of the teachers in the
girls' department who has taken a most active part
in the instruction of Edith, Miss Frances S. Marrett,
has kindly consented to write again a full statement
of how the child has been taught and of what she
has accomplished during the past year. In preparing
this account Miss Marrett adhered strictly to the
facts of the case and has woven them with scrupu-
lous care into a most interesting narrative, which
fascinates the reader from beginning to end by its
simplicity, its straightforwardness and its absolute
truthfulness. Here is Edith's story as told by Miss
Marrett.

During the past year Edith Thomas has received instruc-
tion in English, reading, arithmetic, geography and gymnas-
tics. She has also spent two hours of each day in the work-
room.

Language. Her English lessons have consisted of a thor-
ough review of the previous year's work, with the addition of
a special study of the verb, the adjective, and the analysis
and punctuation of sentences. Practice in the correction of
common mistakes, occurring in conversation and written
exercises, have formed an important part of her work.

Although Edith's letters and compositions betray frequent
violations of familiar rules, relating to the structure and
punctuation of sentences, they indicate significant progress
in facility of expression. Letter writing is still one of
Edith's favorite occupations. Here are a few of the letters
which contain accounts of her vacation pleasures.

64

So. IJosTON, Mass., April ii, 1S94.
Mv DEAR Miss Burnha.m, — Did you have a nice vacation?
I did, my little sister always climbs on my knee and sits in my
lap a long time. I have a new baby cousin about three months
old. I wish you could see it, it is very cunning, and sweet. I
went to see it in vacation and held it in my arms. My little sis-
ter, has begun to learn in school arithmetic, reading, and writing.
She is coming to take dinner with me some Saturday and stay all
the afternoon, I think you shall see her. 1 am going to let the
people see her. \\'ould you like to see her. She is five years
old now. I must stop now, so good-bye. Much love from your
true friend, Ediih.

C'liicoi'KE Falls, July 22, 1S94.
Dear Mother: — I received your letter last Friday night and
was very glad to hear from you. Last Tuesday I went to tiie
picnic down tlie river side. I rode in a small steamboat on
the Connecticut river nine miles southward and were almost to
the Connecticut state line. 'I'he people and children of the Bap-
tist church went to the picnic too, and it took them an hour and
a half to get there. I enjoyed the steamboat very much. There
were ten Hying horses and three sleighs on the river side and
swings too. The horses and sleighs were chained together and
hung on a ring with iron poles in them so as to hold on when they
go around. They were as big as ponies. I rode on the Hying
horses four times and in a sleigh once. I could feel the band
playing while the horses and sleighs were going around. Some
of Miss Markham's girls in her Sunday school went with mc all
round the jiark and even on the Hying horses. There was a rope
swing and another all made of wood and one seat big enough for
two persons. I swung in both swings. When I started home 1
put my hand into the Connecticut river. Please give my love to
all. .\nd 1 hope you are well. Very lovingly your daughter,

EorrH THo>rAS.

65

Chicopee P'alls, August 8, 1894.
My dear Nelije: — I received Etta Burk's letter and yours,
and was very glad to get both. I got them yesterday before
dinner. Tomorrow I am going to the Camps grounds with Miss
Markham and spend the day. We had picnics, did not mother
tell you about the picnic that I told her about in my letter.
I hope so. But I will tell you about the next picnic. I went to
Forest-park and took luncheon. There were some animals that
would eat me. I walked around the park with Mabel Fay. Then
we came to a big cage made of iron, what do you think was in it ?
There were two black bears in it. They did not get at me.
I felt of the iron bars. One bear was in his tree and the other
in his hole. And one of those bears was walking and smelling
of his paw. There were baby lynxes and golden eagles and
many others. I am enjoying myself and having the loveliest
time I ever had. I go out in the hammock very often. How is
my bird. Tell mother that Miss M. will write to her soon. Please
give my love to all. Lovingly your sister, Edith.

Chicopee Falls, Aug. 12, 1894.
Dear Mrs. Bowden : — I hope you have been having a nice
time since you left me. We have been having cool days since
last Wednesdav. Last Thursday morning Mrs. Fay, Miss Belcher,
Miss Markham, Mabel and I went to the camp ground and took
our dinner there. When we got there we went into Ruth's tent.
1 looked all round the tent. It was oblong and four rooms. I
walked with Mabel and Ruth on the camp ground. We sat down
and enjoyed the cool breeze. It was very shady where we sat.
After dinner all of us went to a children's meeting in the New
England tent it was a big one with twenty-two poles holding its
top. The children were telling Bible stories. I heard what they
said. A lady was talking to the children and I too heard what
she said to ihem. She was called Aunt Abbv Wood. After the

66

meeting was over I met a great many people. One of the people
asked me if I loved the Lord and I said yes, the young man's
name was Mr. Stone that asked me. He asked me if I ever ex-
pected to see and I said, when I go to Heaven, yes. There was
a great crowd around me. One lady asked me what prayer I
said and I told her The Lord's Prayer. Yesterday, in the after-
noon, I went to the camp ground with father. When I got there
Ruth ran out of the New England tent to meet me. She took
me into the tent and sat beside me at my right hand. I saw
Aunt Abby \\'ood there. She \vas giving cards to the children
and me. Some were small with no letters on them, that I could
read, some large with letters that I could read. I must tell you
about my card. At the top of it was a picture of a man pouring
oil on a sick man's head that is called the Good Smaritan. At
the side of it were lilies and below the picture it said Do not
weary in well doing. I met two ministers. One is Mr. Cross and
the other Mr. Sedjeresus. Mr. Sedjeresus asked me if I loved
Jesus and I said yes. He asked me to smile for him so I did.
I had a letter from Mrs. Gleason and I am going to write her.
She sent her love to you. I thank you very much for the Braille
papers. I send Helen bushels of kisses and yourself.

Sincerely yours, Edith M. Thomas.

Ha.mpdkn, Mass., Aug. 19, 1S94.
My dear Miss Burnham : — I should have written to you be-
fore you knew I went to Hampden, so you would have sent today
paper to Hampden, but I was very very busy dressing dolls and
selling them. I came here yesterday afternoon and 1 rode in a
buggy, what a long ride I had I did not get there for a long long
time. I enjoyed riding in the buggy very much. I am going to
stay with Miss Walker a little while then Miss Bennett, 1 shall be
in Hampden only two weeks. Now 1 am sitting in the hammock
with Miss Walker's niece, but I know her not. under a ina]ile tree.

67

Her name is Grace. It is lovely on a farm where I am visiting.
The grass is all around and I smell it now. I like to be in the
country better than in the city. Everything here is strange to
me. I went into the barn this morning and swung in a swing
there ; and husked a corn. It is nice, cool, and shady here. I
found rock seats by a tree.

Miss Walker has a dog and a kitten. I have been playing with
the kitten, and dog. Kitten's name is Clip. The dog's Don. I
shall see you in four or three weeks at school. I am not going
to church today. I went up to Miss Bennett's with Grace. The
address is as it is at the beginning only it is not the same place
I am visiting. You say Care of S. Walker. I am going to Chico-
pee F. in two weeks and stay one week more then go to my home
and get ready for school. You see the days advance very fast.
Shall you be glad to get back to school. No, not I. Bushels of
kisses for yourself and my lo\'e to you. Sincerely yours,

Edith T. M.

Farm Tent, Hampden, Mass., Aug. 21, 1894.
My dear Howard : — It is a beautiful sunny morning and
the grass is wet. You cannot imagine where I am out of doors ;
I will tell you all about it. I am in your tent now and am sitting
near the little table. The sun shines upon me a little. I have
dusted the webs away and spread a shawl on the sofa. It i:;
warm in the tent. I am visiting Miss Bennett here. Before I
came here I stayed with Miss Walker. I am a little matron now
in the tent, and callers come to see me. Before I was matron, I
was an explorer and looked around in the house and found the
West Indies and North America. Last Saturday I sailed, like
Columbus, from Chicopee Falls to Springfield and then to Hamp-
den. When I got here I found a dog and a cat. When I have
time in the tent I make dancing dolls dresses. Sometimes I play
with Tula's dog and when I take anything from him, he jumps
after it and catches it. I have a bird's nest hanging in the tent

68

with oak leaves on it. yesterday morning before I came up here,
I dressed Grace, Miss Walker's niece in maple leaves, and she
the same to me. We looked like the May Queens. We sat on
a seat of rock close to the maple tree and sewed the leaves to-
gether with the petioles. I just had a caller, and so I stopped
writing and went to open the door. With much love to you.
Truly your friend, Edith M. Thomas.

Farm Tent Lawn, Aug. 21, 1894.
My dear Rose-blossom : — I thought I would write you a
camp letter. Your niece is visiting me in my little house and is
sitting on the sofa and I, in a chair. 1 have the branch with the
nest on it hanging in the tent. I have book, work, and writing
on a little table. There is a rocking chair too. I have had many
callers and I go to open the doors to let them in. I would like
to have you call upon me sometime. 1 enjoy staying in a tent
on the farm. It is a lovely place there, I pinned my winged
seeds to the tent, and it looks like a little rosette. I play with
Lula's dog and when I take anything away from him, he jumps
after it, and catches it. Much love to all, and bushels of kisses
to you. Your scholar, Mayflower E. WnrrK.

Hami'DEN, Mass.. Aug. 14. 1S94.
My dear Miss Marrett : — It is a long time since you an-
swered my first letter, but I wrote you another. Did you get it?
I am afraid I shall not have time to write you four more letters,
for I have waited so long. It is four weeks or three more before
I see you. I have been away so long. I am having the loveliest
time I ever had. I am staying in Hampden with Miss Walker.
I came here last Saturday evening. I had a long, long ride, 1
think about four or five hours, it was a eleven miles ride. I went
to stay with Miss Bennett last Monday until Wednesday evening,
and I am going again. 1 sliall stay in Hampden two weeks.

69

I am on a farm. There are farms all along the road. I
am sitting in a high load of hay in the barn. There is a swing
in the barn too, when you read Queen Hildegarde's holiday do
you remember that she swung in the barn. I do. There are
cows and horses in the barn. I sit in a hammock under the
maple trees and make wreaths of maple leaves and trimming too.
I play with Miss Walker's niece, Grace. I have written to twenty-
three people this summer. I sit on the lovely grass by the house
near the road side. The air here in this country is sweet and
fresh, but to me it so strange smelling. I slide down on the
load of hay and get hay in my hair. When I was at Miss Ben-
netts there were five of us her father and Mrs. Knowlton and
Lula and myself. Lula has a little dog, Prince. I play with him
and last Tuesday I came home with my hand full of cranberries
and the little dog jumped into my lap and stole some of my cran-
berries and again until there was a few left and then Prince stood
up in my lap with both paws on my shoulders and he faced to my
face and washed it with his tongue and stubbed his nose against
mv face. It seemed as if he would take my nose, eyes, lips and
my ears in his mouth. It looked pretty, but funny enough to
make me laugh. Lula could talk with her fingers to me. 1 had
a tent on the lawn near the hammocks. I stayed in it and had
callers. Last Wednesday I got dinner in the tent all myself and
the whole family came when I rang the little bell. There were
only three of us then, Miss Bennett, Mrs. Knowlton and myself.
It was like three bears. I waded in the brook with Miss Bennett
that day. The brook was very narrow that I kept tumbling side
to side. I am going back to Chicopee Falls in two weeks and
stay one week more then go to my own home and get ready for
school. I was with my sister a week about six weeks or seven
weeks ago. Please excuse mv bad writing for I am so tired.
When I see you at school I will tell you more about my vacation.
It is too much to write about. My address is as it is at the be-
ginning. Please give my love to your mother. I remain your
scholar, Edith M. Thomas.

70

Edith has had regular practice in writing compositions
and she seems to derive a great deal of pleasure from this
form of English work as the following autobiography will
show.

Myself.

There is a land where we birds li\e. and it is called Canary
Island.

There are a great many trees in this country for us to build
our nests upon.

One beautiful morning when the sun shone brightly, I woke up
early and I was the first to sing. My sisters heard me so they
sang too. We have lovely times in Canary Island. I have my
nest built on an apple-blossom-tree. It is very high and shady.
I go flying up the tree to see my friends. " Will you come with
us said friends ? " So I went with them to see the other trees.
"The sky is blue, said I to my friends.""

After awhile I laid two eggs in my nests, and began sitting on
them to keep them warm. While I waited I heard a song,
which a little child sang beneath the tree. By-and-by a ship
came to this land, and out of the ship came a man to take us and
put us in cages and carry us to another land in the north temper-
ate zone. When we reached there we were put in a store with
other birds to be sold. In October some one came into the store
and bought me. 1 was in a nice cage and had some seed and
sand taken with me. The eighteenth of October I was taken to
a very large building in the evening, and I saw a great many
people, and then in a very few minutes I was put down at the
feet of a little girl as she was playing games with the others.
I suppose she was liaving a party. Afterwards she was my mis-
tress and she fed me every day and gave me a bath and cleaned
my cage. I was very much obliged to her and thanked her for
giving me seed, soon I got a name and was called Dick.

71

The following description of a pleasant vacation experi-
ence was written soon after her return to school this au-
tumn.

A Trip itp Alfliiut J}}!ii.

One pleasant day in September, Miss Lilley, Miss Markham,
and I, went to a place where we could climb a mountain beside
the Connecticut River. We took our luncheon with us. There
were walls made of rock along the side of the mountain, and
there were trees and grass on it too. When we stopped climbing
up the mountain we sat down and rested ourselves, and talked
to one another. I sat by a tree then and felt some pine needles.
We soon started to go farther up the mountain, and as we
stopped again Miss Lilley said to me, " The Connecticut River
makes a bend here " and she showed me how. I put my foot
on something on the mountain, and Miss Lilley said, " It is the
slope to the river." I said to her " Is it steep." " Yes very,"
she replied. It was a mile before we got to the top of the
mountain. When we got there we entered into a very large house
in which people li\'e who stay on the top of the mountain. The
floors were very slippery. After a few minutes we went out and
sat on the green grass and began to eat our luncheon. We.
walked over rocks, and had fun walking over them. I jumped
over them in some way. There were so many woods and rocks
there, but I thought it a very cool and pleasant place. We
saw some animals in cages on the mountain not very large ani-
mals. We fed them. There were raccoons, monkeys, and foxes.
When I tried to touch the bars of the cage where the raccoons
were they put their paws through as to touch my hand, and
when I gave one of them something to eat, I felt of his nose.
Another one shook paws with me. That raccoon was gentle. I
tried to shake hands with monkeys, but they would not let me.
Then after all Miss Markham took me to a swing, and I swung
in it then fell out. Then we started for home. We climbed

72

down the mountain and ran. We had a fine time and enjoyed
ourselves very much.

During the past year Edith's vocabulary has not been
much enlarged ; for until a recent date she has not mani-
fested any strong desire to learn the meaning of new words.
Some of the words concerning which Edith's curiosity has
lately been excited are as follows : yea, verily, obvious, defi-
ant, perplexed, truant, anxiety, sympathy, resolutions, exe-
cuted, talisman, drawn battle, coronation, festival, velocipede,
fanaticism, persecution and catechumen. She has often
guessed the meaning of a word from its semblance to
another. She asked if passionate did not mean the same as
being in a passion, and quickly recognized the significance
of the adjective virtuous from its close resemblance to the
familiar word virtue. Soon after an explanation of " athe-
ist " she encountered the word heathen in her reading
lesson. From the way in which it was used it suggested
atheist to her mind and she immediately wished to know if
the two words had the same meaning. After a perusal of
Whittier's poem " St. Martin's Summer," Edith asked
eagerly, "was there really such a person as St. Martin and
why did they call him Saint ? " Several difificult words
occurred in successive sentences of a chapter which Edith
was enjoying very much. She stopped to inquire the mean-
ing of the first one of the series ; but there was no further
questioning. In a few moments, the teacher selected one
of the long words and requested Edith to tell her about
it. When she had thus proved the child's ignorance, she
asked her why she had allowed her fingers to pass over the
word without any effort to learn its meaning. " I do not
care if I am not very wise," was Edith's prompt and de-
cisive response.

73

Occasionally it is evident that she avails herself of the
first opportunity for the use of newly acquired words as in
the sentence, " I rang the bell Hvke or thriceT The term
"pray" is frequently employed as a preface to a statement
of earnest entreaty, in clever imitation of certain char-
acters whose acquaintance Edith has formed in her inter-
course with books. An expression of rather mysterious
origin quoted in times of special perplexity or desolation is
" oh, miserable me ! "

Edith knows that there are many languages besides our
own, and this fact interests her very much. She has learned
a few French words and phrases, and during a recent chat
with Helen Keller enjoyed repeating some of them. She
discovered that Helen had studied Latin, and soon afterward
asked her teacher what kind of people spoke Latin. Then
came the earnest question, "how many languages are there
that are spoken by people now ? " Her teacher named a
number of names in response, and as soon as she paused
Edith added eagerly, " and Irish, I have read Irish, ' I tuk
dawn me hart' [I took down my hat] is Irish."

Reading. Edith has continued to derive much pleasure
and profit from her association with books. Through them
she has been introduced to some of her truest friends who
exert a strong influence upon her life. They are merry
companions, gentle comforters or wise counsellors according
to her needs. Daily practice in reading has constituted an
important feature of her school work during the past year,
and books have proved a fruitful source of entertainment in
her periods of recreation.

During the evening hour which is especially dedicated
at the institution to the pleasant diversion which reading
affords, one of the teachers has transmitted to Edith's wait-

74

ing finj^ers the following popular stories, that are not in-
cluded in our library of volumes in embossed print; —
"Pussy Willow," " Flipwing the Spy," "A Summer in a
Caiion," " Eight Cousins," " Five Little Mice in a Mouse-
trap," "Queen Hildegarde " and " Hildegarde's Holiday."
"Pussy Willow" is the acknowledged favorite of these
books ; but F^dith enjoyed them all with the exception of
" Flipwing the Spy " which is too imaginative in style and
plot to elicit and maintain her interest. She grew weary of
the long conversations which the animals hold with one
another in this story. Unconscious of the beautiful truth
of the sympathetic bond which links all of nature's children
together, she could not conceive of the lower creatures as
sharing in the joys and sorrows of human experience.

Among many birthday gifts received last October, the one
which pleased Edith most was a cojjy of Mrs. Wiggin's
fascinating story, "A Summer in a Canon." Hugging
closely the new treasure, she went rapidly from friend to
friend claiming the attention of each, with the happy phrase,
" my book." As her fingers formed these letters there was
a decided emphasis of the little word indicating the full, rich
sense of possession, and she furnished a special index to her
joy by adding. " it is the first book I ever owned." A few
days later, she brought the precious volume to the school-
house to ask her teacher to read it to her in accordance with
the latter's promise. From the first chapter to the last her
interest was earnest and enthusiastic. How could it be
otherwise, when surrounding the sparkling charm of the
story itself was the halo of joyous ownership.''

When " ICight Cousins " was nearly finished Edith ex-
hibited much eagerness to know the names of the book
friends to whom she was to be introduced next. She asked
excitedly, "are there huiKlrccls of books.' Can we count
them ? "

75

Various efforts have been made to stimulate Edith's im-
agination and insure its progressive development ; but thus
far tjiere has been very little manifestation of this wondrous
transforming power. As she listened to a chapter from
" Queen Hildegarde " Edith's interest suddenly waned when
one of the characters began to tell a fairy story. "Do you
not like it ? " her teacher asked. " Quite well," was the
answer. In response to the next query " why not ve^y
well.''" Edith said, with decision, "because I like irue
stories better."

The adventures of little Tom, so graphically narrated
by Kingsley in his story of the " Water Babies," failed to
arouse in Edith any sympathetic interest because of their
mythical form. As a natural consequence of her contin-
ued indifference to the charm of the classic tale, she could
not derive much benefit from the beautiful moral lessons
which it so plainly teaches. Not once in the course of the
reading of Kingsley's "Greek Heroes" did her face beam
with enthusiastic pleasure; but she refrained from express-
ing in words her feelings regarding the book, until stimu-
lated to do so by a question concerning the fate of one of
the heroes. She did not know the correct answer, and
declared her desire to remain in ignorance of it, adding as
if to furnish sufficient reason for her emphatic statement,
"I do not choose to like 'Greek Heroes.' I do not think
they are good stories, and I cannot understand the Greek
names." Besides " Water Babies " and " Greek Heroes,"
Edith has read in class, " Swiss Family Robinson," " Grand-
father's Chair," and a few short pieces selected from the
school readers. From "Grandfather's Chair" she obtained
her first knowledge of events in the early history of our
country.

As a result of the pleasant freedom of access to our
library of books in embossed print Edith has read nearly

76

all of the juvenile works which it contains, and has recently
sought a div^ersion for some of her leisure moments in vol-
umes of poetry. Whittier and Tennyson are the authors
represented by her first choice. She enjoyed so much the
latter's famous cradle song that she committed it to mem-
ory. She now has at her command quite a number of
favorite poems and she likes to surprise her friends by
reciting them. Edith's special fondness for Tennyson's
"Bugle Song" may undoubtedly be attributed to her
susceptibility to the magic rhythm of this exquisite lyric.
She was much interested in a metrical version of the
Lord's prayer which she recently found in a hymn hook.
When she had finished reading it, she remarked, "I wish
I had learned to say it that way." One day after a friend
had made several unsuccessful attempts to guess the name
of a book which Edith had been reading the child sought
to render assistance by saying, "it is like verses; but it
is not poetry." "Evangeline" was thus suggested to her
friend, and when this name was spelled to Edith her glatl
smile gave quick assurance of the correctness of the answer.

Arithmetic. Edith's natural antipath\- to arithmetic has
occasioned a series of rebellious contests which have been
so frequent and so serious as to prevent any definite jirog-
ress in the acquisition of mathematical knowledge. Early
in the past year it became necessary to remox-e her from
the arithmetic class, and arrange for her indixidual instruc-
tion in fundamental principles. It was hoped that she
might, at least, acquire proficiency in their application to
practical jDroblcms. Since this change, the required opera-
tions have been exceedingly simple ; but Edith has striven
in various ways to effect an escape from even so slight an

arithmetical torture. Her usual attitude has been one of
rigid stubbornness, and often, five or six hours have elapsed
before she has been willing to perform the task assigned
her. A suspicion that she is endeavoring by persistent and
vigorous resistance to banish the worst enemy of the com-
fort and happiness of her school life was recently confirmed
when she hinted to one of her classmates that she hoped
to be allowed to give up arithmetic. Her sentiments in
regard to this branch of study were thus frankly expressed,
" I do not like arithmetic, and I do not believe it. There
is no use in my trying to take an interest in arithmetic, it
is not in my nature to."

One day, when Edith would not reason about a problem,
but waited for assistance in each step of the operation, her
teacher told her that she must decide what to do herself
by using her mind ; whereupon Edith answered emphati-
cally, " I never did." Upon another occasion, when she
manifested the same spirit of dependence, a practical simile
proved a magic power to lead her to a point whence she
could assume a clear view of the situation. Her teacher
said : " If you had a roommate who could not button her
boots, would you button them for her every day or teach
her to do it.-*" Edith's response was quick and decisive,
"I would teach her to do it," and this thought was the
incentive to earnest, independent work for the remainder
of the lesson hour. " Do you try to solve your arithmetic
problems.^" a friend asked Edith. "Almost always," and
then, as if prompted by a deepening regard for truth, Edith
added, "sometimes I do, and sometimes I do not." "Why
not always ."^ " was the next question. "I do not know,"
Edith answered, " I have no reason. I cannot help it. It
is my fault." When she was a member of an arithmetic
class, and was working with fractions she clearly demon-

7^

strated her capacity to understand the definitions connected
with the subject. Her teacher had always spoken of a
fractional number as a collection of fractional units, being
careful to use the same words each time to avoid the danger
of confusing Edith. One day in a review exercise after
having defined a unit, a fraction, and a fractional unit, Edith
hesitated a moment in reference to a fractional number, and
then said, "a fractional number is made up of equal parts
of a unit."

Geogr.aphv. When Edith was asked, after her first
lesson in geography, if she liked the new study, she said,
"oh, yes, I think it is lovely," and upon being questioned
concerning the cause of her earnest enthusiasm, replied,
"because it is so easy."

The lessons for several weeks were, it is true, sufificiently
easy and attractive to insure her warmest interest ; but it
was feared that as the work grew more difficult her ardor
would gradually diminish. She has, however, remained
loyal to her first conviction, and consequently her work with
a few exceptions has been perfectly satisfactory. When she
had been a member of the geography class for a period of
six months she said, one day, during a conversation with a
friend in relation to her studies, " I like geography best of
all. I think it is the greatest, because it tells all about
God's great world. I think sometimes when I am studying
it, that I am seeing the great forests and rivers." The
study in itself undoubtedly has a special fascination for
Edith, but it must be conceded that the power which has
held her attention captive for so long a time, and demanded
her best work, is the method by which the grand subject has
been presented to her mind. She has always been exceed-
ingly fond of working in clay, and this plastic material has

79

furnished a medium for the attainment as well as the ex-
pression of most of her geographical knowledge. She has
literally given shape to her thoughts during the course of
nearly every lesson.

The clay ball which she was requested to mould was a
most delightful introduction to the wonderful study of " Our
World.' The equator and its parallels, when drawn upon
such a sphere, were not dull abstractions. Their relative
positions and significance were easily comprehended, and
the exercise of determining the latitude and longitude of
various imaginary places was thoroughly enjoyed.

The advent of the map was an occasion of the deepest
interest to Edith. Upon its surface, she, for the first time,
traced the forms and outlines of the continents and their
grand divisions and she quickly learned to distinguish the
representations of the smaller divisions of land and of water.
She encountered her first real difficulty in a study of the
map with reference to the points of the compass. It was a
long time before the geographical significance of these car-
dinal principles of direction was fully understood. When
asked to illustrate in clay her knowledge of the natural
features of land surface, Edith applied herself to the task
with much eagerness, and quickly represented plain, hill,
mountain and valley. A comparison with these familiar
features was involved in the teacher's description of plateaux
and primary and secondary highlands, which Edith soon
afterward added to her topographical picture.

In studying the subject of vapor, she learned about the
formation of clouds over the Pacific Ocean, and was told that
a west wind carried them across the primary highlands
where their moisture was gradually dispersed, as they
passed over the successive ranges of mountains. Reason-
ing from this fact, without the assistance of an\' suggestion,

So

she drew the conclusion that when the air from the west
reached the Atlantic Plain it would be a dry air and that the
clouds which form over the Atlantic Ocean would be carried
by an east wind across the continent and would deposit most
of their moisture on the Appalachian highlands and on
the eastern side of tlie Rocky Mountains. When the
wonderful cloud story was first presented to Edith's mind,
she seemed possessed with a feeling that she had been
suddenly transported into the realm of fancy, and asked
with an expression of intense earnestness, " is it a fairy
tale ? "

In the special study of North America, Edith made a
most satisfactory application of the knowledge gained from
her preliminary instruction. When by means of a large out-
line map, she had become familiar with the distinctive
features of the coast, she was required to mould the great
mountain and river systems, which she had previously ex-
amined upon a map designed by her teacher as a model for
this sort of exercise. The accuracy of Edith's observation
was first tested by a recitation, through the medium of the
manual alphabet, and then, with memory as her only guide,
she began her work witli clay, which, when completed, pre-
sented a fair reproduction of the given model to which it
was true in all essential points.

During the stud)' of the different divisions of North
America the map-making has been done principally from
dictation.

A statement which lulith made to one of her classmates
furnishes a key to her success in the art of moulding. She
said, while her face was all aglow with enthusiasm, " I like
to make pictures in clay." In order to gain a thorough
knowledge of the St. Lawrence river system it was necessary
for her to represent it in clay several times. One day ujion

8i

entering the geography class, she remarked in a jocose man-
ner, " I am quite well acquainted with Mr. St. Lawrence."
The time devoted to the study of the New England states

has constituted the happiest period thus far in her geo-
graphical course. She showed unusual excitement, when
her teacher placed before her the map of the little group of
states with whose names she was already very familiar.

82

She immediately began a tour of investigation which was
pursued with ever increasing interest and delight until the
entire territory had been explored. When she discovered
Massachusetts, she traced its outline very thoughtfully and
then turned to her teacher with the question, "does Massa-
chusetts really look like that?" During a special study of
the six interesting states, Edith experienced a new pleasure
in locating their principal cities by means of artists' tacks
which she could easily press into the surface of her board
map.

The map of New England which accompanies this sketch
represents Edith's recapitulation in clay of the knowledge
which she had gained concerning the important features of
the surface and drainage of this group of states, and also the
location of the principal cities in the manner mentioned in
the preceding sentence. This representation is the result of
a thoroughly independent effort. The work which Edith
has thus far accomplished in her geographical course is in-
dicated in the following outline.

Study of the earth as a sphere.

Surface of the earth (land and watery.

Division of the land into continents, grand divisions, isthmuses,
peninsulas and capes.

Division of the sea into oceans, gulfs, bays and straits.

Directions upon the earth's surface applied to a sphere.

Circles : equator, parallels.

Latitude and longitude.

Zones.

Natural features of land surface : plain, hill, mountain, moun-
tain-range, mountain system, valley, plateau, primary and second-
ary highlands, lowlands.

Principles underlying evaporation and condensation of moisture.

Drainage : river and lake system, — river basins.

North
America.

83

f Position.

Coast line.

Study of primary highlands.
Position.

Names of different parts of the systems.

Study of secondary highlands.
Lowlands.

Great river systems,
t Sources dependent upon highlands.
f Position.

Coast line.

Surface.

River systems.

Products.
l^ Cities.

Toward the close of last year Edith's attention vk^as at-
tracted one day by a book from which Miss Walker had
been reading. She immediately wished to know its name.
When the words "Our Mutual Friend" were spelled in re-
sponse to her question, Edith laughed aloud and asked, "is
that geography ? "

Canada.
New England.

Manual Training. The time which Edith has spent in
the work room has been employed in a way very creditable
to her. She has completed a number of articles in knitting,
crocheting, hand and machine sewing. A doll's skirt which
she knit as a gift for her dear little sister Josephine was un-
doubtedly the achievement which gave her the greatest
pleasure during the past year. Each stitch represented a
sweet bit of affection. The material for this dainty present
was in contrast to usual conditions secured with Edith's
own money and her pleasure in it was thereby enhanced.

A special triumph of her skill in handiwork is a set of

84

doll's clothes which she made during a visit at Hampden
last summer. The most attractive as well as the most re-
markable part of this wardrobe was a jaunty " outing-suit,"
cut without the aid of any pattern and conforming in every
detail to the popular fashion of the season.

Characteristics. When Edith returned to school last
September, her dignified bearing, in her association with
teachers and pupils, was most noticeable because of its
marked contrast to her natural buoyancy of temperament.
It soon became evident that the sudden change of manner
proceeded from an earnest desire that Miss Walker (her
new teacher) should not fail to recognize the fact that her
new pupil had reached the age at which she would claim the
title of "young lady " and the kind of attention which such
distinction merited.

A marked peculiarity of Edith's nature is an aversion to
change. This trait is so strong that it extends to matters
of even the most trifling significance. One day she was
much annoyed because her recitation in geography did not
immediately follow that of the pupil who sat beside her.
When requested to answer questions on the topic which
had been assigned to her, her fingers remained motionless.
This seemed especially strange because her work in clay
demonstrated a perfect knowledge of the subject. She soon
offered an explanation by saying, "it is not my turn." Not
until she felt convinced of the propriety of the unexpected
departure from what she regarded as the established order
of things, was she willing to take her share in the recitation
of the hour. Upon being requested to change her seat at
the dinner table to accommodate some guests, she re-
fused to eat an\ dinner and was very disagreeable in her
manner.

85

A story which Edith was required to reproduce had to be
rewritten seven times owint;' to repeated signs of careless-
ness. On the morning when Edith had finally succeeded in
writing- the story correctly, Miss Walker asked her whether
or not she intended to begin the week by doing her work
well. "I cannot say," was her answer. When forced to a
decisive response, she added, " I am afraid it will not be the
truth," Her teacher then said, "you can make it the truth,
which shall it be .'' " Edith considered for a few moments
and then replied, "it shall be well." She seems to realize
the weakness of her moral nature, and is seldom willing to
make definite promises. A characteristic response to a
friend's request was "I will try, my promises do not amount
to much because I break so many." An incident which
affords a beautiful contrast to this usual attitude of caution
occurred this autumn. Edith was rejoicing because her de-
portment record had not been marred by any marks. She
said, "I shall try very hard not to have any. I have prom-
ised not to have any." When asked whom she had prom-
ised, she answered with proud emphasis, "myself!"

A pleasant relief from the monotony of the routine of
school life was afforded Edith when several of her friends
asked her to instruct them in the use of the Braille type
writer. She assumed the role of teacher with manifest
delight, and reflected with amusing fidelity the distinctive
qualities of the persons from whom she had obtained her con-
ception of the character which she portrayed. When one
of Edith's pupils was seated before the Braille writer ready
for her first lesson, Edith said to her, "you may make A."
The response " I do not know how," quickly revealed to
Edith the grave error in her system of teaching, and she
took refuge in fundamental principles. She explained the
keyboard very carefully and then taught her pupil to make

86

a few of the simplest letters. In the intervals between the
lessons, she directed the practice work of her scholars, gen-
erally writing upon slips of paper an outline of what she
wished them to accomplish before she could again give them
personal attention. The following directions are copied
from one of the slips prepared for their use. " First make
the letters you know, then some words, and after this you
can write the sentences, see how many you can write. Be
sure to have a good paper." The first group of sentences
which Edith composed for the practice work of her little
class are as follows :

I have a pansy for you. The cat has two babies. rhe
hen laid three eggs. Tom lost ten cents. I have several dolls.
She is sitting by the window. You have broken your mug. My
mother is busy. My cat is white.

The slips upon which these sentences were written corre-
sponded in size and shape with those with which Edith had
become familiar in her work as a member of the English
class. Some of the additional sentences which Edith wrote
to be copied for her inspection are given below.

The riowers will be here soon. Those buds will open in a few
weeks. I saw twelve cows feeding in the meadow. Here is a
glass of water. He had sat in his chair at home. Please pass
the nuts to my mother and her children. Etta has brought you
some apples. The fox ate two of the mother hen's chickens.
The sun shines very brightly this morning, and the birds are sing-
ing merrily. We picked some daisies this morning when we went
to walk, (^ne day when I went down cellar I found in a basket
six baby kittens.

One evening, when a member of Edith's class had prac-
tised faithfully the letters a, e, 1, and t, she sought to vary

87

the monotony of the exercise by combining them into words.
Edith was much displeased when she observed the result of
this daring act of independence, and said emphatically, "do
not write words until I tell you to. Now you may review."
Ellen submitted willingly to her teacher's command and she
was allowed to learn s and i in advance. When she
had made these two letters, Edith said : "They are right" ;
adding, with an evident desire to produce an impression of
the necessity of paying explicit regard to her directions,
"but you must not make them until I tell you." Ellen's
fingers then rested passively on the keyboard for a few
moments and during this brief respite from work, she spoke
to one of the others in the room. Edith quickly suspected
that some such digression had occurred and placing one
hand upon Ellen's throat she spelled, with the other, in a
manner indicative of special sternness, "to whom are you
talking.' You must not stop to talk." "Shall I not answer
questions.-*" asked her pupil. "No," Edith replied, "not
while you are taking a lesson, it wastes time." A little
later, in the course of her instruction, Ellen requested that
she might be allowed to write something beside the single
letters of the alphabet. Edith said encouragingly, "yes,
you may write a letter to your teacher by and by ; but you
must learn to write words and sentences first."

During the series of lessons which she gave in type
writing, Edith occasionally met with the annoyance of deal-
ing with a pupil who did not work to the best of her ability.
Edith testifies to such a case in the following words :
" Etta did not try hard enough last night to please me and
I told her I was sorry she did not do as well as my other
pupils. She came to me before breakfast and begged my
pardon for being so naughty last night." When Etta came
to take her next lesson, Edith said, " I hope you will do

88

better than you did last week." She examined very criti-
cally the first words which appeared on the paper, and find-
ing that they were correctly written, she expressed her
approbation by saying joyously : "Good, good, good."

It was a moment of grave responsibility, when three pupils
came at the same time under Edith's tuition. Her mental
powers were on the alert to meet the demands of the occa-
sion. A Braille type writer with a sheet of paper was placed
before each student, and while Edith was engaged in giving
directions to Etta, Lily attempted to show Grace how to ad-
just the paper to her instrument. Edith was quickly aware
of the assistance thus rendered, and indicated her disap-
proval by saying, " no, no, no, I do not want my scholars
to help one another. I will tell Grace myself." When
order had been restored and the three girls were busily at
work, Edith seated herself with a very dignified air, having
previously said to each of her pupils, " if you want to speak
to me, rap on the table."

Edith's susceptibility to the vibrations produced by sound
has been mentioned in previous reports. One day as she
was walking in the school yard with a friend she suddenly
stopped and said, " some one is playing on the piano, I
want to listen." Although at some distance from the room
whence the sounds issued, she stood in a most attentive atti-
tude until the music ceased. One morning immediately
after Edith was seated in church, she recognized the vibra-
tions of the organ in the voluntary, and those produced by
the footsteps of the people who were passing up the long-
aisles. She turned to her teacher, with the question, "are
the people marching.?" When told that they were walking
to their pews, she asked, "does it disturb us.' "

Upon occasions when she has been subjected to discipline
of special rigor, Edith's rebellious feelings have often been

89

strangely exhibited. She was recently deprived of a pleas-
ure expedition on account of a serious misdemeanor. The
punishment of remaining at home was received with an un-
expected degree of calmness until she learned its full signifi-
cance. The deprival of the privilege of association with her
companions in the school yard quickly aroused her indigna-
tion. She obediently went to her room ; but a few moments
later she appeared before her teacher with the statement
that she had lost her ring. In reply to the question
" where ? " she said, " I lost it in my room, because you
would not let me go in the yard." Upon another occasion,
Edith refused to obey her teacher, and shut herself into her
room where she gave full vent to her passion by a succession
of violent kicks and screams. When she was at the height
of her anger, a dear friend appeared before her, and said, " I
have just been reading that when Laura Bridgman was a
young girl and did wrong Dr. Howe told her she had a wild
beast in her heart and must cage it." Edith spelled out very
slowly and emphatically, " I do not believe anything about
such things." She was inexorable for some time; but at last
when she was told that marks of the wild beast's claws could
be seen in her face, she pursed her lips tightly to keep them
from relaxing and spelled gently, " I shall roar with laughter
and deliver myself." Her friend advised her to do so and
she laughed until she trembled with weakness. But she had
delivered herself and was ready to obey her teacher.

Frequent instances of a heedless violation of the school
rule which forbids running over stairs made it necessary to
remind the pupils of its serious import and to state the pen-
alty which its infringement would involve. Edith paid deep
attention to this warning as it was interpreted to her by a
classmate. Her behavior soon indicated strong feelings of
resentment. During the hour devoted to evening reading,

90

she curbed her rising wrath ; but, soon afterward, when her
teacher met her on the stairs and stopped to speak with her,
Edith pushed her aside and ran rapidly to the top of the
flight. Encountering some one at this point, she suddenly
turned and dashed to the foot of the stairway where she
stood for a few moments muttering inarticulate sounds and
talking vehemently to herself with her fingers. Becoming
aware of the approach of a person, she started to run again
and finally rushed to her own room. Here in seclusion, she
evidently sought relief for her feelings by an attempt to ex-
press them in writing. A mysterious bit of manuscript was
found near her door early the next morning. The writing
betrayed the agitated state of her feelings, but the following
words were distinctly legible. " I shall not do anything
Miss Bennett told the girls tonight. I can not believe a
word of it, any one shall be inspired by hatred if she tells
me. I apply abusive epithets I shall I shall run all I want
because I can't hear. I shall be furiously angry and dash
past before anyone gets me. I dont care anything about it
it it is not to my taste." (The phrase "abusive epithets"
has been traced to a sentence which occurs in " Little Lord
Fauntleroy.") The next morning Edith was perfectly calm
and evinced no intention of violating the rule, and but for
this scrap of paper and the testimony of the little friend who
interpreted it we should never have known from how great
a passion she had delivered herself. Later ICdith furnished
a kev to her strange behavior with reference to tiie imposed
restriction by saying, " I can only run when I have my hand
on the baluster, the other girls can run in the \ard but I do
not dare because I can not hear."

One morning when Edith had failed in her lesson she
offered this excuse: "It makes my head ache to study."
The teacher of the class then said with much seriousness,

91

"it will make your heart ache to be naughty." " You cannot
get inside of me, you cannot see my heart," was the em-
phatic answer.

When Edith is her brightest and best self, true pleasure
is derived from her companionship. A love of fun and frolic
is still one of her strong characteristics, and the frequent
exhibition of this trait is a source of much entertainment
to those with whom she daily associates. One evening she
met her teacher in the hall and failed to recognize her, as
she wore a gown which Edith had never seen. She put out
her hand and quickly spelled " who .-• " Miss Walker then
asked, "who do you think it is .-^ " Her teacher's hand was
easily distinguished but with an expression of countenance
in which fun and daring were curiously blended, Edith
spelled Miss Walker's first name. Her teacher understood
her meaning, but replied as if she supposed that Edith had
mistaken her for a pupil named Sara Tomlinson. " No,"
was Edith's denial of this suggestion, "Sara R-e-k-1-a-w."
The idea of spelling her teacher's last name backward af-
forded a refuge to which she resorted without an instant's
hesitation.

Last June, at the conclusion of the commencement exer-
cises of our school Edith's dear friend, Lottie, who had
acted as her interpreter in a geography exercise that after-
noon, went to her own home to spend the night instead of
returning to the institution with the other girls. Edith
missed her from the supper table, and the next morning
when she noticed that her place was still vacant, Edith
looked much amused and asked roguishly, " was Lottie left
in Boston Theatre .^ "

Edith thoroughly enjoys a secret, and also likes to give
her friends an opportunity to exercise their skill in the art
of guessing. A letter recently written to one of her teachers

92

concluded in this way: " Now I must say good night. Much
love from your pupil. Guess My Name."

One morning the matron and the teachers in the cottage,
which is Edith's home at the institution, found by their
plates at the breakfast table some delicious grapes. Each
gift was accompanied by a slip of paper upon which was
written a request that the recipient guess the name of the
giver.

A pleasing bit of childish fancy is afforded by the follow-
ing incident. One cold morning when Edith came in from
a walk around the school yard, she told her teacher that
she had been shaking hands with Jack Erost, and asked if
she would like one of the roses which he had given her.
At the word "yes," she pressed her cold cheek against
her teacher's face saying merrily, " now you have one."
Edith enjoys the keen wintry weather, and is glad to be
out of doors to receive her full share of the wondrous gifts
which the Frost King brings. Last spring, she rejoiced
in the possession of a bed of pansies. She took most e.xcel-
lent care of these dear plants and watched eagerly for the
appearance of the beautiful blossoms. One day she said to
her teacher, " I found six sweet little faces looking up at
me this morning." "Shall you give them to si.x friends.^"
asked Miss Walker. "No," Edith replied, "they would
rather stay together, and it takes them all to make a nice
bouquet. I shall give them all to Miss Lilley."

Although Edith performs many acts of generosity, she
has not yet reached the point where gifts are always
prompted by a pure love of giving. She was asked to
join the other students in contributing a little money
toward securing for one of the school-rooms a picture of
Bryant, which was to be first used in connection with
some exercises in recognition of the poet's birthday. She

93

refused on the ground that the occasion would not be one
of special interest to her and that she could not receive any
pleasure or benefit from the picture itself.

The affectionate qualities of Edith's disposition are mani-
fested in a great variety of interesting ways. She is ex-
ceedingly fond of her little sister Josephine. In describing
a greeting from her, Edith said : " She put her arms around
my neck and hugged me tight. She is very lovingly."
The fact that Josephine has learned to use the manual
alphabet is a source of great happiness to Edith. When
she returned from the spring vacation which she spent at
home, she was full of joy on account of her little sister's
first efforts to talk with her. She said : " When Mamma
wants me, Josie spells 'come' with her cunning little
fingers."

One of the happiest experiences of Edith's visit in Hamp-
den last August was the charming bit of tent life of which
she speaks so enthusiastically in some of her letters. It
furnished abundant scope for the satisfaction of her domes-
tic tastes in the care of such a delightful abode. She was
always inspired to do her best and she proved herself a very
capable little housekeeper. She took pleasure in frequently
changing the position of the furniture in order that the
interior effect miglit not lose the peculiar fascination which
novelty affords. When she was in the tent the fly was
closed and fastened that she might have the pleasure of
opening it in quick response to the first sign of the pres-
ence of callers. A forcible stamp upon the ground consti-
tuted her summons to the tent door. A dinner party was
the most e.xciting event in the annals of her tent-life. The
table was set with great care. Edith was granted the privi-
lege of selecting from the dining-room of her friend's house
the dishes which she wished to use for the important occa-

94

sion ; but in the assumed role of hostess she did not forget
that she was in reality a guest, and modestly declined to
state her desires in reference to the menu. The only
suggestion which she made was that lemonade should be
served. When the dinner hour arrived, Edith presided at
the table with much ease and grace, and showed hospitable
solicitude in her endeavors to satisfy the wants of her
guests.

Throughout the entire summer, the greater part of which
was spent in Chicopee Falls, Mass., with her generous
friend and former teacher, Miss Markham, the days brought
a succession of brightest joys to Edith. The vacation is
designated in her own words as, " the happiest time of my
life." Wherever she went loving friends and sympathetic
strangers vied with one another in their efforts to sur-
round her with an atmosphere of pleasure. She spent a
part of the time in the midst of sweet country scenes, and
thus was brought very close to the great, rich heart of
nature from which she learned many wonderful truths.

It is easy to understand how intruding thoughts of school
days should have given rise to the following sentiments
which Edith expressed in' a letter to a friend: "The vaca-
tion advances too fast for me so I will have to get a rope
and tie it around its neck to keep it back. I feel so restless
and not prepared for anything that I have to do at school."
A few days before the time came for her to resume her
studies for another year she wrote to one of the teachers,
and thus referred to her return to the institution : " I shall
see you ne.xt week. You will hardly know me when you
see me for I have grown tall and changed."

1

95

Conclusion.

But. not to be a troubler of your peace, I will end here.

Shakespeakk.

In closing this report I take great pleasure in
being able to state, that no effort is spared to keep
the institution abreast of the times, and that its work
is carried on with unflagging earnestness and vigor.

The corps of officers remains substantially the
same as it was last year. Only one change was made
at the close of the school term. For reasons relating
to her private affairs, Mrs. L. S. Smith, who had pre-
sided for nine years over the household of one of the
cottages for girls with kindness, fidelity and devotion,
declined a reelection. The vacancy thus created
was filled by the appointment of Mrs. Cora L.
Gleason, a former employee of the institution, who
is perfectly familiar with the requirements of the po-
sition and well fitted for it.

With grateful acknowledgments of your uniform
kindness towards me and of the favorable consider-
ation which my suggestions and recommendations
have received at your hands, and with sincere appre-
ciation of the earnest work of teachers and pupils and
of the faithful service rendered by my assistants in
their respective departments, this report is

Respectfully submitted by

M. ANAGNOS.

LIST OF PUPILS.

Almy, Lillian.
Bannon, Alice M.
Boyle, Matilda J.
Brecker, Virginia R.
Brodie, Mary.
Brown, Grace L.
Carr, Emma L.
Carter, Lizzie.
Caulfield, Elizabeth E.
Cole, Carrie W.
Colyar, Amy H.
Delesdernier, Corinne.
DeLong, Mabel.
Dover, Isabella.
Duggan, Katie J.
Emory, Gertrude E.
Flaherty, Margaret.
Fogarty, Margaret M.
Foss, Jennie.
Gaffeny, Catherine.
Griffin, Martha.
Heap, Myra.
Higgins, Mary L.
Hildreth, Grace.
Hilgenberg, Johanna.
Hoisington, Mary H.
Howard, Lily B.
joslyn, Edna A.

Kennedy, Nellie A.
Kent, Bessie Eva.
Keyes, Teresa J.
Knowlton, Etta F.
Lord, Amad^e.
Meisel, Ruphina.
McClintock, Mary.
Morgan, Clara.
Morse, Maria T.
Murphy, Maria J.
Murtha, Mary Ann.
Newton, Eldora B.
Nickles, Harriet A.
Noble, Annie K.
O'Neal, Katie.
Ousley, Emma.
Perry, Ellen.
Ramsdell, Harriet M.
Reed, Nellie Edna.
Rich, Lottie B.
Ricker, Annie S.
Risser, Mary A.
Rock. Ellen L.
Roeske, Julia M. B.
Saunders, Emma A.
Smith, Florence G.
Smith, Nellie J.
Snow, Grace Ella.

97

Thomas, Edith M.
Tierney, Mary E.
Tisdale, Mattie G.
Tomhnson, Sarah E.
Ulmer, Effie M.
Wagner, Grace.
Walcott, Etta A.
Warrener, Louisa.
Welfoot, Florence E.
West, Rose A.
Wilbur, Carrie M.
Wilson, Eva C.
Amadon, Charles H.
Baker, Frank G.
Backman, J. Victor.
Beckman, J. x\rthur.
Black, Charles.
Bond, Samuel C.
Brinn, Frederick C.
Carney, Frederick.
Clark, Frank A.
Clark, J. Everett.
Clennan, William T.
Cook, Royal R.
Corliss, Albert F.
Dayton, Reuben G.
Devlin, Neil J.
Dodge, Wilbur F.
Dutra, Joseph J.
Ellis, William E.
Forrester, Charles.
Geisler, John H.
Girard, R. George.
Gosselin, Wilfred.

Harmon, Everett M.
Heath, William Edward.
Henley, John.
Henrich, Jacob.
Hill, Henry.
Hogan, George H.
Irving, Frederick.
Jackson, Clarence A.
Jennings, Harry A.
Kenyon, Harry C.
Kerner, Isaac.
Lawton, George.
Leonard, William.
Leutz, Theodore C.
Levin, Barnard.
Lynch, William.
Madsen, John.
Mannix, Lawrence P.
Martello, Antonio.
McCarthy, Daniel.
McCarthy, William.
McDevitt, Cornelius.
McKeown, Thomas.
Messer, William.
Miller, Reuel E.
Mills, George.
Mozealous, Harry E.
Muldoon, Fred. J.
Newton, Wesley E.
Nichols, Orville.
O'Connell, John P.
O'Donnell Isidore A.
O'Niell, Patrick.
Putnam, Herbert A.

98

Rasniussen, I'eter A.
Robair, Charles.
Rochford, Francis J.
Rochford, Thomas.
.Sabins, Weston G.
Schiierer, Kdward.
Sherman, Frank C.
Simpson, William U.
Smalley. Frank H.
Smith, Eugene S.
Sticher, Charles F.
Strout. Herbert .\.

Sullivan. Michael.
Tracy. Merle Flliott,
Trask, Willis F.
Tucker, Henr\ K.
Walsh. Frederick W
Weaver. Frank \'.
Welch. Harry W.
Wenz, Albert j.
Wilkins, James A.
Witham, I'erlev 1).
Wrinn, Owen F.
Yountre. William Leon.

ACKNOWLEDGMENTS.

Among the pleasant duties incident to the close of the year
is that of expressing our heartfelt thanks and grateful acknowledg-
ments to the following artists, litterateurs, societies, proprietors,
managers, editors and publishers, for concerts and various mu-
sical entertainments, for operas, oratorios, lectures, readings, and
for an excellent supply of periodicals and weekly papers, books
and specimens of various kinds.

As I have said in previous reports, these favors are not only
a source of pleasure and happiness to our pupils, but also a val-
uable means of aesthetic culture, of social intercourse, and of
mental stimulus and improvement. So far as we know, there is
no community in the world, which does half so much for the
gratification and improvement of its unfortunate members as that
of Boston does for our pupils.

/. — Ack/iowh'i/gme/its for Concerts atid Operas in the City.

To Mr. Eugene Tompkins, proprietor of the Boston Theatre
for a general invitation to an afternoon entertainment by the
Denman Thompson Company.

To the Apollo Club, through its secretary, Mr. Arthur Reed,
for eight tickets to each of four concerts.

To the Cecilia, through its secretary, Mr. Francis A. Shave,
for fourteen tickets to each of three concerts.

To the Williams Lecture Bureau, for twenty-two tickets to a
lecture by Dr. Henry Boynton.

To Mr. J. M. Rodocanachi for fifty tickets and car fares to
a concert by the Welsh Ladies Choir, Mr. Glass, manager.

lOO

To Mr. ^'irgil for twenty tickets to each of two pianoforte
recitals.

To Messrs. Steinert & Sons for five tickets to Miss Gertrude
Franklin's song recital.

To Mr. John Orth for twelve tickets to a series of four
musicales.

To Mr. E. W. Tjler for twenty-six tickets to a pianoforte recital
by Prof, Carl Faelten. and for fourteen tickets to a clarinet recital
by Mr. Staat.

To Mr. George W. Want for eight tickets to each of two organ
recitals at the New Old South by Dr. Alex. Guilmant.

To Mrs. Elsa Gushing for thirty-two tickets to an afternoon
concert.

To Mr. E. Payson P5radley for twenty tickets to a concert at
the Phillips Church, South Boston.

To Miss Charlotte Hawes for thirty-four tickets to each of
her two lectures given at the Shepard Memorial Church in
Cambridge.

To an unknown friend for twenty-five tickets to the Commem-
oration of the '' Boston Tea Party," held in the Old South.

//. — Acknowledgtnctits for Concerts, Lectures and Readings given

in our Hall.

For a series of recitals, concerts and lectures given from time
to time in the music-hall of the institution, we are greatly indebted
to the following artists : —

To the Berkeley and Beacon Quartets, — Mrs. E. Humphrey
Allen, Mrs. Frances Dunton \\'ood, Mrs. Marie Kaula Stone, Mrs.
Ella Cleveland Fenderson, Mr. George W. Want, Mr. George J.
Parker, Mr. Arthur B. Hitchcock, Mr. D. Marks Babcock and to
Miss Agnes Snyder, accompanist, for one concert.

To Mr. H. G. Tucker and nicinlicrs of the Cecilia for one
concert.

lOI

To Miss Mary P. Webster, Miss Margaret Webster. Mr. George
J. Parker, Mr. Julius Akeroyd, Mr. Fox and Mr. Phippen for one
concert.

To Mr. and Mrs. William Brigham for one concert.

To Prof. Arlo Bates for a lecture on Chaucer.

To Mrs. Julia Ward Howe for one lecture.

To Mrs. Fred A. Flanders for one reading.

To Rev. Samuel J. Barrows, D.D., for one lecture.

///. — Acknowledgments for Books, Specimens, etc.

For various books, specimens, etc., we are indebted to the
following friends : —

To Mr. William H. Huse, Manchester, N.H., Miss S. H.
Hooker, the Smithsonian Institution and the Society for Provid-
ing Evangelical Literature for the Blind.

IV. — Ackmnvledgments for Periodicals and Newspapers.

The editors and publishers of the following reviews, magazines
and semi-monthly and weekly papers continue to be very kind
and liberal in sending us their publications gratuitously, which are
always cordially welcomed and perused with interest : —

The N. E. Journal of Education, . . . Boston, Mass.

The Atlantic,

Boston Home Journal,

Youth's Companion,

Our Dumb Animals,

The Christian Register,

The Musical Record,

The Folio,

Littell's Living Age,

Zion's Herald,

I02

The Missionary Herald,

The Well-Spring,

Woman's Journal,

The Century, .

St. Nicholas.

The Journal of Speculative Philosophy.

American Annals of the Deaf. .

The Etude, .....

The Silent \\'orker. . Just, for the Dc

Church's Musical Journal

The Music Review.

The Messenger.

Tablet,

The Inst. Herald,

The Washingtonian.

L' Amico dei Ciechi,

Ala

West Va. Just, f 01

J'loiJda Jnstitiitc foi

Boston.^ Mass.

New York, N. Y.

Washington, D.C.
JViiladclphia, Pa.
af-Afi/fi's. Trenton, N.J.
Cincinnati, O.
Chicago, III.
Academy/or the Blind.
Deaf-JMiites and Blind.
Deaf-J\Iutcs and Blind.
School for the Deaf, etc.. J'ancouver.
Florence, Italy.

1 desire again to render the most hearty thanks, in behalf of
all our pupils, to the kind friends who have thus nobly remem-
bered them. The seeds which their friendly and generous atten-
tions have sown ha\c fallen on no barren ground, but will
continue to bear fruit in after years ; and the niemorv of many
of these delightful and instructive oi.c;isi<)ns nnd \aluable gifts
will be retained through life.

.M .\.\ ACXOS.

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ANALYSIS OF MAINTENANCE ACCOUNT.

Meats, 33,982 pounds, $3i^39-3^

Fish, 3,818 pounds, . . . . • 280.21

Butter, 6,078 pounds, 1,648.82

Bread, flour, meal, etc., 1,248.86

Potatoes and other vegetables, 1,084.18

Fruit, fresh and dried, 566.72

Milk, 32,923 quarts 1,679.45

Sugar, 9,039 pounds, 468.51

Tea and coffee, 913 pounds 326.35

Groceries, 1,318.01

Gas and oil, 439-63

Coal and wood 2,841.78

Sundry articles of consumption 495 — 3

Wages, domestic service , . . 6,602.45

Salaries, superintendence and instruction 24,701.12

Medicines and medical aid, 28.60

Furniture and bedding. ' . i. 410. 03

Clothing and mending, 9.08

Expenses of stable ^ 73-77

Musical instruments, ii5^3-^3

Books, stationery, school apparatus, etc., .... 1,570.08

Construction and repairs 2,938.15

Taxes and insurance 2,120.39

Travelling expenses 82.31

Sundries. 185.33

$56,942.25

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WORK DEPARTMENT, OCT. 1, 1894.

STATEMKXr.

Amount clue Perkins Institution from first date,
Excess of expenditures over receipts.

J45»490-4i

995-13

$46,485.54

Salaries and wages paid blind people,
Salaries and wages paid seeing people.
Amount paid for rent, repairs, stock anc
sundries,

Cash received during the year, .

54,127.65
3-938.95

9,663.96

Stock on hand Oct. i, 1894, $3,088.67
Receivable bills Oct. I, 1894, 3,112.44 $6,201.11
Stock on hand Oct i, 1893, . 6,172.35

Loss,

28.76
$966.37

1 1

The following account exhibits the state of the property as
entered upon the books of the institution Oct. i, 1894.

Real Estate yielding Income.

Building 8 and 10 Hay ward place, .
Building 250 and 252 Purchase street,
Building 172 and 178 Congress street,
Building 205 and 207 Congress street,
House II Oxford street, . . .
Houses 412, 414, 416 Fifth street.
House 424 Fifth street, ....
Houses 426. 428 Fifth street . .•
House 537 Fourth street, .
Houses 541, 543 Fourth street, .
Houses z^^-], 559 Fourth street, .
Houses 583, 585, 587, 589 Fourth street.
Houses 99 and loi H street, ....

Real Estate used by the Institution.

Real estate Broadway and Fourth street,

House 418 Fifth street,

House 422 Fifth street,

Real Estate used for School Purposes.

Jamaica Plain,

Unimproved land South Hoston, . . .
Mortgage notes,

Railroad Stock.

Boston & Providence R.R., 30 shares,
value,

Fitchburg R.R., preferred, 70 shares,
value,

Chicago, Burlington iS: Quincy R.R., 100
shares, value,

Boston & Maine R.R., 31 shares, value, .

Boston & Albany R.R., 148 shares, value,

Railroad Bonds.

Eastern R.R., one 6<^ bond, value, . .
Boston & Lowell R.R., one 5% bond,

value,

Chicago, Burlington & Ouincy R.R., 27

4s, value,

Chicago, Burlington & Northern R.R.,

14 5s, value

Amounts carried forward, ....

$51,000.00

44,000.00

77.000.00

59,000.00

8,000.00

9,300.00

3,700.00

1 1,600.00

4,500.00

9,000.00

15,100.00

19,900.00

3,500.00

5288,378.00
3,100.00
3.700.00

5,790.00

6,222.20

13,708.04

3,938.96

29,933-00

$1,270.00

1,000.00

26. 1 90.00

14,416.88

$42,876.88

$315,600.00

$295,178.00

140,634.00

1 1,525.00

I 70,666.31

59,592.20

$993,195-51

114

Amounts brought forward, . . .

Kansas City, St. Joseph & Council Bluf¥s

R.R., 5 7s, value,

St. Paul, Minnesota & Manitoba R.R..

lo -|.s, value ...

Kansas City, Clinton «!i: Springfield \<.\<.

3 5s, value, . . . .*

Atchison, Topeka & Santa F^ R.R., 13

4s, value

Atchison, Topeka & Santa Fd R.R., 5 4s,

2d mortgage, value,

Fitchburg R.R., 25 5s, value,

60 shares United States Hotel Co.. . .

Cash,

Household furniture, South Boston, .
Household furniture, Jamaica Plain, .

Provisions and supplies. South Boston,
Provisions and supplies, Jamaica Plain,

Coal, South Boston,

Coal, Jamaica Plain,

Work Department.

Stock,

Receivable bills,

Musical Department.

One large organ,

Four small organs,

Fifty-nine ])ianos,

Band instruments,

Violins,

Musical library,

Printifijs; Department.

Stock and machinery, ....

Books,

Electrotype plates,

School furniture and apparatus, . .
Library of books in common print. .
Library of books in embossed print,

Boys' shop,

Stable and tools

$42,876.88 I $993,195.51

6,375.00

.S,Soo.oo

3,051.25

1 1.470.50

3.850.00
25.531-25

1 7,000.00
1 0,000.00

691.43

250.00

2,231.00
'.36375

$3,088.67
3,112.44

$4,000.00

200.00

10,900.00

600.00

35.00

1,075.00

$3,697.00
1 <S. I 1 6.00
1 8,949.00

4,427.00
1 5,47400

I or, 954. S8

io,.S4o.5o
I 2,1 Si. 10
27,000.00

94143
3.594-75

6,2or.i I

10,810.00

40,762.00
<),ooo.oo

19,901.00

I 397-55

I 708.00

$1,243,487.83

115

The foregoing property represents the following funds and
balances, and is answerable for the same : —

INSTITUTION FUNDS.

General fund of the institution, . .

Harris fund,

Richard Perkins fund,

Charlotte B. Richardson legacy, .

John N. Dix legacy,

Joseph Scholfield legacy, ....
Mrs. Eleanor J. W. Baker legacy,
T. O. H. P. Burnham legacy, . .
Joseph K. Wait legacy, ....
Mrs. Matilda B. Richardson legacy,

Cash in the treasury,

PRINTING FUND.

Capital,

Surplus for building purposes, . .

KINDERGARTEN FUNDS.

Helen C. Bradlee fund,

Mrs. George W. \A^ales fund, . . .
Mrs. Warren B. Potter fund, . . .
Mrs. William Appleton fund, . . .

Sidney Bartlett legacy,

George Downs legacy,

Mary Williams legacy,

Elisha T. Loring legacy,

Ellen M. Gifford legacy,

Joseph Scholfield legacy,

Mrs. Eleanor J. W. Baker legacy,
Mrs. Lucy A. Dwight legacy, . . .

Royal W. Turner legacy,

Mrs. Eliza B. Seymour legacy, . .
Mrs. Elizabeth W. Gay legacy, . .

Mary H Watson

Miss Sarah Bradford,

Miss Rebecca Salisbury,

Mrs. Benjamin S. Rotch fund, . . .
Mrs. Richard Perkins legacy, . . .
Funds from other donations

Cash in the treasur}'.

Buildings, unimproved real estate, and per-
sonal property in use of the institution.
South Boston,

Land, buildings and personal property in
use of the kindergarten, Jamaica Plain, . .

,115,439.72
80,000.00

20,000.0C

40,507.00

10,000 00

2,50000

2,500.00

5,000.00

3,000.00

300.00

5108,500.00
36,907.17

$40,000.00

10,000.00

25,000.00

9,700.00

10,000.00

3,000.00

5,000.00

5,000.00

5,000.00

3,000.00

2, 500. 00

4,000.00

3,000.00

5,000.00

7,931.00

100.00

100 00

200.00

S,oco.oo
10,000.00
77,469.00

5279.246.72

5.'95-27

'45-407-I7

234,000.00
6,985.83

420,405.09
152,247.75

$1,243,487.83

Whole amount of property belonging to the j
kindergarten, ....

1393.233-58
850,254.25

Whole amount of property belonging to the j
institution proper

I

$1,243,487.83

LIST OF EMBOSSED BOOKS

Printed at the Perkins Institution and Massachusetts School for
THE Blind, Boston, 1894.

Title of Book.

JUVENILE BOOKS.

Alcott, Louisa M. Little Women,

Andersen, Hans. Stories and Tales,

Arabian Nights, six Selections by Samuel Eliot, . . .
Burnett, Frances H. Little Lord Fauntleroy, . . .
Child's First Book

" Second Book,

Third Book,

'• Foiirtli Book

Fifth Book,

'• Sixth Book,

" Seventh Book,

Children's Fairy Book, arranged by M. Anagnos, . .

Chittenden, L. E. The Sleeping Sentinel,

Coolidge, Susan. What Katy Did,

Eclectic Primer,

Ewing, J. H. The Story of a Short Life

Greene, Homer. The Blind Brother,

Hale. Rev. E. E. The Man vk^ithout a Country, . . .
Harte, Bret. The Queen of the Pirate Isle, ....
Heidi, translated from the German by Mrs. Brooks, .

Kingsley, Charles. Greek Heroes,

Kingsley, Charles. Water Babies,

Little Ones' Story Book,

Poulsson, Emilie. Bible Stories in Bible Language, .
Poulsson, Emilie. Stories for Little Readers, . . .
Richards, Laura E. Captain January, and other stories,

Sewell, A. Black Beauty,

Standard Braille Primer, revised,

Turner's First Reader,

Twelve Popular Tales, selected by H. C. Lodge, . . .

Wiggin, Kate D. The Story of Patsy,

Wiggin, Kate D. A Christmas Dinner,

Youtii's Library, Volume 1,

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3,

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117

Title of Book.

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Youth's Library, \'olume 4,

5

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" 7,

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Script and point alphabet sheets, per hundred, ....

GENERAL LITERATURE.

American Prose,

Cooke, Rose Terry. The Deacon's Week,

Dickens, Charles. Christmas Carol, with extracts from

" Pickwick Papers,"

Dickens, Charles. David Copperfield,

Dickens, Charles. Old Curiosity Shop,

Eliot, George. Adam Bede,

" " Janet's Repentance, ■ : i

Silas Marner,

Emerson, R. W. Essavs

Extracts from British and American Literature, . . .
Goldsmith, Oliver. The Vicar of Wakefield, ....
Hawthorne, Nathaniel. The Scarlet Letter, ....
Hawthorne, Nathaniel. Tanglewood Tales, ....
Johnson, Samuel. Rasselas, Prince of Abyssinia, . .
Lubbock, Sir John. The Beauties of Nature, . . .
Lytton, Edward Bulwer. The Last Days of Pompeii, .
Macaulay, Thomas B. Essays on Milton and Hastings,
Martineau, Harriet. The Peasant and the Prince, . .

Ruskin, John. Sesame and Lilies,

Scott, Sir Walter. The Talisman

Scott, Sir Walter. Ouentin Durward,

POETRY.

Anagnos, Julia R. Stray Chords,

Bryant, W. C. Poems, '. . . .

Byron, Lord. Hebrew Melodies and Childe Harold, . .
Byron, Lord. Poems selected by Matthew Arnold, . . .

Holmes, O. W. Poems, • . . .

Longfellow, H. W. Evangeline,

" " Evangeline, and other poems, . . .

" " Hiawatha

Lowell, J. R. Poems,

Milton. Paradise Lost,

Milton. Paradise Regained, and other poems, . ... .

Pope. Alexander. Essay on Man, and other poems, . .

Scott, Sir Walter. Lay of the Last Minstrel, and other

poems

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Shakespeare. King Henry Fifth,

" Merchant of V'enice,

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Stratton, H. W. Commemoration Ode

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Tennyson, Lord. In Memoriam, and other poems, . . . '

Whittier, J. G. Poems, \

Wordsworth, William. Poems '

BIOGRAPHY.

P>iographical Sketches, arranged by M. Anagnos, . . .

Biographical Sketch of (ieorge Eliot,

Memoir of Dr. Samuel G. Howe,

HISTORY.

Constitution of the United States,

Dickens, Charles. Child's History of P^ngland

Fiske, John. War of Independence

Fiske, John. Washington and his Country

Freeman, Edward A. History of Europe

Higginson, T. W. Young Folks' History of the United

' States, '

Schmitz. Leonhard. History of Greece,

Schmitz, Leonhard. History of Rome,

RELIGION.

Baxter. Richard. Call to the Unconverted,

Book of Psalms

Book of Common l'ra\cr,

Hymn Book,

New Testament,

Paley, William. Natural Theologx,

Selections from Swedenborg,*

TEXT BOOKS.

Collar and Daniell's Beginner's Latin Book,

Collar and Daniell's Latin-English Vocabulary, . . . » .

Cutter's Anatomy, Physiology and Hygiene,

Elementary Arithmetic by Mabel Townsend,

(ieometrical Diagrams,

(iuyot's Geography,

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119

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"Life and her Children," a Reader of Natural History, .
Scribner's Geographical Reader

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MISCELL.ANEOUS.

Combe, George. Constitution of Man,

Don't : or, Directions for Conduct and Speech, ....
Handbook of Crochet,

Handbook of Knitting,

Howe, Dr. S. G. Cyclopirdia,

Latin Selections,

Longfellow's Birthday, by Julia R. Anagnos, . • . . .
Most Celebrated Diamonds, translated by Julia R. Anagnos,

MUSIC.

Band Instruaiknts.

Arban. Method for the Cornet and Sax-Horn, ....

Bach. Charles. Twelfth Andante and Waltz,

Heinecke. Arrangement of Meyerbeer's Les Huguenots,

Heinecke. Arrangement of Potpourri from Weber's Der

Freischutz,

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•35

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Lavallee, C. Overture, The Bridal Rose,

Meyrelles, M. C. Arrangement of Meyerbeer's Corona-
tion March from Le Piophfete

Prendiville, H. Little Rose Waltz

Rollinson, T. H. The Color Guard March

Sponholtz. Peace of Mind, ( sextette )

Donizetti. Nocturne from Don Pasquale } for brass V

Vaughan, A. H. Arrangement of Schubert's Serenade, .

Pianoforte.
Bach, (iavotte in G minor,

Bargiel. W. Op. 32, No. i, Idylle,

Becht. J. China Astor Mazurka,

Beethoven. Sonatina in G,

Behr, F. Op. 575, No. i r. Think of Me,

Blakeslee. A. C. Op. 9, May Party Dance,

Op. 25, Gems of the Evening.

No. i, Crystal Fountain Waltz, . .

No. 3. Let's be Gay Mazurka, . .

No. 4, Social Hop Schottische, . .
Burgmiiller, F. Op. roo. Studies

I 20

Title of Book.

Chopin, F. Op. 34, No. 3, Waltz. (Kullak),

Op. 64, No. I, Waltz. (Kullak),

Chopin, fitude No. i, Op. 10,

Cramer, J. B. Studies,

Godard, B. Op. 56, Second Valse,

Goldner, W. Gavotte Mignonne

Gurlitt. Op. 50, Studies.

Heller, St. Op. 46, Studies,

Jadassohn. Op. 35, Scherzo,

Kirchner, Th. Op. 7, Album Leaf

Knight, J. S. Evening Dew Waltz

Kullak, Th. Scherzo,

The Little Huntsman,

Lange, G. Op. 249, No. i. In Rank and File, . . . .

Op. 292, No. I, Playfulness,

No. 3. Dressed for the Ball,

Lichner, H. Op 174, No. i, Morning Song

Op. 270, No. 2, Family Party \\'altz, . . .

Liszt. La Regata Veneziana,

Loeschhorn. Op. 65, Studies,

Lysberg, Ch. Op. 71, The Thrashers,

Matthew. Standard Series, Grade i,

Merkel, C. Op. 25, In the Beautiful Month of May. . .

Op 81, Pleasures of May

Oesten, Th. Op. 276, White Roses,

No. I, In the Spring,

No. 2, A Little Story,

No. 5, In the Summer

No. 6, Rural Pleasures,

Streabbog, L. Golden Stars,

No. 1, Waltz: No. 2, Polka

No. 3, Schottische; No. 4, Polka-Ma-
zurka

No. 5, Galop; No. 6, Quadrille, . .
No. 7, Bird of Paradise, Polka-Ma-
zurka,

Op. 175, Pleasures of \outh

No. I, Waltz; No. 2, Polka

No. 3, Schottische; No. 4, Polka-Ma-
zurka,

No. 5, Galop: No. 6, Quadrille, . .

Twenty-five Select Pieces (first grade),

Berger, F. Donna Mobile, from Rigoletto

M' ai)])ari Tutto Amor, from Martlia.

March, from Norma,

Rataplan, from La Figlia,

Harmiston. J. Little Romp Quickstep

Huse, M. F. Cricket Polka,

Lange, G. Op. 243, No. 13. Boy and Cuckoo, . . .
Op. 243, No. 4, Harvest

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121

Title of Book.

No.

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Latour, P. Marine Galop,

Lichner. Op. in, No. 5, Heliotrope,

Op. Ill, No. 6, Jessamine,

Maylath, H. Op. 166, No. i, Waltz,

Meyer, L. Honey Bee Polka,

My Brother Jack Galop,

Miiller, Ed. Violet Polka-Mazurka,

Pansy Galop,

Oesten, Th. Op. 202, No. 4, Doll's Dream, . . .

Ritter, G. P. The Echo,

Root, F. W. The Flyaway Waltz,

Smalhvood, W. The Gypsy Countess,

The Harebell,

The Sweet Violet,

The Woodbine,

Strauss. J. Merry War Waltz

Wallis, J. H. The Skylark,

Urbach. Prize Piano School,

Von Billow. Mendelssohn's Rondo Capriccioso, Op. 14,

ViOLIX.

Dancla, C. First Air Varie, Op. 89,

Voice.

Bach, J. S. A Few German Chorals,

Bach. Fifteen two-voiced inventions,

Fifteen three-voiced inventions,

Bischoff, J. W. Marguerite (soprano),

Cramer. How Can I Leave Thee.''

Forty-five Hymn Tunes,

Long Metre.
Bowen, Duke Street, Federal Street, Germany, Ham-
burg, Hebron, Luther, Malvern, Mendon, Mis-
sionary Chant, Old Hundred, Rothwell, Ward, .

Cof/imon Metre.
Arlington, Balerma, Cambridge, Coronation, Dalma-
tian, Evan, Heath, Howard, Naomi, Peterborough,
Siloam, St. Agnes,

Short Metre.

Shawmut, Silver Street, Utica,

7s. — Eltham, Hendon, Horton, Pleyel's Hymn. 6s.
and 4s. — Keating. 7s. and 6s. — Amsterdam,
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6s. — Flemming. 8s. and 7s. — Cesarea, Sicily,
Worthing. los. and 9s. — Eraser. .3'. P. M. —
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122

Title of Book.

Gounod. Praise be the Father (anthem),

Gumbert,' F. Maidens' Spring Song (trio for female

voices), ,

Mendelssohn. O Vales with Sunlight Smiling (trio for

female voices),

Moir, F. Best of all,

Scala. Vocal exercises,

Selected hymns (words and music)

Sibley, J. T. When Dreaming (serenade),

Wagner. Spinning-wheel Chorus (trio for female voices),

Weber. Bright Sword of Liberty,

Weber. Arrangement of God of the Fatherless (anthem),
Werner. The Two Roses,

Miscellaneous.

Key to Braille's Musical Notation,

Landon, C W. Pianoforte Method (Braille),

Musical Characters used by the seeing

Richter. Exercises in Harmony (Braille),

Webster, M. P. Preparation for Harmony

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N.B.— All orders for books, music or apparatus to be sent by mail must be accompanied

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LIST OF APPLIANCES AND TANGIBLE
APPARATUS

Made at the Perkins Institution and Massachusetts
School for the Blind.

Geography.

/.— IFa// Maps.

The Hemisphere, size, 42 by 52 inches.

United States, Mexico, and Canada, . " "

North America, " "

South America " "

Europe, " "

Asia,

Africa,

The World on Mercator's Projeciion, . *• "
Each, $35 J or the set, $280.

// — Dissected Maps.

Eastern Hemisphere, size 30 by 36 inches.

Western Hemispliere, " "

North America, " "

United States, '• "

South America, , . " "

Europe, " "

Asia, '• ''

Africa, *' "

Each, $23 ; or the set, $184,

These maps are considered, in point of workmanship, accuracy
and distinctness of outline, durability and beauty, far superior
to all thus far made in Europe, or in this country.

" The New England Journal of Education " says, " They are

124

very strong, present a fine, bright surface, and are an ornament
to any school-room."

///.— Pin Maps.

Cushions for pin maps and diagrams, each, $0.75

Arithmetic.

Ciphering-boards made of brass strips, nickel-plated, each, $3. 00
Ciphering-types, nickel-plated, per hundred, ... i.oo

Writing.

Grooved writing-cards, each, S0.05

Braille tablets, with metallic bed, " 1.50

EIGHTH ANNUAL REPORT

OF THE

Kindergarten for the Blind

SEPTEMBER 30, 1894

BOSTON

PRESS OF GEO. H. ELLIS

1895

^ommt, lasst uus Sen feinbtrn Itbtn.

FRIEDRICH FROEBEL.

OFFICERS OF THE CORPORATION.

1894-95.

SAMUEL ELIOT, LL.D., President.
GEORGE S. HALE, Vice President.
EDWARD JACKSON, Treasurer.
M. ANAGNOS, Secretary.

BOARD OF TRUSTEES.

EDWARD BROOKS.
WILLIAM ENDICOTT, Jr.
JOSEPH B. GLOVER.
J. THEODORE HEARD, M.D.
HENRY MARION HOWE.
EDWARD N. PERKINS.

WM. L. RICHARDSON, M.D.
LEVERETT SALTONSTALL.
HENRY STONE.
THOMAS F. TEMPLE.
S. LOTHROP THORNDIKE.
GEORGE W. WALES.

LADIES' VISITING COMMITTEE.

Mrs. Elizabeth C. Agassiz.
Mr.s. William Appleton.
Miss Caroline Derby.
Mrs. Maud Howe Elliott.
Miss Clara T. Endicott.
Miss Olga E. Gardner.

Mrs. J. Chipman Gray.
Mrs. Thomas Mack.
Mrs. E. Preble Motley.
Miss Laura Norcross.
Miss Edith Rotch.
Miss Annie C. Warren.

OFFICERS OF THE KINDERGARTEN.

DIRECTOR.
M. ANAGNOS.

V

ATTENDING PHYSICIAN.
HENRY W. BROUGHTON, M.D.

Boys' Department.

Miss Isabel Greeley, Principal Matron.

Miss Nettie B. Vose, Aisistani.

Mrs. Sarah J. Davidson, Kindergarttier.

Miss L. Henrietta Stratton, "

Miss Cornelia C. Roeskb, Music Teacher

Miss Helen S. Conley, Teacher.

Miss Laura A. Brown,

Girls' Department.

Mrs. J. M. Hill, Matron.
Miss Cornelia M. Loring, Assistant.
Miss Fanny L. Johnson, Kinder gar iiur.
Miss Eleanor McGee, "

Miss Elfik M. Fairbanks, Music Teacher
Miss Marion G. Smith, Teacher.
Teacher 0/ Majiual Training.

GIFTS IN LIFE AS WELL AS IN DEATH.

Dear Friend: — Are you thinking of making your will and of
disposing of the whole or a part of your estate for educational
and benevolent purposes ? If so do not forget the kindergarten
for the blind in Jamaica Plain. Pray bear in mind the fact, that
this institution is doing a holy work for the needy little sightless
children, its object being to mitigate the sad effects of their afflic-
tion, to improve their condition physically, intellectually and
morally, and to free them from the fetters of helplessness and
dependence.

FORM OF BEQUEST.

I give, devise and bequeath to the corporation of the Perkins
Institution and Massachusetts School for the Blind, Boston,
Mass., for the sole use and benefit of the Kindergarten for the
Blind, the sum of dollars.

FORM OF DEVISE OF REAL ESTATE.

I give, devise and bequeath to the corporation of the Perkins
Institution and Massachusetts School for the Blind, Boston,
Mass., for the sole use and benefit of the Kindergarten for the
Blind (here describe the real estate accurately) with full power to
sell, mortgage and convey the same, free of all trusts.

(^A-e ^a<yyirfccerc h^u^-c^t^ €-^,r/^tc ctz4d ^€idd

KINDERGARTEN FOR THE BLIND,

REPORT OF THE TRUSTEES.

To the Members of the Corporation.

Ladies and Gentlemen: — Our last annual report
contained a statement of general principles concern-
ing the kindergarten department which need not be
repeated year by year. All that is now required, in
addition to the details in the director's report, is a
fresh declaration of the importance of the work and
of its claims upon public confidence and liberality.

The number of teachers and other officers now in
service is 13, that of pupils is 59. As there are
always candidates for admission who cannot be re-
ceived for want of room, it will be seen that the
demands upon the kindergarten are very strong. As
to the manner in which these demands are met so far
as they can be, it is not for us to make any boast,
but we are persuaded that the director, matrons and
teachers, are all thoroughly competent, and that the
plan of training is well devised and well executed.
The children who come to us require very delicate
handling, and the success constantly attending their
education proves its value. Of course we wish to

1 2,0

receive all who need to be received within our walls,
and yet we do not regret that we are obliged to
move slowly, rather than run the risks of too rapid
expansion.

Even to carry on the work as it is involves some
perplexity of a financial nature. Our income for
current expenses is far from being met by subscrip-
tions or by the interest upon our endowment fund,
while the debt incurred in the construction and fur-
nishing of the buildings last erected remains unpaid.
It now amounts to $16,475. ^^ need that much
as soon as we can get it, and for annual expenses we
need $5,000 a year over and above our present
receipts. These wants, more and more pressing as
time goes on, we earnestly commend to the thought-
ful consideration of all our friends in the hope that
their minds and hearts may devise some means of
relief. While deeply grateful for the abundant gen-
erosity which has been shown to the kindergarten
from its be^innins^, we are not ashamed to ask for
generous gifts to come.

In pleading for the kindergarten and its inmates
we are pleading for others, for its visitors, its neigh-
bors, and the community in which it is situated. We
know from personal experience, as well as from the
testimony of many who have visited the place, that
it is full of beneficent influences on all who come, on
the young and the old, the seeing as well as those
who cannot see, and that there can be very few, men,
women or children, who do not draw from an hour

131

spent among our little children and their teachers,
new love for their fellow-beings and new trust in
Divine mercy.

The Kindergarten at the Annual Festival.

No inconsiderable share of the interest which
brinos tos^ether so larQ^e an audience on commence-
ment day centres in the kindergarten. The friends
of the infant school always anticipate with pleasure
the entertainment furnished on this occasion by the
little children, whose ready ingenuity and spontaneity
give life and meaning to the varied and ingenious
kindergarten games. The keen enjoyment of happy
childhood was good to see in the aspect of the little
pupils seated at a table, at the very front of the stage,
where each boy and girl was busy in modelling the
clay objects, which were to be used in telling the
"wonderful secret."

Meanwhile the principles of sloyd as applied to
knitting were exhibited by another group of children.
The several steps in the work, beginning with the
coarse twine chain and going on through casting on
stitches, plain knitting, seaming and ribbing, were
explained by each child in turn, whose work could be
distinctly seen as it was held up to view. The little
girl who was "picking up dropped stitches" stood
last in the row of knitters, but her task and the lesson
taught were not unimportant.

At the conclusion of this exercise Rev. Edward

I ^2

A. Horton was introduced to the audience. In an
eloquent and cogent address he told the pressing
needs of the kindergarten.

ADDRESS OF RKV. EDWARD A. HORTON.

Mr. President, Ladies and Gentlemen: — Dr. Eliot knows
very well that any one of adult rank, any member of the out-
side deputation who attempts to speak at exercises of this kind
will have a very hard task. As you look at these children you
are saying to yourselves, " how eloquent I how pathetic I how
filled are these exercises with evidences of the beautiful work
which is being done in developing these young people ! " I must
confess that I grew so absorbed in this fascinating programme,
I am in the condition of that last child who spoke in the knitting
exercise ; I forgot what I was going to say, and I am trving to
pick up the dropped stitches of my speech.

A social leader of New York, McAllister by name, has re-
cently intimated that the typical citizen of Boston spends most
of his time in planning to save money to contribute to or to
endow some noble institution. He thought it was a fearful sar-
casm ; but I believe that every one in this house would be happy
to share in that distinction, of which every New Englander
might well be proud. It is a noble ambition, and that Boston
has such a reputation is a thing to rejoice over. Ever since the
Mayflower came to Plymouth it has been the anxiety of the New
Englander to promote thrift, prudence, common sense and re-
ligious consecration to good works, generation after generation,
and to see what might be done to make humanity everywhere
better and nobler and more fully panoplied with all the resources
and equipment of intellect. We are not born into this world to
make our sole object the pursuit of pleasure, often unsatisfactory,
or to find out what it means to be in societv. to have a good

133

time, and to devise how we selfishly can get ease and comfort for
ourselves.

In Boston, among the many object lessons which are pre-
sented to us, I venture to say there is no one occurring annually
which is so significant, so filled with human interest, and so
appeals to our hearts, as these exercises of the Perkins Institu-
tion for the Blind. On these boards have walked a Booth, a
Salvini, an Irving, Miss Terry, Barrett, and others of a great line
of dramatic performers, whom you will call to mind; but with
all the skill they acquired and the marvellous interpretation they
put forth, this scene outranks them all in dramatic art. I am
not depreciating the drama ; I know what we owe to Shake-
speare, who depicted as none else the emotions of life, and I am
as ready as any one to proffer the laurel crown to those who can
give expression to the depths of human experience. But here is
tragedy, here is pathos, — at first depressing us, then, afterwards,
we rise on the wings of exultation and sound the victorious note,
because of what has been achieved by these children, and what
they prophesy as to the possibilities of our common nature, even
under thraldom.

Tennyson says, if we could pick a flower from the crannied
wall and interpret its essence we could understand the great
mysteries of life. So, if we could watch the birth of soul in
these children, and understand the development of that life in
its different phases, we might not only understand how blind
children are evolved but how human nature is expanded from the
little prophecy in the cradle to the mature beings who take their
parts in the great drama of existence.

Let me call your attention to some background of far-lying
principles that apply to us all. What does this scene represent
today, of which we are all parts, — you the responding audience,
these children the quickening impulse, the thrilling actors ? This
first : America, the United States of this country, largely through
the work of Dr. Howe and his school, represents the most ad-

134

vanced treatment of the blind now known in the world. It is
conceded in England and in Germany that we have developed
all the higher equipment for the education of blind people, and
produced results far beyond those of any other country. We
land these graduates in a better social position than any other
country ; we place them where they can walk, though blind, with
head erect and with self-respect. We do not leave them depend-
ent upon the world, but equip them so that they may earn their
own subsistence when their school days are over. This is con-
ceded. How does it come about that in this country, with all
its newness and crudeness, in the hurly-burly rush of our every-
day life, we can stop for tender thoughts and give practical care
to our helpless, with so wise a philanthropy as is shown in this
institution, and some others as well ? Because we believe in
humanity ; because we follow the example of Jesus ; because we
run up to the top the flag which signifies that by the people and
through the people can the noblest results be achieved along the
pathway of civilization. This humanity has picked the discarded
from the gutter, from dungeons and from the haunts of poverty,
saying, " here is a child of God ; let us lift him up and give him
a helping hand." Thus we find out whether our Charter of In-
dependence and our Fourth of July oratory have any basis in
reality. This spirit of humanity is abroad in the land, and these
radiant faces, and the opportunities which are given these chil-
dren for useful and happy future lives, prove it. They have been
taken from various parts of the country ; from New York, Penn-
sylvania, .Mabania. Te.xas and other states ; and we have en-
deavored to emancipate them from their great disadvantage as
far as possible, and set them in a field of usefulness. This
comes from our belief in the people, not in any arbitrary author-
ity, and this scene is an affirmation of it.

'Inhere is another thing I wish you to remember, and these little
children, speaking a hundred-fold better than my feeble words
can utter it. aftirm it : this is cooperative character-making. The

135

^awakening of the souls in these young children is wonderful. It
is not what we pour in, but what we draw out, that is the most
educational. Y'ou touch the knob of an electric reservoir, which
is in the midst of the darkness of midnight, and a spark is kin-
dled, — a prophecy of the light which is to come, the day-dawn
of reason, imagination and conscience, which is to be consum-
mated in that higher type of education characteristic of our com-
mon schools everywhere today.

I have another word : I want you, men and women, who some-
times grow doubtful as to Providence, who are not sure always
whether life is rolling forward and upward, to look at these
teachers. Look at Mr. Anagnos; recall the example of Dr.
Howe. What does it all mean ? A patience almost divine ; a
patience to work and to wait ; a patience akin to that of God.
During these months and years these teachers and guides have
gone through what you would not, one in a thousand of you, deem
possible to undertake, — repeating over and over, day after day,
their efforts to impress something upon the consciousness of the
child ; the child forgetting what was taught the day before, until
at last there comes a crystallized habit, the companionship and
the identity of the teacher and his effort make an impression,
which is held, and the point is gained. If you want an illustra-
tion of patience, go to the Perkins Institution for the Blind, and
you will better understand what they represent here ; and then go
home and take up the duties of citizenship, and if you are a
mother in the household, oh, let these children teach you, and let
the teachers who are attending them, teach you this beautiful
lesson of patience !

The blind children today, young and older, challenge you and
me, they fling down the gauntlet, and they demand that we should
be up to the duties of life better than we are. Think how some
of these started in life, — destitute of everything possibly, mere
castaways, and see what they have accomplished, and what they
will work out ! Let us recall Prescott, the historian, and remem-

136

ber his industry and its results; Kawct-tt. with his indomitable
will and energy ; Herreschoff with planning vision ; recall the
memory of Milton, pouring out his great soul in poetry and
music ; think of deaf Beethoven, creating the marvellous melody
to which he could never listen ; think of the wonders these men
accomplished, hampered as they were. The blind today chal-
lenge all who live in luxury. I see children here as spectators,
and I think of them as I would of my own, trusting that they
may realize their privileges, and that they may fulfil in their day
and generation the glorious things that are expected of them.

Now, after all this general talk, I have to make a special appli-
cation, and Mr. Anagnos, that dear man, wants it more than
anything I have said before. He stands one side, his face turned
away, that his blushes may be concealed. 'I'hat man is giving
his life as nobly as any one has done in the past for the cause of
humanity, and he asks you to help in this great w'ork, and this
appeal for the kindergarten is a particular part of this pro-
gramme, and a very important part.

There are three things that need to be done, and I am sure
that you are gomg to do them somehow. The kindergarten con-
tains seventy children, happy in the new life that is opened to
them, — twice the number heretofore admitted ; and there are
twelve sightless dear children waiting to get in from the outer
darkness. Who will take this matter in hand and make it pos-
sible for these helpless little ones to be taken in to the light and
set forward in the pathway of usefulness ? The hard times has
affected this institution, as it has laid its fell hand on almost
everything. 1 ask you to help in sujjplying the balance required
for the current expenses in carrying on this work. My friend
Mr. Saltonstall has just said to me, " tell the people to back
this institution up. 'I'hey must not wait to draw checks after
they have got a big bank account ; they must remember that the
drops and rills make the stream, and if everybody would do
something, would do what he can. a great burden would be lifted."

'J "he second thing to be done is this : that house at Jamaica
Plain has a mortgage on it of $16,500, hanging like a cloud over
the place. Who will lift it ? $16,500, — what is that ? I believe
there are some individuals who wouldn't know it if that sum was
taken out of their principal. Why not signalize this day by going
home resolved that that burden shall be lifted .''

The third thing, a little higher up, Boston or New England
would not call anything when convinced that it should be done.
An endowment fund of $100,000 was started sometime ago,
of which $65,000 needs to be raised, in order to meet the run-
ning expenses and place the institution on a substantial basis,
rhere is an open door for all of you, young or old, rich or poor,
to enter and do something for this noble institution. There are
red-letter days in your lives, and you might well make this one of
them by helping on the good work.

I thank Mr. Anagnos and the trustees for the opportunity of
being here today. The whole year will be lifted up into hope
and dignity in consequence of it, and I shall see the spirit
of Jesus thus manifested, letting the light in, and letting the light
shine so as to glorify our Father in heaven. So may it be for all
of us ; this scene has in it something that marks a step forward
in the triumphs of Christianity. We should regard ourselves
happy that we belong to a community that has an Anagnos and a
Perkins Institution for the Blind.

Following Mr. Horton's appeal, the poetic story
of the pigeons, (which was written for the occasion
by Miss Annie Emily Poulsson) was blithely told
both in rhyme and song. Tommy Stringer com-
menced the exercise by showing the egg "so smooth
and round." The nest, the mother-bird, the pigeon-
house, the barn, the corn-bin, the child " so thoughtful
and kind " were represented by the clay models which

1 38

had been made so skilfully by the sightless children.
The sweet face, framed in golden curls, of Willie
Elizabeth Robin was alive with eagerness and anima-
tion and her pride and pleasure in taking part with
the other children in this exercise, were plainly
noticeable.

The intelligent and lively expression of coun-
tenance and the graceful gesture each gave charm
and meaning to her performance. The story was
brought to an end by a game in which a larger
number of children took part, some of whom repre-
sented the pigeons and showed their motions by
means of finger-play, while the rest sang about the
birds.

The performance given by the kinder-orchestra
has become a feature of these exercises, and the work
of the tiny musicians on this occasion was entirely
creditable. Two selections were given, one of which,
the Christmas Chimes Mazurka, was composed by
Miss Cornelia Roeske, the teacher in charge of the
boys. Both pieces were played in perfect time and
unison, and very effectively.

The music, the game, the song, the story, the sloyd
handicraft, — all the play and work combined, proved
most convincingly the value of this training for the
little sightless children, and the entire exhibition
was a most powerful plea for the generous main-
tenance of the infant school.

139

Test of the Work of the Kindergarten.

This report concludes the work of seven years.
At the end of this period the kindergarten can no
longer be regarded as being in its experimental
stages. It has gone beyond these, and now it must
be judged by its results. The quality of the fruits
already produced by it is the best test of its value.
Therefore we heartily invite inspection and examina-
tion. The doors of the infant institution are wide
open at all reasonable hours to our citizens, and
those among them who are desirous of ascertaining
what has been accomplished or is being done therein
for the amelioration of the condition of the blind are
most earnestly requested to visit it and witness its
operations. We are sure, that while their hearts will
be deeply touched by the sight of so many little
children living in perfect physical darkness, a feeling
of gladness and hope will soon come over them on
beholding the successful application of those means
of alleviation, which were devised by science, nurt-
ured by faith and put into practice by the generosity
of the friends of afflicted humanity.

Closing Remarks.

In taking a retrospective view of the history of
our interesting charge during the year just closed,
we have ample cause to be greatly pleased with what
has been accomplished, and deeply grateful for the

140

help which has been given to us from various sources.
Seldom has the kindergarten been placed under so
many obligations by those who have been of practical
service to it, whether in the case of the ladies' visiting
committee, who look after the health and comfort
of the pupils, of the members of the press who have
interested themselves to bring the needs of the infant
institution before the public, or of the donors and
annual subscribers who have come forward with full
hands to aid the cause of the little sightless children.

All which is respectfully submitted by

EDWARD BROOKS,
WILLIAM ENDICOTT, Jr.,
JOSEPH B. GLOVER,
j. THEODORE HEARD,
HENRY MARION HOWE,
EDWARD N. PERKINS,
WILLIAM L. RICHARDSON,
LEV ER ETT S A LIX) N ST A LL,
HENRY STONE,
THOMAS F. TEMPLE.
S. LOTHROP THORN DIKE,
GEORGE W. WALES,

Trustees.

KINDERGARTEN FOR THE BLIND.

EIGHTH ANNUAL REPORT OF THE
DIRECTOR.

Calm and tempest, heat and cold,
Light and shadow, sun and shower,

Over and over as seasons unfold.

And out of it grows the beautiful flower.

Emma C. Down.

To the Board of Tmistees. •

Gentlemen : — In submitting to your consideration
the eighth annual report of the director on the condi-
tion, needs and prospects of the kindergarten, I deem
it a great privilege to be able to state at the outset,
that the year under review has been marked with a
good measure of success and prosperity.

Although we have had to contend with many difH-
culties arising from the financial depression which
has prevailed in the community, or incident to new
and untried enterprises, our work has been prose-
cuted with great vigor and with excellent results.

There has been a steady and striking improvement
in the intelligence, appearance, disposition and man-
ners of the children. As the flowers unfold amid
sunshine and showers, so have these little human

142

plants developed under the healthy and genial influ-
ences of the infant institution.

We have every reason to be thankful for what has
been done in furtherance of our enterprise and to
rejoice in the fact, that the interest manifested by the
most humane and benevolent citizens of Massachu-
setts in the cause of the little sightless children is
unabated.

Appeal for Annual Subscriptions.

The perfect life is his who graves

Upon the tablets of his mind.

Each hour, some lofty, grand endeavor

To make ])etter his kind.

Preston.

Nearl}' two years ago, when the new buildings of
the kindergarten were ready for occupancy, the little
girls were moved to their present quarters, and a sec-
ond household was formed, equal in size and similar
in requirements and appointments to the first. Since
that time the enrolment of children has been nearly
doubled, the number of teachers and other officers
has been raised from 5 to 13, the supply of materials
for daily use has been greatly enlarged, and as a con-
sequence the current expenses amount to just twice
as much now as they did two years ago.

Owing to the rapid growth of the infant institution,
the load of the financial responsibility had already be-
come oppressive at the beginning of the past year,
and since then unforeseen circumstances conspired to

143

render it still more so. During 1894 the kinder-
garten, in common with other institutions, felt the
hard times most severely. Several of the constant
friends and generous helpers of the little blind chil-
dren passed away suddenly, the contributions and
donations fell off steadily, the revenue from some of
the investments diminished speedily, and there was
no prospect of realizing through gifts and bequests a
sum of money sufficient to meet all demands.

This state of things was anything but satisfactory.
The outlook seemed to be dismal in every direction.
The danger of a deficit at the end of the year con-
fronted us in the fulness of its terrors, and our anxiety
became extreme lest the debt incurred for the erec-
tion and equipment of the new buildings should be
enlarged.

Findinor ourselves on the brink of a serious finan-
cial plight, we prepared an earnest appeal and pub-
lished it at once in all the leading newspapers. It
was also printed in the form of a leaflet and mailed
to thousands of persons. Mrs. Louis Agassiz, the
worthy heir to the sweet spirit of benevolence which
led her grandfather. Col. Perkins, to become the first
munificent benefactor of the blind in America, sent
a brief but urgent circular to the annual subscribers
in Cambridge asking them to renew their contribu-
tions. Miss Olga E. Gardner, the treasurer of the
ladies' auxiliary society, attended diligently to the
duties of her office, and Mrs. Lucy B. Haven of Lynn,
Mrs. Elizabeth S. Whitten and Mrs. C. A. Sayward

144

of Dorchester, Mrs. William Wood of Milton, Mrs.
Abby F. Day of Worcester, and Mrs. E. T. Ingra-
ham of Wellesley, all kind friends of the kinder-
garten, spared no pains in bringing its wants to the
notice of as many of the best families in their respec-
tive districts as possible.

As a result, there has been a notable increase in
the annual subscriptions during the past year, the
total amount having been raised from $3,574.57 to
$5,631.50. This was a most encouraging achieve-
ment, for which we are devoutly grateful. To one
and all of the many generous givers who responded
readily to our request and relieved us from imminent
embarrassment we extend our warmest thanks and
most cordial acknowledgments.

But, although our horizon is brighter now than it
has been, threatening clouds are still in view. The
regular sources of revenue, instead of increasing, have
been most seriously lessening. The income of the
present year, compared with that of the last one, will
fall short by at least $5,000. Meanwhile the number
of little blind children residing in Massachusetts has
been so enlarged as to make it impossible for us to
receive private pupils from outside of our state who
are able to defray the actual cost of their board and
tuition.

This is a situation calculated to cause extreme un-
easiness. We deem it our duty to make its gravity
known to the friends of the kindergarten and to the
community at large. We sound no false note of

H5

alarm, nor do we paint the picture a shade darker
than it really is. We give the facts just as they are.
We are striving to hold the current expenses at the
lowest possible figure consistent with the health of
the children and the thoroughness of their educa-
tion. In spite of all difficulties and obstacles we must
maintain and even augment the efficiency of the
ministry of the infant institution. We cannot take
a backward step. Forward we must go, be the risk
what it may. We have no choice in the matter. We
must not falter for want of means.

But onward, upward, till the goal we win.

In order that the blessed work of the kindergarten
may go on in its integrity without the least interrup-
tion until the endowment fund is completed and a
solid financial foundation secured, an increase in the
number of the annual contributors is indispensable.
Indeed there is no escape from our perplexities and
no assurances of steady progress without it. Hence
we are compelled to ask for further assistance, for
new subscribers. Our call is earnestly addressed to
all philanthropic and tender-hearted persons, but it is
directed with special emphasis to you, fathers and
mothers, whose sons and daughters not only are in
full possession of their faculties, but have the pure
wheat and the sweet waters of life in plenitude and
are favored with the enjoyment of many advantages,
comforts and pleasures. The case of the little sight-

146

less children, for whom we bespeak your generosity,
is entirely different from that of all others.

These hapless little human plants are shrouded
from infancy in a ceaseless gloom that has settled
down like a thick sullen shadow upon them. They
live in everlasting night from the cradle to the grave.
No human powder can restore their sight. To them
all is, and will ever be, —

Dark, dark, dark, amid the blaze of noon,
Irrevocably dark, total eclipse.
Without all hope of day.

A sable curtain is drawn around them, and their
horizon is completely veiled. The outer world, with
its countless images of beauty and sublimity and
with its marvellous sources of knowledge and inspira-
tion, is a " blank of sadness " to them. Not for them
are the grandeur of nature and the glory of art, nor
the colors of the flowers, nor the plumage of the
birds, nor the brightness of the firmament. They
are isolated by their infirmity, and, if left to them-
selves, degenerate through idleness and run the risk
of falling victims to an intellectual blight that often
approaches closely to feebleness of mind. In some
instances they are not only oppressed by extreme
poverty, but are constantly exposed to unhealthy and
deleterious influences, which hinder their normal
development and stunt their physical, intellectual
and moral orowth.

147

C) suffering, sad liumanity.
O ye afflicted ones, who lie
Steeped to the lips in misery.

The deliverance of these hapless children from
the clutches of woe, and their future welfare depends
wholly upon a broad rational education. To them
this is not merely an accomplishment or a lu.xury,
but a veritable necessity. It is the only sure means
of emancipating them from the bondage of an ap-
palling calamity. It is the spark that will kindle
in them the aspiration for self-helpfulness and the
ambition for self-improvement and guidance. It is
the Aladdin's lamp that will illumine their pathway
and will lead them out of the shadow of affliction
into the sunlight of activity and happiness, the lever
that will raise then-i in the scale of humanity, the
passport that will introduce them into the society
of their fellowmen.

Plunged into a sea of ills, these puny and weakly
little figures stretch their hands toward the shore
calling for a life boat. Will their petition be allowed
to prove as ineffective as a cry in the wilderness?
They turn their pale and wan faces toward you, fortu-
nate parents, whose offspring are hale and "greatly
blessed with every blooming grace," and beseech you
in doleful accents of supplication, —

Save us 1 Save us ! woe surrounds us,
Little knowledge sore confounds us ;
Life is but a lingering death.

14^

Are you going to fortify yourselves behind the walls
of continued hard times and turn a deaf ear to the
appeal of these unfortunates ? They implore you to
provide for them a plank wherewith to cross the river
of their affliction, to land at the shore of self-reliance
and to enter upon a career of activity and usefulness.
Will you dismiss their request with a cold denial ?
They beg of you in the name of mercy, to roll away
for them the ponderous stone that closes the entrance
of "the sepulchre in which their humble talents are
entombed, so that these may be vivified by exposure
to air and shower and sun and bring forth blossoms.
They ask you for nothing less than what is to them
the veritable bread of life. Can it be possible that
such a piteous and pathetic plea will receive no heed
from you, generous men and women of Boston and
high-minded citizens of Massachusetts, so liberal in
aiding every sufferer, —

S(» just, so generous to all distressed
Whoever, or wherever thev mav be ?

I do not believe that this is possible ; at any rate, I
trust not. The instincts of humanity, the prompt-
ings of benevolence, the dictates of wisdom, and the
experiences of the past, all combine to strengthen me
in the belief that a ready and abundant response will
be accorded to this appeal, and that the kindergarten
will be adequately supported and enabled to fulfil its
gracious mission.

149

The Endowment Fund is still Incomplete.
The sum of $58,500 is needed for its completion.

Wie schrankt sich Welt und Himmel ein,
Wenn unser Herz in seinen Schranken banget !

Goethe.

The picture of anxiety, which the greatest and
most learned of German poets draws in these Hnes, is
so familiar to those of us, who are deeply concerned
about the financial condition of the kindergarten and
the permanence of its usefulness, that we can bear
testimony to its absolute correctness. We know
from personal experience "how heaven and earth
seem to contract when our heart frets within its bar-
riers," and how depressing and dispiriting are the
effects of perplexity.

We have every reason to be very thankful for what
the kindergarten is doing and for the constant en-
largement of the field of its work. But while we
rejoice at the steady advancement of the infant insti-
tution and at the abundance of the blessings which it
confers upon the little sightless children of New Eng-
land, we are not free from uneasiness and worriment
in regard to its future destiny and to the continuance
of its beneficent ministrations without interruption or
degeneracy. On the contrary we are extremely so-
licitous about these matters, and we have real reasons
and not imaginary ones for our anxiety, the two prin-
cipal and most weighty of which are, first, the insufifi-

I50

ciency of the endowment fund ; and second, the
slowness which cliaracterizes its completion.

This fund is of the utmost importance to the life
and development of the kindergarten. It is the vital
sap of its growth and the anchor of its safety. It is
the solid rock upon which alone it can rest securely
as on a firm foundation and on which its very exist-
ence depends. Only an adequate endowment can
furnish the little school with the motive power of its
progress and with the main stay of its perpetuity.
Until we obtain this safeguard we cannot free our-
selves from a feeling of insecurity, nor from black
visions of apprehension as to the future.

The total amount of money, which has been added
to the permanent fund during the past twelve months,
is $11,500, and the balance which still remains to be
obtained for its completion, is $58,500,

In order to raise this sum we are again compelled
to appeal to the public wath all the earnestness that
we can command, and with the most eager hope, that
our plea in behalf of the little blind children may
touch a responsive chord in the tender hearts of
many of our benevolent and liberal-minded citizens.

The importance of the endowment fund has been
repeatedly shown in these reports, and has been fully
realized by a large number of cordial sympathizers
and public-spirited men and women. These have
contributed generously to the fund, and have labored
zealously for its completion. Vet there are many
others, who are favorably disposed toward our enter-

151

prise, and who would undoubtedly have their hearts
warmed to deeds of beneficence, could they see the
helpless little ones, who appeal powerfully though
unconsciously to all beholders, and should they
obtain a clear knowledge of the work actually done
at the kindergarten.

Has not the time come for us to begin a systematic
canvass for soliciting funds and to try with all possi-
ble diligence to enlist in the cause of the little blind
children the active interest of those, who can be of
service to it ?

If the stanch friends and stout champions of the
kindergarten should take concerted action, it will
undoubtedly be productive of substantial results and
will pave the way to the accomplishment of its
highest purposes. Emerson says : —

One thing is for ever good :
That one thing is success.

This precious boon of success, so greatly valued by
the sage of Concord, and which according to Smiles
"treads on the heels of every right effort," is by no
means beyond our reach. Verily we are not very far
from it ; but unless we put forth our best energies
we cannot possibly win it. We must continue to
labor for it with a patient, persisting and unyielding
enthusiasm, unwearied by toil, undeterred by drudg-
ery, undaunted by disappointments. We must not
be appalled at the sight of the immense difficulties

152

which we have to encounter. The greater these
are, the higher our spirit must rise to meet and over-
come them. If it be necessary for us to try to move
heaven and earth for the purpose of insuring the per-
petuity of a Httle paradise, in which scores of bHnd
children hve on the fruits of kindness and parental
care and thrive physically, intellectually and morally,
let us not hesitate to do this. Let us determine to
summon to our help all our forces and resources, and
they will come.

Still shine the grand heavens o'erhead.

Whence the voice of an angel thrills clear on the soul :

•• Gird about thee thine armor, press on to the goal."

By earnest appeals and unremitting striving we
will finally succeed in building and endowing an insti-
tution, which will be a perennial source of good to
the blind, a psalm of praise to the benevolence of
Boston and a noble monument to the liberality of
Massachusetts.

Who will help us to wipe out the Debt?
The amount (?/"$i6,475 remains still unpaid.

iMethinks, he should the sooner pay the debts.

Shakksi'K.vkk.

The debt incurred two years ago for the erection
and equipment of the new buildings is still pressing
grievously upon us. There has been but very little
progress made towards its discharge.

One of the friends of the kindergarten, the late
Henry Saltonstall, volunteered to contribute ^2,000
towards the removal of this troublesome burden pro-
vided the trustees would undertake to raise the bal-
ance. As the requisite number of donors could not
be secured within the prescribed time, the offer was
forfeited ; but Mr. Saltonstall sent in lieu of the sum
mentioned a cheque of $1,000 towards the payment
of the debt. Later on he ascertained from our treas-
urer, Mr. Edward Jackson, the corporate name of the
institution with a view of leaving a bequest to it, but
he died before his intention was put into a concrete
form.

A second donation of $1,000 was received for the
same purpose from one of the earliest helpers and
constant benefactors of the blind, Mrs. J. Huntington
Wolcott. To this benevolent lady we owe a tribute
of lasting gratitude for many kindly and generous
deeds. When we were struggling to obtain the nec-
essary funds for the purchase of a lot of land and the
erection of the first building, it was this beloved
friend of the little sightless cliildren, who came volun-
tarily to our assistance, and who, in addition to her
own liberal contributions, raised the sum of $4,613
by means of a fair, which was held in the drawing
rooms of her mansion in Beacon street.

Through these donations and a few small contri-
butions, the amount of the debt, which remains unpro-
vided for, has been reduced from $18,500 to $16,475.

It is needless to repeat the statement made twelve

154

months ao^o, that this burden is too heavv to be car-
ried for an indefinite period of time, and we ought
not to be allowed to go through another year with
such a ponderous load resting upon us. It hangs
like a murky cloud over the kindergarten, and is a
hindrance to its grrowth and a standinsf menace to its
prosperity. By absorbing nearly eight hundred dol-
lars per annum in the form of interest, it preys un-
sparingly upon our revenue, — which has already suf-
fered marked shrinkage and is far from being suffi-
cient to cover current expenses, — and increases the
gravity of the financial condition of the infant insti-
tution. Freed from this debt, the kindergarten will
make more rapid progress and may be expected to
fulfil without drawback its sacred and beneficent mis-
sion.

May we hope, that a strenuous and systematic
effort will be made for the speedy removal of this
incubus 1

Who will help to relieve us from it .'*

Inco!mpletenp:ss of the Main Building.

Build on and make your castles high and fair.

L()N(iFKLL{)\V.

The auspicious hope of finishing the main build-
ing, which has been fervently expressed in previous
reports, has not yet "ended in joy." Its realization
has again been deferred. No steps have been taken
for the consummation of a wish, which has for some

jia^ J^--"^ teft ■*^'|\ X
(^^ [ftjt^ liie^ 'c-^l

•55

time past been uppermost in the hearts of the friends
of the kindergarten. No regular effort has been
made to obtain the necessary funds for the construc-
tion of a iDuilding, without which the reorganization
and readjustment of the scheme of the education of
the bhnd on a broader and more comprehensive
basis is impossible.

The necessity of the completion of this edifice is
too obvious to need demonstration. It is this struct-
ure that will supply more than all the others the
needful force for the invigoration, development and
expansion of the infant institution, and give to it life,
power, impulse and the means of growth.

Is it expecting too much to hope, that the matter
will soon attract the attention and enlist the interest
of some wealthy persons, who will undertake to pay
the cost of carrying out the excellent plans, which
have already been prepared with great care and good
taste by an able and skilful architect, Mr. Walter R.
Forbush, and which are now ready for use 1

Buildings of various kinds are constantly presented
to all sorts and grades of educational institutions for
seeing children and youth. Why should not the like
spirit of munificence be shown toward the sightless .?

Thus far no message of encouragement nor order
to proceed with the work of building has been sent
to us. Nevertheless we cannot but hope that sooner
or later some of the tender-hearted friends and gen-
erous benefactors of the blind will combine toorether

O

and supply the means for the erection and equipment

156

of an edifice, which will be an enduring monument
to themselves and a magnificent temple to humanity.

Auxiliary Society in Worcester.

Saints will aid if men will call :
For the blue skj' bends over all.

CoI.KKIDf.i:.

In the early spring of 1S94, Mrs. M. F. Pratt, to-
gether with a few other ladies of Worcester, Massa-
chusetts, became interested in the kindergarten and
expressed a wish to see something of the work of
the infant school. These philanthropic women were
desirous of arousing in the mind of the public an
interest similar to their own and further, to take such
steps toward this end as would result eventually in
promoting the welfare of the infant institution.

To advance this two-fold object the Worcester
Woman's Club, an organization of four hundred
members, took the matter in charge and proposed
that an exhibition should be given under its auspices,
by the little blind children. The invitation which
was subsequently extended to the kindergarten was
readily accepted, and the date of the entertainment
was fixed for Wednesday, April 4th.

The day proved to be unpropitious, — snow alter-
nating with rain in a very disagreeable manner. But,
notwithstanding the inclemency of the weather the
twenty-four children with their teachers found an
audience fillins: Memorial Hall to oxertlowinsi" and

157

made up of the most intelligent and cultured citizens
of Worcester.

The entertainment lasted only an hour and in-
cluded readings from books in raised print, poetical
recitations and music both vocal and instrumental.
The audience proved to be not only in full sympathy
with the young performers, whose sad misfortune
lent pathos to the scene, but also most pleasantly
enthusiastic over each of the various exercises. The
tiny musicians in the kinder-orchestra were heartily
applauded as was also the musical exercise which
consisted in naming the notes and chords struck
upon the piano by the teacher. Other musical num-
bers on the programme were duos for piano and
violin, and a chorus sung by the girls of the primary
class. The recitations included a bright little selec-
tion entitled " What a Bird Thought," which was
given by Leon Younge, a kindergarten pupil whose
home is in Worcester, — and Bryant's poem, " Robert
of Lincoln," which was recited in concert by four
girls.

Willie Elizabeth Robin and Tommy Stringer each
contributed to the entertainment by reading from an
embossed book. Tommy's knitting work, with which
he was occupied during the earlier part of the hour^
served to show the ease and skill which he had
acquired in using his hands. Moreover the intelli-
gent manner in which his task was performed bore
testimony to the mental benefit which he had derived
from the training in sloyd. Tommy was led to the

158

front of the platform and a book was put before him.
As the fingers of his left hand rapidly followed the
line across the page, his right hand was used to com-
municate with his teacher by means of the manual
alphabet. Willie Robin read in the same manner
and in both cases the teacher interpreted to the au-
dience what the child said with its fingers. Willie
has made considerable progress in learning to speak.
She is delighted to use this means of communicating
with those about her, and it was good to see her
pleasure in reading a short selection aloud.

A brief account of the education of these two chil-
dren followed this exercise and an earnest appeal was
made for financial aid to carry on the kindergarten as
the infant institution is open to the blind of New
England.

The wise and helpful friends of the little sightless
children did not suffer the interest which had been
aroused to fall into abeyance, and after an interval
of a few days only they decided to make an effort to
organize an auxiliary society. An announcement of
their desire to do so resulted in the expression of a
wide-spread interest in the matter, and at a public
meeting held on the 14th of April an auxiliary ladies'
aid society was formed. The organization elected the
following officers : President, Mrs. A. M. S. Butler;
treasurer, Mrs. John E. Day; secretary, Mrs. E. D.
Thayer. Within a few weeks the sum of $100 was
sent to the treasurer of the Ladies' Aid Society, Miss
Olga Gardner, and an equal amount was recently

159

received by the director. This, in brief, is the history
of a movement the results of which will be of great
benefit to the kindergarten.

May we hope that most of the leading cities and
towns in our commonwealth and many in other parts
of New England will organize similar branches ?

Sloyd Course in Knitting and Sewing.

Every knotty point and problem

That you bravely master now

Will increase skill to labor

With pen or with the plow.

Golden Days.

The necessity of providing the best and most ef^-
cient methods of manual training for children under
eleven years of age led to a careful study and a close
investigation of all sorts of handiwork, which prom-
ised to supply the means for bridging over the gap
which existed between the kindergarten and the
schools of intermediate grade. Among the various
educational exhibits at the World's Fair in Chicao-o
there was one which seemed to embody the ideas I
had desired to see expressed in tangible form. It
was sloyd applied to knitting and sewing. This
system impressed me so favorably that I decided then
and there to give it a fair trial.

The first step which I had to take for the accom-
plishment of this purpose was to find a competent
instructor, and I was fortunate enough to secure the
services of Miss Anna Molander, from Finland, who

i6o

possesses superior talents and qualifications. She is
deeply imbued with the spirit of her profession and
thoroughly experienced in its practice. She entered
upon the work with great zeal, and it was through
her exact knowledge, keen intelligence and ardent
enthusiasm that this branch of manual training was
successfully introduced into our school.

Miss Molander has taught in the public schools of
Helsingfors for twelve years, and during a large por-
tion of this period, she has also held an appointment
as teacher in the institution for the blind of that city.
In 1892 she was granted a leave of absence for two
years, and came to America for the purpose of study
and travel. She spent the greater part of the first
year at the school for the blind in Janesville, Wiscon-
sin, where she taught knitting and sewing. It was
here that she conceived the idea of arranging a sys-
tem of her own. In September 1893 she came to the
kindergarten where she labored untiringly to put into
operation the primary sloyd course as it now exists.
As Miss Molander was obliged to return to Finland
at the expiration of her leave of absence, she very
kindly volunteered to fit one of our teachers for the
position, which she was under the necessity of
abandoning. Miss Laura A. Hrown, little Tommy
Stringer's special tutor, was chosen by Miss Molan-
der to become both her pupil and assistant. Miss
Brown has proved herself to be well adapted for the
place, and under her charge the classes in sloyd are
uKiking good progress.

i6i

It is of the utmost importance that the work should
be carried forward in a systematic way and that the
course should be completed. For the attainment of
this end Miss Molander cheerfully consented to
prepare the following plan of pedagogical sloyd in
knitting and sewing, which is truly admirable both
in matter and form, and will doubtless be of great
service not only to schools for the blind but to those
for seeing children and youth.

A New Pedagogical Sloyd-Method in knitting
and sewing for primary classes in institu-
tions for the blind, public and industrial
schools.

BY ANNA MOLANDER.

Greneral Notes.

The time required to accomplish these Sloyd series per-
fectly is : lo hours a week in schools for the blind ; 5 hours
a week in public schools and industrial schools; with the
following number of pupils in each class : in schools for the
blind, 8 pupils in the class ; in public schools and industrial
schools, 25 pupils in the class.

Good hours should be granted for the pedagogical sloyd,
not the last hours of the day when the pupils are tired.

Instruction in plane geometry should run parallel with the
instruction in pedagogical sloyd during the third and fourth
years, in order to give the pupil a clear idea about the right
shape of their work.

Knitting should be taught one year earlier than sewing.

l62

KNITTING.

Though sewing is generally considered as a more im-
portant art than knitting, the latter is nevertheless of
greater importance as a pedagogical subject. If knitting
and sewing are taught simultaneously it will soon be seen
how much greater interest the pupils take in the former.
When knitting needles and a ball of wool have been put into
the hands of the pupils and they see a pair of baby socks,
for instance, growing out of these materials by their en-
deavors, they get an impression that they are creating some-
thing out of almost nothing, and thus acquire a love for
their work which inspires them to go on creating more and
more. But if they have a piece of cloth given them from
which they are to cut out and sew an apron, their childish
minds cannot comprehend this work so well, because the
shape of the apron remains much the same all the time,
whereas the knitting grows larger and larger. It is the
groivtJi, the advancing condition in the shape of the knitted
work that charms the mind of the children and increases
their natural desire for activity.

An observing sloyd teacher can judge much better of the
character of her pupils from the knitting than from the
sewing. Their very manner of holding the needles and
drawing the thread reveals original differences of disposition;
and as they go on building up their pieces of work by
knitting row after row of the yarn, their own character be-
comes so impressed upon the work that the teacher would
be easily able to tell the owner of each article even though
no name were affixed.

One of the most important rules, when knitting is taught
for educational purposes, is to hold the thread over the /eft
hand. The advantages of this new way, compared with the

i63

old fashion of holding the thread with the right hand, are
the following :

1. It gives equal motion to both arms.

2. It is not so straining for the muscles.

3. It is more comfortable because the old habit of gather-
ing the work into the right hand will be out of the question.

4. The making of large articles can be much more easily
accomplished.

5. The children take more interest in it because they
learn it more readily.

6. The knitting becomes more even in this way because
the thread runs smoothly ; while if the thread is held in the
right hand it is sometimes pulled tightly and sometimes
loosely.

7. The work can progress faster.

8. The position looks better.

9. The position is more healthful because more natural.
All these nine advantages — and probably more — can be

gained by holding the thread over the left hand ; while not
one reason can be proved valid for holding the thread with
the right hand.

FIRST YEAR'S COURSE.

Standard I.

1. To make a chain from very coarse twine using the
fingers only.

2. Plain knitting ; made from very coarse twine with two
thick wooden needles.

3. Plain knitting ; made from gradually finer twine with
two bone needles.

4. Plain knitting ; made from still finer twine with two
very coarse steel needles.

164

5- The same knitting; more narrow.

6. Plain knitting ; made from very coarse woollen yarn
with the same coarse steel needles.

7. The same knitting ; more narrow. _^_

8. To start knitting {i.e. to ''cast on " stitches). ^H

9. To make a chain with a crochet needle. i

10. To "bind off" knitting.

Applications.

1. Skipping rope. Sled rope. A pair of reins : Standard

I. I.

2. Work bag: Standard I, 2. Handle for the work bag:
Standard I, i.

3. Scrubbing mitten : Standard I, 2.

4. Duster bag: Standard I, 3.

5. Letter bag : Standard I, 3.

6. Bath mitten : Standard I, 4.

7. A pair of slippers : Standard I, 4.

8. Napkin ring: Standard I, 5.

9. School bag : Standard I, 4. The handle : Standard

1,5-

10. Bag for children to carry their rubber balls in : Stan-
dard I, 6.

11. Cover for a footstool : Standard I, 6.

12. Button bag: Standard I, 7.

Special Exercises.

1. When commencing a new row the pupils must take
care not to jnill up the loop from the last stitch in the row
below, as that would make an extra stitch.

2. To begin again at the middle of a row : if the knitting
is put away before all the stitches on the needle are finished,

i65

care must be taken when the work is resumed to teach the
pupil to take the needle from which the thread is hanging
in the right hand, which is exactly opposite to the method
pursued when commencing a row. Otherwise it might
happen that he would knit back from the middle of the row
•instead of completing it.

3. To wind a skein into a ball.

4. To hold a skein.

5. To ravel knitting carefully.

Notes for the Teacher.

Knitting should be started on two needles held closely
parallel ; then, when the stitches are all cast on, one of the
needles should be taken out. This will make the stitches
looser and easier to knit, and prevent the starting edge from
drawing.

The teacher should observe that pupils are not to be
taught how to cast on stitches until toward the end of the
first year. The reasons are as follows :

a. It is too difficult for small beginners ; they would be-
come discouraged and lose their pleasure and interest in the
work.

b. It would make them careless in their work during
the first year because they would think themselves able to
rectify poor work by starting again. The young child would
also frequently ravel out the knitting merely from a desire
to try to cast the stitches on again. But if the starting
edge is the teacher's work, the small pupil will consider it
more important and consequently be more careful of it.

By the second year the child has acquired so great an in-
terest in the growth of his work that these small troubles
do not exist for him.

1 66

SECOND YEAR'S COURSE.

Standard 11.

1. Plain knitting ; made from woollen yarn with two coarse
steel needles.

2. The same knitting ; more narrow.

3. Plain knitting from soft cotton yarn.

4. One row plain and one row seam ; made from very
coarse twine with two thick wooden needles.

5. The same knitting; made from gradually finer twine
with two bone needles.

6. The same knitting ; made from twine with two very
coarse steel needles.

7. The same knitting ; made from very coarse woollen yarn
with the same coarse steel needles.

8. The same knitting ; more narrow.

9. The same knitting; from finer woollen yarn with the
same steel needles.

10. The same knitting ; more narrow.

Applications.

1. A scarf: Standard II, i.

2. Baby skirt: Standard II, i. Trimming for the bot-
tom : Standard I, 7.

3. Wash cloth : Standard II, 3.

4. Handkerchief case: Standard II, i. The trimming:
Standard II, 2.

5. Travelling bag: Standard 11,4. Handle for the bag:
Standard I, 5.

6. Newspaper bag : Standard II, 5.

7. Clothes brush pocket: Standard II, 6.

8. A little laundry bag: Standard II, 6.

9. Holder: Standard II, 7.

167

Jl

10. Cap : Standard II, i, 8.

11. Hood : Standard II, 9.

12. Pencil case: Standard II, 10.

Special Exercises.

1. To make knots.

2. To pick up dropped stitches in plain and seam knitting.

3. To take stitches off from one needle to the other.

Note for the Teacher.

As the common steel knitting needles usually have too
sharp points for the tiny fingers, the teacher should rub the
needles against a stone before giving them to the pupils.

THIRD YEAR'S COURSE.

Standard III.

1. Rib knitting, made from twine ; three stitches plain
and three seam. An even number of stitches should be
started on the needle.

2. The same knitting from woollen yarn.

3. Rib knitting, from twine ; three stitches plain and three
seam. An odd number of stitches should be started on the
needle.

4. The same knitting from woollen yarn.

5. Block knitting; each block to be three stitches in
width and four in length.

6. Block knitting ; each block to be four stitches in width
and five in length.

7. Basket knitting.

8. Plain knitting ; on three needles in order to learn how
to pass over corners.

9. Plain and seam knitting ; on three needles.

10. Knit two pieces together.

1 68

Applications.

1. Hair brush case: Standard III, i.

2. Pair of bed shoes : Standard III, 2.

3. Sporting bag: Standard III, 3. The handle : Standard

1.5-

4. Eye glass case : Standard III, 4.

5. Letter bag : Standard II, 6; Standard III, 3, 5.

6. Egg napkin (to keep boiled eggs warm) : Standard III,
5. Trimming : Standard II, 2.

7. Baby's jersey: Standard III, 5. Trimming: Standard
II, 2.

8. Pair of slippers : Standard III, 6.

9. Lamp mat: Standard III, 6. Trimming: Standard
HI, 5.

10. Baby's cape : Standard III, 7.

11. Sponge bag; from twine: Standard III, 8. The
handles : Standard I, 5.

12. Duster; from soft cotton yarn : Standard III, 9.

Special Exercises.

1. To join threads.

2. To pick up dropped stitches in plain knitting.

Notes for the Teacher.

It is better to let the pupils practise every new stitch or
pattern with twine before beginning with woollen or soft cot-
ton yarn, because it can be more easily learned in that way.

The teacher should do all the sewing necessary to finish
these articles until the pupils have advanced so far in sew-
ing as to be able to do it themselves without too much
effort.

■I

169

FOURTH YEAR'S COURSE.

Standard IV.

1. Rib knitting. Two stitches in each rib. Start with
such a number of stitches on the needle as, divided by two,
o-ives an even number for quotient.

2. Rib knitting. Two stitches in each rib. Start with
such a number of stitches on the needle as, divided by two,
will give an odd number for quotient.

3. Rib knitting. One plain and one seam with an even
number of stitches.

4. Rib knitting. One plain and one seam with an odd
number of stitches.

5. Moss knitting. An odd number of stitches on the

needle.

6. Moss knitting. An even number of stitches on the

needle.

7. Narrowing at the edges.

8. Double narrowing at the middle of a row.

9. Widening.

10. Narrowing and widening on the same piece.

Applications.

1. Shopping bag: Standard IV, i. The handle: Stand-
ard IV, 2.

2. Fan bag : Standard IV, 2.

3. Pair of baby's shoes : Standard IV, 3. Standard III,
8, 10. Trimming : Standard I, 7.

4. Card bag: Standard IV, 4, 5.

5. Watch pocket: Standard IV, 5.

6. Baby's muff; very coarse woollen yarn. Standard IV,
6. The string : Standard II, 8.

. 7. Baby's cap: Standard IV, 5.

170

8. Baby's jacket : Standard IV, 6. Trimming : Standard

III, 5.

9. Toboggan cap: Standard III, 7. Standard II, i.
Standard IV, 7.

10. Pen wiper ; from very coarse woollen yarn : Standard

IV, 8.

11. Purse: Standard IV, 8.

12. Glove case : Standard IV, 10.

Special Exercise.
To pick up dropped stitches in pattern knitting.

Note for the Teacher.

The finer steel needles should not be given to the pupils
too soon. It will be best to use only the very coarse ones
until the end of the third year. Even during the fourth
year the coarse needles should be used whenever a new step
is to be taken.

SEWING.

FIRST YEAR'S COURSE.

Standard I and II on canvas and cloth. Applied knowl-
edge of Standard I on canvas.

SECOND YEAR'S COURSE.

Standard III on canvas and cloth. Applied knowledge of
Standard II on canvas, and of Standard I and II on cloth.

THIRD YEAR'S COURSE.

Applied knowledge of Standard III on canvas, and of
Standards I, II, and III on cloth.

Patching and darning on coarse stuff.

171

Standard I.
First, all five kinds of stitches on coarse canvas ; then the
same on finer canvas.

1. Running stitch.

2. Single back-stitch.

3. Double back-stitch.

4. Basting stitch.

5. Gathering stitch.

On coarse cloth.

1. Basting two selvages together.

2. Basting turned edges.

3. Sewing two pieces together with single back-stitch.

4. French seam.

5. Gathering. The pupil must first make a crease in the
cloth for a guide by which the gathering may be kept straight.

At each step the pupil should be taught how to join
threads.

Application g.

A bag, with the selvage at the top. A coarse thread or
cord for the draw string: Standard I, 4, and i, 2 or 3
and 5.

Standard 11.

First, all five kinds of stitches on coarse canvas ; then the
same on finer canvas.

1. Limited overcasting, (i.e., overcasting done within not
on the edge of the cloth.)

2. Overcasting an edge.

3. Overhanding.

4. Hemming.

5. Felling.

172

On coarse cloth.

1. Folding, basting and sewing a hem.

2. Sewing two pieces together with overhanding.

3. Sewing two pieces together with a felled seam.

4. Hem. Square corner.

5. Hem. Mitred corner.

Applications.

1. Towel : Standard I, 4. Standard H, 4.

2. Pillow case : Standard I, 4 and 3. Standard H, 3, 3
and 4.

3. Doll's skirt : Standard, I, 4, 2 and 5. Standard H,
5 and 4.

4. Bureau scarf, with square corners : Standard I, 4, and
Standard H, 4.

5. Tray cloth, with mitred corners : Standard I, 4, and
Standard H, 4.

Standard III.
First, all five kinds of stitches on coarse canvas ; then the
same on finer canvas.

1. Limited button hole stitch.

2. Button hole stitch over edge.

3. Chain stitch.

4. Cross stitch.

5. Cat stitch or Herring bone stitch.

On coarse cloth.

1. Button holes.

2. Thread-buttons, and how to sew on buttons.

3. Sewing on hooks and eyes.

4. Sewing on tapes and loops.

5. Sewing gathering into a band.

^72>

Applications.

1. Towel, with loops: Standard I, 4, and Standard 11,4.

2. Aprons : work apron and child's apron : Standard I,
4, 2 and 5. Standard II, 2, 4, 5. Standard III, 2, 4.

3. Drawers, skirts and other articles of clothing, combin-
ing all three standards.

4. Tray cloth : Standard I, 4. Standard III, 5.

Mrs. Benjamin S. Rotch Fund.

I count this thing to be grandly true,
That a noble deed is a step toward God,
Lifting the soul from the common sod

To a purer air and a broader view.

J. G. Holland.

In the early part of last summer one of the firmest
friends and most liberal supporters of the cause of the
little blind children, Miss Edith Rotch, sent us a
cheque for ^5,000, which amount is to form a perma-
nent fund in the name of her mother, the late Mrs.
Benjamin S. Rotch, as an abiding memorial of her
devotion to and her large-hearted interest in the
kindergarten.

This munificent gift was received just in the " nick
of time " and was most welcome. It came like a ray
of light and comfort through the clouds of anxiety
which were growing thicker and darker every month,
and was acknowledged as follows :

South Boston, May 22nd, 1894.
My nery dear FricJtd : — Your most welcome favor of the 21st
instant, enclosing two cheques, — one for five thousand dollars

174

($5>ooo.oo) for the endowment fund of the kindergarten for the
blind in memory of your mother, and the other for twenty-five
dollars ($25.00) for the support of little Tommy Stringer, — is
just received, and I really do not know how fo express my sense
of profound gratitude to you for this new token of your warm
interest in the cause of the little sightless children. Indeed
words are powerless to characterize adequately a deed like this.

I use no exaggerated form of speech in saying, that in the
death of your beloved mother and my dear and most highly
esteemed friend the blind of New England lost one of their
munificent helpers and most generous benefactors. Mrs. Rotch
was by nature in perfect sympathy with every enterprise aiming
at the amelioration of the condition of afflicted humanity, and it
was peculiarly fortunate that her revenues enabled her to trans-
late her noble impulses into achievement and to transmute her
benevolent desires into deeds. From the inauguration of the
movement for the establishment of the kindergarten down to the
time of her death, she was one of the most liberal and constant,
as she was also one of the first contributors to the treasury of
the infant institution, and the various sums given by her from
time to time, added to the munificent memorial gift which I have
just received at your hands, will form a monumental fund, which
will be known for all time to come as the " Mrs. Benjamin S.
Rotch Fund."

Thanking you from the bottom of my heart both for your
royal generosity and for your tender attachment to the kinder-
garten and its beneficiaries, and wishing you a most pleasant
voyage across the ocean, a delightful stay abroad and a safe
return home, I remain,

Ever your grateful and devoted friend,

M. Anaonos.

The contributions which Mrs. Rotch herself made
at various times to the endowment of the kinder-

175

garten amounted in all to ^3,000. This sum added
to the memorial fund brings it up to $8,000.

Mrs. Rotch was one of those exceptionally noble
and liberal spirits who made the community of
Boston what it is, and her death deprived many an
educational and philanthropic enterprise of a true
friend and an unfailing supporter. The benevolent
sentiment was so strong in her that to mention dis-
tress in her presence was to invoke relief, which was
almost too sure to come. The followino^ words of
the poet may be applied to her case with peculiar
fitness : —

Her charity did every need embrace ;

The shy and timid feared not to address her;
With loving tact she rightly filled her place,

While all who knew her prayed that heaven might bless her.

The value of Mrs. Rotch's benefactions was always
enhanced by the kind words of encouragement and
cheer with which she accompanied them. Once after
giving me without any hint on my part one thousand
dollars for the new building of the kindergarten, she
answered my expressions of thankfulness and grati-
tude with this siornificant remark : " It is a ereat
pleasure to me to aid such a cause as yours. When-
ever you are badly in need of the sum of three or four
hundred dollars and you find it very hard to obtain it,
don't worry yourself to distraction. Come to me and
you shall have it." We have never had the oppor-
tunity of availing ourselves of this offer. Mrs. Rotch

176

had invariably anticipated the wants of tlie kinder,
garten, and gave her share for their supply.

The severity of the bereavement which had be-
fallen Mrs. Rotch's family in her death was intensified
by the decease of her eldest son, Mr. Arthur Rotch,
who died suddenly last summer in the prime of life,
and in whose demise the profession of architecture
has lost one of its most highly valued members, and
the city of Boston one of its brilliant sons. He
combined artistic taste and talent of no common
order with a generosity that contributed greatly to
the advancement of his calling. His memory will be
cherished by the lovers of the artistic and the beauti-
ful everywhere.

Death of Prominent Friends of the School.

Now is the stately column broke.

The beacon-lights are quenched in smoke.

Scott.

During the past two years death has removed froni
our midst many of the special friends and most gener-
ous benefactors of the kindergarten, notably among
them Rev. Andrew Preston PealDody, D.I)., John
Sullivan Dwight, Right Reverend Phillips Brooks,
D.D., Mrs. Benjamin S. Rotch, Mrs. Richard Per-
kins, Miss Charlotte Maria Haven of Portsmouth,
New Hampshire, William R. Robeson, Edward
Motley, John Felt Osgood and others.

Dr. Peabody was ever deeply devoted to the inter-
ests of the kindergarten. He was active, efficient

I

177

and at the front in every movement, which had for its
object the advancement of the cause of the little blind
children. His sympathies were broad and far-reach-
ing. He was a familiar figure in our community,
where he was greatly beloved and held in the highest
esteem for his virtues and good deeds. He was a
genuine gentleman in the best sense of that word —
a truly just man. Although quiet and unassuming
in manner, he was a forcible speaker and always
made a favorable impression upon his hearers on
public occasions and upon those who had the
pleasure of meeting and conversing with him in pri-
vate. Whatever affected the welfare of society in
general or of the blind in particular interested him
in a pre-eminent degree. His conscientious and
prompt attention to duty was unfailing. He was
loyal to every relation, true to every obligation and
faithful to all trusts. His benign influence was felt
by every one who was brought into contact with him.
He lived to good purpose and has left behind him a
monument of arduous labor and high achievement,
which will last. He bequeathed to the world a rich
legacy, — a shining, spotless, elevating example. His
aim was to teach men the art of living nobly, of
laying the foundation of substantial character. Who
shall estimate the value of a life like this ? Dr.
Peabody, though dead, yet speaks. For —

When a true teacher dies.

For years beyond our ken,
The light he leaves behind him lies

Upon the paths of men.

178

Mr. DwiGHT was one of the best, truest and
most loyal friends that the little blind children have
ever had. His attachment to their cause was pro-
verbial. He was devoted with his whole heart and
soul to its promotion and was ever ready to serve
it both by his versatile pen and by word of mouth.
The success of the kindergarten was a source of
unalloyed joy to liini. In many respects he was an
exceptional man. In reviewing the remarkable qual-
ities of this dear friend, in recalling his artistic gifts,
his intense love of what was high and beautiful, his
scorn of what was low and base, his cheerfulness, un-
varying in good and evil times, his desire for true
progress, one is impressed with the fact, that after
all his noblest characteristic was his good will toward
man. He did not call himself a philanthropist, but
who that ever saw that fine face, beaming with kind-
ness, or heard that full, generous, joyous voice, un-
changed even in his latest years, could fail to feel that
he was a true friend of man ? What good object,
what generous or progressive measure ever failed to
elicit his sympathy and his aid .^^ His interest was as
keen as that of a child, his pleasure as full and un-
questioning. On the other hand, when he disliked
anything, whether it were a Wagner opera and a
noisy electric car, or a political iniquity, he disliked it
simply, heartily and utterly. All children were his
friends and he loved them ; but with those among
them who were deprived of sight his heart beat in
such a warm s\mpathy that he could not do enough

179

for them. His disposition showed that he was an ad-
mirable combination of sweetness, serenity, firmness
and sunshine. There w^as something in his mind and
character larger and broader, with less admixture of
anything petty or unreal and affected, than it has
been often my fortune to meet. In this respect he
was precisely like his dear friend and associate Dr.
Peabody. One was naturally attracted by his modest
demeanor ; his bright, genial smile ; his pithy, ele-
gant sentences, and his cheery greeting. There was
nothing in the least deterrent or formidable in him.
The description which Tacitus gives of Agricola was
true of him: '■'Nihil metus in vultic ; gratia oris
supererat. Bonuin virum facile crederes, magnum
libenler^ May his life be to us a perpetual bene-
diction !

We see him as he moved,
How modest, kindly, all-accompHshed, wise,
With what sublime repression of himself,
And in what limits and how tenderly !

Both Dr. Peabody and Mr. Dwight took a most
profound personal interest in my work, and were ever
ready and glad to encourage me, to hold up my hands
in every undertaking for improvement and reform
and to respond to my calls upon them for advice and
assistance. "Take them for all in all, we shall not
look upon their like again." In my intimate rela-
tions with these rare men I often had occasion to
see their innate nobleness, the depth of their sym-
pathies, the wealth of their natural endowments, and

tlieir loftiness of purpose, and I sliould be doing vio-
lence to my sense of gratitude and to the spirit of
filial affection and reverend admiration which per-
vades me, should I fail to put on record my very high-
est appreciation of their kindness, their devotion to
duty, their exemplary unselfishness, and the- tender-
ness of their feelinsfs.

The kindergarten has sustained a very severe loss
in the death of another oreat and orood man, the late
protestant episcopal bishop of Massachusetts, who
was one of its constant friends. Phillips Brooks
counted it a privilege as well as a pleasure to join in
our work for the little blind children, and his earnest,
inspiring words are among its most precious legacies
— words of encouragement and cheer, of faith and
hope and fervent appeal. His eloquent address given
at the opening and dedication of the first building, —
"this earliest garden for the l^lind," — showed his
hearty interest in the })lan and purposes of the infant
institution and his confidence in their early develop-
ment. The rich fruitage of this child's garden he
saw with prophetic vision even then as he spoke very
earnestly of " the good work that is to be done in it
by-and-by ; of the ignorance to be enlightened ; of the
dull and torpid faces to be quickened; of the intel-
lects to be brightened; of the accumulated experi-
ences which are to come to vouno: souls; of tlie
meeting of man and knowledge, the human mind
and intelligence, — the two noblest things that God
made Iktc- on earth." I-'roni lime to time he visited

i8i

the school and saw the gradual fulfilment of this
prophecy. Rejoicing over the opening buds as they
blossomed out under the warmth of sympathy and
love, he said : " We want to lift up our hearts in
thankfulness for what God has enabled us to do for
these children here, and feel that he will enable us to
see in the future a brighter and richer progress and
fulfilment of this delightful charity."

The late Mrs. Richard Perkins was ever a warm
friend to the blind, and rounded out a life full of
kindly, active sympathies and generous deeds by
bequeathing to educational and benevolent organiza-
tions the greater part of a large property, of which
the kindergarten received ten thousand dollars.

Another great bereavement has befallen the kinder-
garten in the death of Miss Charlotte Maria Haven
of Portsmouth, New Hampshire, a valued and faithful
friend and constant helper. From the earliest or-
ganization of the infant institution down to the last
day of her life. Miss Haven's heart and purse were
open to its needs. She never failed to make liberal
annual contributions and to induce others to do like-
wise ; but her left hand was kept ignorant of what the
right one was doing. The following words of Tinne-
valuva, a Hindu bard, taken from Whittier's transla-
tion, are peculiarly applicable to her case :

Who gives, and hides the giving hand,
Nor counts on favor, fame or praise,
Shall find his smallest gift outweighs

The burden of the sea and land.

I«2

The kindergarten has been favored with hosts of true
and devoted friends. Among these Miss Haven oc-
cupied a very prominent place, and her memory will
ever be blessed by the little sightless children and
their helpers.

Mr. Robeson is held in loving remembrance for the
deep interest which he took in the cause of the blind.
He was distinguished for his unquestioned integrity,
sound judgment and manysided benevolence. The
cordiality of his manner, the breadth of his sympa-
thies, a certain quality of genuineness, and his capac-
ity for profound thought made intercourse with him
very delightful and uplifting. To use Tennyson's
w^ords, his was

A soul
So full of summer worth, so glad.
So healthy, sound, and clear, and whole.

Mr. MoTLEV, another friend and liberal giver to
the kindergarten, has left us during the past year.
He was a man of high aims and charitable deeds, and
his voluntary contributions to the funds of the little
school came regularly every year. The pleasant
memories of his personality are cherished by all who
knew him, and he is mourned as an upright citizen,
a loyal friend, a true gentleman and an honorable
business man.

The late John Fei.t Osgood of Salem, was a gen-
erous and just man, kind, warm-hearted, high-minded ;
a faithful servant of the cause of humanity; a stead-
fast friend to the blind, and a habitual contributor to

J

i83

the funds of the kindergarten. To exercise benevo-
lence was not only a duty but a pleasure to him, and
it may be recorded with gratitude, that his widow is
thoroughly imbued with his spirit of philanthropy,
following in his footsteps and emulating his deeds of
generosity.

There is a tenderness of feeling that comes over
me and a sadness of thought that overwhelms me as
I remember these dear friends, who did all in their
power to aid the kindergarten, some watching over
its interests with great care and others helping to
supply its wants with unstinted liberality. Let us
hope, for the sake of the little blind children as well
as for that of the community at large, that new men
and women will rise to fill the places left vacant
by these departed saints, for, to use Goldsmith's ex-
pression,—

111 fares the land, to hastening ills a prey,
Where wealth accumulates and men decay.

Our Generous Friends and Benefactors.

'Tis a brave army,

Full of purpose.

Shakespeare.

Although death has made during the past two
years a sad havoc in the circle of the warm friends
and steadfast supporters of the kindergarten and has
taken from among us those whose loss seems wholly
irreparable, yet, I am happy to say, the ranks of the

1 84

chivalrous champions and generous helpers of the
little blind children are kept exceedingly well filled.
It is truly delightful that the helpful and the good
who continue to take a profound interest in the infant
institution are so numerous as to "form an army."

At the head of the column of this grand philan-
thropic army of royal benefactors and munificent
donors stand the names of Miss Helen C. Bradlee,
Mrs. Warren B. Potter, Miss Ida M. Mason, Mrs.
William Appleton, and Mrs. J. Huntington Wolcott,
followed by those of Mrs. Nathaniel Thayer, Sr., Mrs.
Annie B. Matthews and daughters, Miss Sarah M.
Fay, Mr. William Endicott, Jr., Miss Edith Rotch,
Miss Ellen F. Mason, Mr. and Mrs. George W.
W'ales, Mrs. Joseph N. Fiske, Col. Henry Lee, Miss
Sarah B. Fay, Mrs. William W. Warren, Mr. Joseph
B. Glover, Mrs. Elisha Atkins, Mr. and Mrs. Fran-
cis C. Foster, Miss Adele G. Thayer, Mrs. John C.
Phillips, Miss Anne P. Gary, Mrs. J. H. Thorndike,
Mrs. Charles Faulkner, Miss Fanny M. Faulkner,
Mrs. Mortimer C. Ferris, Miss Mary E. F'erris, Mr.
Henry Woods, Mrs. James Greenleaf, Mrs. Helena
M. Kent, Mr. George F. Parkman, Mr. John Foster,
Mr. C. W. Amory, Mr. Otis E. Weld, Mrs. J. Arthur
Beebe, Mrs. Charles E. Ware, Miss M. L. Ware,
Miss Elizabeth S. Fiske, .Mrs. M. Abby Newell, and
a host of others too numerous to be named.

These generous-hearted and open-handed benefac-
tors have indissolubly linked their honored names
with the history of the foundation and progress of

i85

the kindergarten and have contributed very freely
and amply to its success, most of them of their abun-
dance, but a few of their smaller store. Their bene-
factions have been as unfailing as the sunlight and
as vivifying and invigorating, and I can assure them,
that from the seed which they have planted in love
and sympathy will spring joy, strength and energy,
ever fresh, blooming year after year in this garden
of childhood and flourishing more and more in the
fields of human activity as time goes on.

In this connection I cannot refrain from paying a
just and merited tribute to the generosity and devo-
tion of Mrs. William Appleton, who is unquestionably
one of the kindest friends and most constant helpers
of the little blind children. When the movement for
the establishment of the kindergarten was inaugu-
rated, Mrs. Appleton's attention was attracted by
it, and she at once became deeply interested in it.
From that day to the present she has been a most
liberal giver of her money, of her time, her strength,
her services and the use of her residence. She never
fails to make every year large contributions to the
funds of the infant institution and also to assist in
furtherance of every undertaking bearing upon its ad-
vancement. Her donations amount in all to ^9,700.
She has not only herself given with lavish generosity
but has endeavored to interest others to do likewise.
It is indeed true, that —

Sweet promptings unto kind deeds —

i86

form a dominant element in Mrs. Appletons nature
and constitute one of the main springs of her thoughts
and actions.

Willie Elizabeth Robin.

She is as good as she is fair.
None — none on earth above her!
As pure in thought as angels are,
To know her is to love her.

S. Rogers.

Since the publication of our last account of Willie's
development, this "lone star" has continued to rise
steadily in the horizon of intelligence and beauty and
to shine with an enduring splendor. Her progress
has been remarkable in almost every particular. She
has grown both in body and in mind with great rapid-
ity, and has become one of the comeliest, brightest
and most attractive children known to us.

Willie has been a regular member of the primary
class in the girls' department, and her training has
been carried on in a simple, systematic and rational
way. She has made excellent progress in every
study and occupation, with the exception of arith-
metic, and has become quite proficient in reading,
writing, elementary zoology, articulation and knitting
and sewing according to the sloyd method. She has
also enriched her vocabulary with the addition of
many new words.

Willie is being brought up in a sensible, natural
manner. There is nothing artificial or unduly ex-

WILLIE ELIZABETH ROBIN.

iS7

citing in the influences which surround her. Her de-
velopment may be likened to that of a lily of the field
rather than to that of a tropical hot-house plant. She
lives no more under a strain or pressure of any kind
than does a young, healthy tree which grows freely
in the open air under the care of a skilful gardener.
She is unquestionably a child of decided originality,
and none of the usual methods of appealing to the
memory or of pouring into the brain streams of
knowledge of all sorts and descriptions has been al-
lowed to nip in the bud or drown this precious gift ;
on the contrary, we have endeavored not only to
shield from injury this rare quality of the little girl's
mind, but also to foster and unfold it in strict accord-
ance with Froebel's methods. The results in this di-
rection are truly marvellous.

Although hopelessly shrouded in the black shadow
of double affliction, Willie is light-hearted and mirth-
ful, scattering sunshine around her. She is as happy
as a bird and as frolicsome as a lamb. Her spirit is
joyous and serene, and her soul is filled with visions
of morning and the song of the lark. She never de-
spairs, nor is she disturbed by gloomy thoughts and
morbid feelings. Cheerfulness is a dominant feature
of her nature, and it serves as a master-key with which
she unlocks the doors to a life of gladness, peace and
contentment.

Knowing through my correspondence, that a large
number of teachers, thinkers, men of letters and stu-
dents of science and psychology watch with unabating

1 88

interest the mental and spiritual development of this
remarkable girl, I again asked my esteemed friend,
Miss Laura E. Poulsson, to write a full account of
the education of Willie during the past year, as well
as of that of little Tommy Stringer. She graciously
consented to do this work, and I at once placed in
her hands all the journals, notes, letters and memo-
randa relating to the cases of the two children. By
sifting these materials with scrupulous care and using
them with consummate skill and unexcelled diligence,
Miss Poulsson produced a narrative, which is admi-
rable in every respect and does a great credit to her
industry, her love of truth and accuracy, her literary
taste and her uncommon ability in putting facts to-
gether in a simple and attractive manner. Here is
Miss Poulsson's account.

Among the "big girls" now in the primary department
at Jamaica Plain is the blithe and winning creature, Willie
Elizabeth Robin, whose name and personality are so well
known to the community of Boston and the readers of this
annual report. Nearly four years have elapsed since she
was first brought to the kindergarten, and she is now a
finely grown, beautiful child of ten, with an education which
could almost vie with that of a normal child of her age.
The familiar story of the journey with her mother from
Texas, of her admission to the kindergarten through the
philanthropy of the board of trustees, of her total blindness
and deafness and ignorance of language, needs no re-telling.
But the unfolding of her three-fold nature, — physical, mental
and spiritual, — as each year passes by, gives something fresh
to chronicle and awakens anew our thankfulness and wonder

i89

That Willie stands on such an excellent physical basis
(exclusive of her deprivations) is of great advantage. Her
health is uniformly good. She is active in play, fond of
gymnastics and extremely sensitive in the three senses
which remain to her, of touch, taste and smell. The last
one, in especial, is very acute. She quickly distinguishes
odors of food which are almost imperceptible to others, and
there have been several curious instances of her perception
of persons by the same sense. The following are true ren-
derings of certain incidents as given in her teacher's note
book :

Willie was about to retire when one of the children (Amy)
came to the door of Willie's room to speak to me. After Amy
left, Willie, who had been standing in the middle of the room,
said : " Amy must not come to my room after the bell rings ;
she will wake up the girls. No ! not nice." I asked her how
far into the room Amy came. " She didn't come into the
room: — only to the door."

While Willie was in the sloyd class today Miss came in

to speak to Miss Molander. After she had passed out, Willie

said : " Is Miss • here ? " As she had then gone, I said

" no ; " but Willie said : " I smell her."

When we were in the reading class this morning a little boy
came up on the veranda and looked in the window. He was so
very quiet that none of the children who could hear knew that
he was there ; but Willie stopped in the midst of her reading
and said : " Sidney came to the window and looked in. He came
up from the walk and looked in the window." The window was
closed and she was sitting on the other side of the room. The
boy's father came into the school-room a few days later, and as
soon as Willie knew he was there she said : " Two yesterdays,
Sidney came and looked in the window. Why did he come ?"

The circumstance of her discovering the little boy is inex-

190

plicable. It seems too improbable that she should have
perceived and known him by the sense of smell, but what
other solution is more probable ?

In addition to good physical health Willie has fine mental
ability, which enables her to overcome to a surprising degree
the obstacles besetting her path. She is fond of her lessons
and makes satisfactory progress in them, though she fails to
find much attraction in arithmetic and does not succeed so
well in that study as in others.

Miss Smith, her present teacher, gives account of her
advancement during the last school year as follows :

In READING Willie has finished the sixth reader. When she
is asked questions about what she has read, she answers intel-
ligently in her own words. Fewer explanations of words are
now required, and frequently, when a word previously explained
occurs, she stops of her own accord and tells its meaning, some-
times by speech and sometimes by action.

In WRITING Willie forms the letters well, produces a neat-
looking page, and has improved greatly in punctuation. She
has written several letters, simple and childlike in manner as
heretofore, but with more ease and of greater length.

Articulation. So free has Willie's power of articulation
become that she strongly prefers using her tongue rather than
her fingers. She talks much and rapidly with the other girls
out of school hours, and this militates seriously against distinct-
ness ; but diligent effort is put forth, in the hour devoted to the
articulation lesson, toward inducing her to speak slowly, distinctly
and naturally. A short portion of the same hour is spent in
learning to read the lips.

WILLIE E. ROBIN WITH TWO OF HER SCHOOLMATES.

191

In ARITHMETIC Willie can add, subtract, multiply and divide
numbers up to loo. She has studied weights and measures,
first concretely and then abstractly, and has a very good idea
of fractions. By means of a clock with raised figures, given her
by her devoted friend, Mr. Whiting, she has become expert at
telling time.

Zoology. Willie is much interested in the study of animals
and when examining them goes into minutest details. The
method pursued is to give her the animal (alive or stuffed) to
feel of, and have her tell all she can discover about it ; then,
after a few days' study and talk on the subject with the teacher,
to have her represent the animal in clay, and, a day or two after-
wards, write down what she has learned. Generally her account
is interesting and comparatively complete.

Sloyd. In this class the kindergarten and primary grades
are taught crocheting, knitting and sewing ; chiefly knitting, how-
ever. Willie delights in the sloyd hour, — sits quietly and works
well. Like the other children, she also enjoys working out of
class. She knits both evenly and quickly, can " cast on " stitches
and "bind off," knit "seam" and "plain," "rib," "block" and
" moss " patterns, and has made a pen-wiper, a pair of slippers,
a holder, a handkerchief case, and a pair of socks.

Gymnastics. Willie enjoys her gymnastics exceedingly, and
is very accurate in following commands and making the move-
ments correctly. She is agile in climbing the rope and ladder,
and has improved greatly in her marching. It has always been
difficult for her to keep in step with the others, but now she
often goes around the hall several times without breaking step
in the least.

I 92

To summarize, it may be said that Willie's standing in all
her classes is excellent, and that with the exception of artic-
ulation, all her school work is done in connection with the
regular classes of the primary department.

There are many little incidents which happen in connec-
tion with Willie's every-day and school life which, though
falling under no special classification and bearing no impor-
tant witness to her development, are nevertheless of interest.
Trivial as these incidents may be, they will at least give
pleasure to those who care to follow the child's career ; for
they reveal between the lines many phases of her character,
— a character so strong as to call for the most judicious
guidance, while at the same time of such openness and
sweetness as to draw all hearts to love her.

Like Tommy Stringer, Willie has an unflagging interest
in nature study, especially zoology. The pleasure of having
such a creature as the stuffed baby tiger for manipulation,
or of being regaled with the story of a mountain lion while
Miss Johnson is telling it to the rest of the girls, she con-
siders entrancing. Her eager questions manifest attention
and understanding, and her earnest, lit-up face is beautiful to
see. The expressive beauty of the child's face is brought
out much more strikingly, however, when she is sharing a
conversation on higher themes, wherein, for instance, ques-
tions of love or duty awaken her thought. There is a sacred
fascination in watching the play of mind and soul upon her
mobile features. Each delicate fleeting change can be traced,
and the deeper impress of noble feelings plainly seen. The
world might then be challenged to show a sweeter sight.

One day an oriole's nest was given to the zoology class to
examine. When Willie's turn came she devoted close atten-
tion to it, feeling it outside and in and probing to the very
bottom, whence she drew forth the desiccated head of a fly

193

with the accompanying observation "the bird eats flies."
Little escapes her sensitive touch when she is bent on a
thorough search.

At another time each child was provided with a cray fish
from which she was to learn all she could by touch alone,
without receiving any suggestions from teacher or fellow
pupil. The result was to be written down and handed in as
a special exercise preliminary to the regular class study of
the object. The subjoined is Willie's list of observations :

It has eight arms and two legs and a tail and two eyes it has
an body it lives in the water. The body is hard and the arms
and the legs are not strong, they are soft.

Willie.

In walking by Jamaica Pond a few weeks later she asked
if there were lobsters in it. When told that lobsters lived
in salt water and that Jamaica Pond was of fresh water, she
said : "The cray fish lives here."

About the monkey's paws she stated: "Something like
ours. It has finger nails."

In reproducing the story of the silkworm and its cocoon,
as a review of a lesson which she had been reading, she suc-
ceeded beyond the anticipations of her teacher, as the lesson
had been quite difficult. In the midst of her story she
turned to her teacher and asked who taught the silkworm
how to make a cocoon. Being told that it knew how by
instinct, she said : " That means God taught it. God does
not like to have the men kill them. No ! No ! "

Two rats were caught in a trap and brought by the janitor
to Miss Johnson, who saw in them an unusually good oppor-
tunity to give the older children an educational treat. So
after screwing up her own courage to the point of handling
the creatures, she gave them to the children to examine, and

194

the little girls were delighted at the indulgence of such an
extra lesson on a rainy day. Willie made a thorough inves-
tigation of the rodents, — pulling open their mouths to find
the teeth, feeling of the eyes, nostrils, etc. She was the
first to penetrate into the animal's mouth though several of
the children had looked at the rats before her.

Miss Johnson has a limited number of live creatures
which she keeps as helps in her teaching of zoology, and
among these is a baby alligator whose teeth are as yet too
soft for him to do any harm. One morning Willie visited
Miss Johnson in the school-room to inquire after the welfare
of the pet alligator. She asked several questions about it :
" Why does he stay in the water ? Why does he have
stones in the water.''" After answering her inquiries. Miss
Johnson allowed her to continue the study of the alligator
while she herself returned to her writing at the other end of
the room. Hearing repeated sounds from the alligator,
however, she thought she had better see what Willie was
doing, and found Miss Robin fearlessly holding the poor
creature on his back with her hands tightly clasped about
him. The result of this morning's visit showed when the
alligator became the subject of the class exercise in clay
modelling. Hers was the best of all, the scales being repre-
sented almost perfectly; — -showing that she had used her
extra opportunity of investigation to good purpose.

Willie's reading introduced her to the words biped and
quadruped. She took an aversion to the former term, say-
ing: "Not nice to be a biped!" and objected strenuously
against having it applied to persons.

She does not fancy oysters and took no interest in the
zoology exercise when they were to be studied. Making
them in clay caused absolute rebellion. She dallied and
shirked and pleaded in evasion : " I am too slow to make

195

oysters and I don't like them." Further pressure called out
the belligerent declaration " I won't try ! " to which was
added : " Miss Johnson must not give me oysters to make,
because I do not like them. No ! it is not nice."

As an offset to this account of misdemeanor on Willie's
part, who will not enjoy the following naive application of
ethics to arithmetic which she made.? She was having
a review in fractions and her teacher asked : " Which would
you rather have, — i of something very nice, or i of it.?"
"i," said Willie. Thinking naturally that the child con-
sidered i the larger, the teacher questioned cautioningly ;
"Which is greater, — V or i .? " "i," rejoined Willie
promptly. "Well then, which would you rather have, —
the larger or the smaller.?" "The smaller," answered
Willie, " because I dont want to be selfish ! "

Willie's " way of putting things" is irresistible sometimes
in its forcefulness or comicality. Speaking of a small fellow-
pupil, who had forgotten to perform a certain duty com-
mitted to her, Willie said : " No ! she must not forget. She
has a niijid !''

Being ill enough to be kept in bed one day with a severe
cold, Willie received frequent bedside visits from her
teacher. At one of these visits Willie greeted her with a
lugubrious countenance, saying : " I want to go to heaven,"
pointing upward as she said so. Upon being questioned as
to why she wished to go to heaven, she answered : " Be-
cause I cannot breathe nicely." " Oh," said Miss Smith,
"you will be better tomorrow morning." " No," said Willie
dolefully, " I am a little dead now."

We all know the odor which sometimes clings about
poetic and picturesque old homesteads. Willie hit this off
epigrammatically by saying : " This is a long-ago house. It
smells of Ions: ago ! "

196

Some visitors in the gymnasium asked to see Willie just
as she happened to be putting on her boots in great haste.
When she was told that there were visitors, it was with the
expectation that she would greet them in her usual pretty
and polite manner ; but she astonished Miss Smith by burst-
ing out with unconventional truthfulness: "No, I thank
you. I must hurry ! " adding breathlessly when remon-
strated with about being rude : " No ! I hope not. How
do you do ? I must hurry ! I cannot stop ! " It is hoped
that the visitors' sense of the ridiculous was sufficiently ap-
pealed to, to enable them to see the funny side of the little
girl's treatment and pardon it. She meant no discourtesy in
her heart. It was simply but very emphatically a bad case
of " not at home."

After having been rather rough in her treatment of one of
the little girls during a play hour, Willie entered the writing
class suffering from a guilty conscience, which evidently
troubled her very much by holding up her bad conduct con-
tinually before her. She was at work on a letter to Mrs.
Whiting but made only fitful progress, and finally said: "I
cannot write. I am afraid I shall tell Mrs. Whiting that I
was naughty ! " Persevering, however, Willie did succeed
in finishing the letter, though it consumed the writing hour
of another day, during which she stopped to heave a labored
sigh and say: "It is much thinking!" The letter zuas an
unusually long one.

Willie's feelings seemed to have worked havoc quite fre-
quently in writing class, for under another date we find her
bemoaning : " I cannot write, because I am so inquisitive ; "
the trouble then being that she had a consuming desire to
know what it was which had been in her teacher's hand and
which she had not been allowed to see.

Writing in itself is naturally less interesting to the blind

197

than their other lessons. It is more of a task because, work-
ing with an ordinary pencil on the smooth surface of the
paper, they get no tangible result and thus lose the spur of
conscious achievement. It is dull work to plod along, shap-
ing laborious angles and drawing vertical lines, when it is
all, as it were, "writ in water," leaving for the blind children
no trace which they may discover again.

Willie's " I-want-to-know" is not often displayed under
the guise of inquisitiveness, and it is a valuable trait for her
to possess, since it keeps her on the lookout for the meaning
of new words and expressions, and explanations of new ex-
periences and objects. The following simple little chat with
Miss Johnson shows how she challenges new words when
they occur in conversation. Willie had not been very well
during the day and Miss Johnson went up to visit her in the
evening as she lay in bed. Miss Johnson touched Willie's
hand in greeting, whereupon Willie smiled and said : " Miss
Johnson," after which the conversation began :

" How are you this evening ? "

" I am very well."

"I am glad you are recovering." [Miss Johnson likes to
use new words when talking to her, to see what she will
say.]

"What does that mean.? — recov — " [trying to articulate
the word recovering.]

"Recovering means getting better."

" Yes. Why did you not come to see me this morning ? "

" I was busy, and could not spare the time."

" What does spare mean .'' "

" I had no time when I was not busy."

" Yes. When you did not see me this morning, did you
say to Miss Smith ' where is Willie ' } "

"Yes, I asked for you at breakfast time and was told you

igS

were not well, so I knew afterward why you did not come
to class." •

"You knew I would come to class if I was well."

" Yes, indeed."

" I will come to class tomorrow. I will be well to-
morrow."

Willie then went on to ask what the girls did in class, and
so forth. Before ending the conversation Miss Johnson
managed to use the word " recovering " again. Willie ac-
cepted it without cavil, having evidently come to a clear
understanding of its meaning.

Conservatism, always a strong characteristic of this little
maiden, still crops out. She scents danger and upheaval in
any deviation from the beaten track, and innovation is her
bugbear. When a change of teachers was necessary, owing
to the marriage of Miss Thayer, she quite resented the ad-
vance which Miss Smith endeavored to introduce in her
arithmetic by dispensing with counters and using abstract
numbers in the customary operations. "No! No!" said
Willie, " you are not allowed ! No ! I know you are not
allowed !" She felt indeed that "a new ruler had arisen in
Egypt who knew not Joseph." Was everything familiar and
well-regulated about to be turned topsy-turvy in this uncom-
fortable manner.? She feared that she had fallen on evil
days when she was denied her useful counters and required
to calculate without their aid. However, encouragement
came soon. The number lessons were often such as to win
praise in spite of these hard conditions ; and after an un-
usually successful lesson we hear of her measuring her head
with her hands, thinking to find evidence that her brain had
grown in consequence. Her latest imagination (one can
scarcely call it by so prosaic a word as estimate) was, that
her brain had grown five inches !

199

Size and age continue to be highly interesting topics to
Willie. Her first questions about other children are "how-
old " and "how big," but she has learned to use a polite re-
straint in this regard toward her elders. She was much
embarrassed on one occasion when she asked the age of
a very small adult person, thinking it was a child. " I
thought, — I thought it was a little girl," she said over and
over, with uneasy yet laughing insistence.

When about to write home to her mother some time after
the birth of a baby brother, she remarked : " I will ask how
much my brother Rob weighs. He did weigh i6 lbs., but
he grows."

Recalling scenes of the past during a day spent with her
friend Miss A. Emily Poulsson, she asked: "Do you re-
member the baby at Clark's Island .-' That baby must be
two years old now, for I was eight then and now I am ten."

Talking with her teacher one evening she told of a
friend who was fifty-seven years old, and said : " She is so
old, you [meaning even you, a teacher, a person in author-
ity,] must mind her."

During the day's visit just referred to at Miss Poulsson's
the little girl was very sweet and bewitching, being full of
happiness and on the "qui vive" for jokes. Miss Poulsson
and she had long talks together in which " do you remem-
ber" introduced many a sentence on the child's part. She
had lively memories of Clark's Island, Fayville and Spring-
field, where they had been together, and also of her previous
stay in Miss Poulsson's house. She read aloud from a book
in raised print, played "Hide and Seek" with great gusto,
was highly amused at the slow and awkward attempts of a
couple of young ladies to learn the manual alphabet under
her instructions, chattered like a little magpie, and bore
about a face beaming with the utmost joy and affection

200

throughout the day. When she began to realize that the
time to go was approaching, she made known her reluctance
by declaring with expressive crookedness : " I haven't been
here every time long enough ! "

A faithful loving heart beats in this little one's breast and
the thought of the dear home in Texas with father, mother,
Mattie, Bonnie and Baby Robert, is seldom long absent.
She often talks of them and frequently asks when she can
make another visit home. She wishes that her father and
mother, sisters and brother, and uncle and cousins could all
come to live in Boston. " I am afraid they will forget me.
I am afraid I will not remember them if they do not come
to see me." Every day brings with it the hope of a home
letter, and when she meets the postman the question is
always ready: "Where is my letter from my mamma.-*"
Her recollection of the events of her visit home, two years
ago, is very clear, and she likes to talk about it. Indeed the
memory of her first coming to the kindergarten with her
mother still lingers in her mind, and she quite surprised
Miss Johnson one day by the questions she asked and
reminiscences she gave about herself and the kindergarten
people at that time.

When the kindergarten closed in June Willie was most
hospitably received in the summer home of Mr. and Mrs.
Albert T. Whiting at Hingham, and there spent the whole
of her long vacation. Every care and pleasure that their
affectionate hearts could devise was lavished upon her, and
she throve in health and spirits. She is very fond of these
devoted friends, and almost all the articles worked over so
faithfully and with so much interest in her sloyd class have
been offered at their household shrine.

The cat and kittens at Hingham came in for a large share
of her attention and caused her much diversion. She always

20I

grows attached to the pets of a place, whatever they may
be ; and when she was taking leave of the Hingham pussy,
she put her mouth to its ear and said : " I am going to school
now. Good bye." Her teacher asked her if she thought
the cat understood ; to which Willie replied with the utmost
confidence : "Yes, a little. All cats do a little."

Willie's correspondence is carried on in two ways; —
sometimes through letters dictated by her to her teacher,
and sometimes (the latter with growing frequency, of
course) through letters written laboriously by her own
hands. It is very natural that there should be a noticeable
difference in the two kinds of productions. The first method
furnishes a comparatively free medium, while the second
hampers the young correspondent considerably. The same
discrepancy exists between the dictated letters of a normal
child and the results of its entirely independent writing.
All the letters here appended are of the latter kind.

Hingham, July 5, 1894.
Dear Mamma : — I am having a nice time with Mamma Whit-
ing and Papa Whiting. I gave the dolls a ride I played with the
kitty. Her is Lilac have a nice play room, please write to me
are my sisters good I send my love to you and papa and sisters
and brother

Your loving little girl Willie.

Hingham, Aug. 18, 94

Dear Sister Bonnie : — I was very glad to have a letter from
you. Is your doll all right. My doll was broken last summer.
We went to ride to the beach yesterday. I would like to see you.
with much love to all your loving sister

Willie,

202

Dear Sister Mattie : — We are going to see Mrs. Hadley
[her former teacher, Miss Thayer,] on Thursday. I am ghid that
you like the beads [These were some beads which she had strung
and sent as a present.] I have a box of blocks I play with them.
Are you having a good time in Throckmorton I am in Hingham
I send my love to you. Good bye From your loving sister

Willie.

Hingham, July nth 1S94.

My Dear Miss Johnson : — I was glad to receive your letter
I am having a good time with Mamma Whiting and papa Whiting
I have a nice play room, I had twenty presents [on her birthday].
Mr. Anagnos has not come down to see me yet. We go to ride
to the salt water I play with the kitty her name is Lilac I have
three cats and three kittens I send my love to you Your little
friend Willie.

Hingham, Sept. 19th 1894

Dear Mr. Clement: — I went to Marshfield last week to the
Fair I saw some ducks rabbits and hens We saw a black sheep
lieing on the ground I am going to school tomorrow morning I
had a letter from my teacher yesterday I dressed the kitten in the
dolls dresses like your little girl I send her a kiss I would like to
have her come to see me. With much love From your little
friend Willie.

Jamaica Plain, Sept. 27, 1894.

Dear Mamma : — Why did you not write to me? What was
my sister's name that died ? I just received a letter from you and
was pleased with it. Thank you for sending Robert's picture and
my teacher thinks it is very cunning. How old is Robert?
Please write me a letter and write it long and tell me what you
are doing. Did you forget how to talk with your fingers ? I am
talking with my mouth very much, all the time. My teacher will

203

write to you very soon. I would like to have you live in Boston
near me with my sisters and brother and papa. There are twenty
live little girls in school. A lady who came here a little while
ago gave me a new doll and it can shut its eyes. I would like to
have my sisters write to me again. I will write to my papa soon.
Please tell the little girls I am coming next summer. I send my
love to them. Goodbye, from your little girl Willie.

Composition writing is a part of Willie's training. Three
of those written during the past year are given to furnish an
idea of what is attempted and accomplished in this direction.

Composition zvritten in honor of George Washington s
birthday.

George Washington was born on the 22 nd of February, in
Virginia, in 1732. His father gave him the hatchet to play
with. He went out to cut the cherry tree then his father was
willing. [She seems to have missed the familiar point in the
immortal anecdote !] George Washington had a white pony. He
wanted to go away to sea to be a sailor but his mother was not
willing. His father died when he was eleven. He fought with
the English to save this country. The soldiers said to come and
be the first president. He is called the father of his country
because he did so much for the American people and they love
him. They made the monument after he died.

Reproduction of a 7'eading lesson.

One very hot day a lamb go a distance to get water. A wolf
taking a walk saw the lamb and wanted him for his supper. The
wolf said, " why did you make the water so muddy ? " but the
lamb said, " No, I did not do it because it runs from you to me."
The wolf told the lamb he used insulting words about him six

204

months ago, but the lamb said, " No, I was not born six months
ago. The wolf said, ''Well, I do not care, so I must eat you."

Willie's "original story," entitled "Nellie Bard," is largely-
reproduced from her Fayville life in 1893.

Nellie Bard.

Nellie goes to school, and she has a sister named Florence, she
played with Florence with their carriage and two dolls. Nellie
has a brother named Fred. They live far away in Louisiana.
They have a box of blocks. Nellie and Fred and Florence must
go out to play to ride in their little wagon. They went to ride
with their mamma and papa to see their friends named Miss Cora
and Miss Annie, Saturday to stay until Monday. They went
home to their house to school. Nellie and Florence took their
dolls out to play and their brother played with his drum.

With these must close this year's report of the develop-
ment of this most interesting child. Pathetic as is her con-
dition, it has many mitigations, — not the least of which is
the freedom which she has attained in the use of spoken
language. By this means she has a much wider avenue of
communication with her fellow-mortals and a much speedier
utterance of her thought. She loves to use her hardly-
obtained powers, and seldom lapses into manual speech
unless it is unavoidable. She will repeat her words very
patiently, and if it is suggested that she should use her
fingers, she will make still further attempt, saying : " I will
talk very nicely so that you can understand."

It is Willie's sweet philosophy to rejoice over the powers
and privileges we possess, and not to sadden ourselves with
the contemplation of our woes. Therefore for us whose soft
hearts grieve over all that the dear child misses in life, she

TOMMY STRINGER.

205

would doubtless have some such message as she sent to the
little girl in Hingham who cried with sorrow over her plight :
"Tell Belle not to cry about me, for I am perfectly happy."

Miss EfiEe J. Thayer, who has served with accept-
ance as special teacher to Willie for three years, re-
signed her position on the ist of January 1894 and
has since married. She has been succeeded by Miss
Marion G. Smith.

Tommy Stringer.

Doubt not so long as earth has bread
Thou . . . shalt be fed.
The Providence that is most large
Takes hearts like thine in special charge.

EMER.SON.

The change which has taken place in little Tommy
Stringer since his admission to the kindergarten is
truly marvellous. Three years ago when he was sent
to us from Pittsburgh, Pennsylvania, with a scanty
supply of clothing, he was a mere mass of vital clay,
— feeble, helpless, inert, apparently without much
intellieence and devoid as it would seem of most of
the ordinary impulses of young creatures. Through
the parental care and special training which he has
received under the roof of the infant institution he
has been transformed into a fine boy, instinct with
life and spirit, active and sprightly, abounding in
good nature and not wanting either in obstinacy or
in mischievous propensities.

206

Tommy is full of eager curiosity concerning the
world about him and inclined to secure to himself
a full measure of enjoyment from his surroundings.
He is bright, affectionate, extremely fond of fun,
always on the alert and up to all sorts of roguish
pranks. His physical and mental development is
equal to that of pupils of his own age.

With the assistance of his teacher Tommy keeps
up with the other children in their studies, and in
most of them he is at the head of his class. He has
just learned to write quite legibly with a pencil, and
among the most precious autograph letters in my
possession there is a laconic one which is the result
of Tommy's first unaided attempt at epistolography.
I insert here 2i facsimile of this note as bearing con-
vincing testimony to the fact, that the work of rescu-
ing the little boy, which began well three years ago,
is steadily progressing and leading toward his entire
emancipation from the bonds of intellectual torpidity
and moral darkness.

A. A

^-

To

Tommy is taught to use oral speech, but he is not
able as yet to converse save with his fingers. He
articulates a number of words, however, with marked
distinctness and in a tone which is more natural than

207

that of any other child similarly afflicted who has
come under my observation. But, to quote Whit-
tier, —

One like him to lisp a name

Is better than the voice of fame.

Both Willie and Tommy have hosts of faithful
friends and constant helpers in Boston and the
neighboring towns, as well as in many other places.
The story of their education being as it is widely
read excites the sympathy and enlists the interest
not only of grown-up persons but of a large number
of boys and girls, and especially of those among
them whose tender feelings and generous impulses
are judiciously fostered and nurtured by wise and
discreet parents. Among many others, the children
of Mr. Anthony P. Ralli of New York, (a member
of the world-renowned commercial house of Ralli
Brothers,) on perusing last spring the report of the
kindergarten, became so deeply attached to Willie
and Tommy that they sent them a gift of twenty-
five dollars. May the tiny philanthropists, taught
thus early in life to share their pleasures with
the less fortunate members of the human family,
learn the great lesson, that —

True happiness, if understood,
Consists alone in doing good.

Miss Laura E. Poulsson has known Tommy from
the time of his admission to the kindergarten, and the

208

story of his wonderful progress is delightfully and
vividly told by her in the following pages.

On Sept. 19, 1893, Tommy returned to the kindergarten
after a delightful summer spent at the home of his teacher,
Miss Brown, in Wrentham. The freedom with which he
was allowed to roam about the farm, the pure country air,
wholesome food and abundance of fruit, all helped to make
him strong and active. He was interested in everything
and everybody, and greatly enjoyed following different mem-
bers of the family as they went about from one duty to
another. He helped in gathering and preparing the vege-
tables, and took an interest in them throughout the whole
course of cooking, even holding the handle of the kettle or
saucepan sometimes while its contents were boiling. At
dinner he always wished to be served from the dishes he
had helped to prepare. It was his delight to assist (i*) in
making pies, rolling out cookies, setting the table, and so on.
The barn, his old place of interest, maintained its charm,
though his nervous fear of horses and cows has not yet
been fully overcome. Sometimes, when Dobbin was in his
stall, Miss Brown and Tom would pay him a visit with a
nice basket of apples, cornhusks, or whatever might be the
equine delicacy of the day. Tom would not dare to feed
the horse himself but would surrender the basket to Miss
Brown, push her gently forward, and then, when he after-
wards felt in the basket and found it empty, he would laugh,
make the motions of eating and say " horse." Before start-
ing out on a drive he generally asked to see the horse, and
took great pleasure in patting his side, but could not be
induced to feel of the legs or feet. Occasionally Tom's
courage would rise high enough for him to venture patting
the cows' heads through the openings of their stalls ; but

209

the daring feat would cause him to call out " cows ! cows ! "
so vociferously that the bossies became as frightened as him-
self. However, he made an attempt at milking before the
summer was over, which proved that his fear had lessened,
though he always took good care to keep the person of his
instructor in the art of milking well between himself and
the cow during the operation,

A swing and hammock had been placed near the house,
but not near enough for Tom to find his way to them alone.
Kindness prompted invention, and a communication was
effected by rigging a high wire, with an iron ring running
on it, to the desired tree, and attaching to the ring a cord
which Tom could easily reach. By this means he could
guide himself to the swing and return when he chose.

In one of his adventurous roamings, Tom thought he
would follow the course of the stone wall. Unfortunately
he stepped into a hornets' nest and was badly stung
on legs, hands and face. His friends did what they
could for him, but Tom wanted to go at once to the
pump where he laved his wounds in the cool water
till the furious pain subsided. He had the idea that a
cat was responsible for his hurts, and cried out "cat!
cat ! cat ! " this accident thus increasing his fear of that
animal. His teacher showed him a dead hornet and tried to
convince him that such little creatures had stung him ; but
he found it difficult to conceive of these diminutive insects
as the cause of his great pain.

On his return to Jamaica Plain Tom was promoted into
the regular kindergarten classes to pursue the course as far
as possible with the other boys. His day's programme con-
sisted of the followincr :

2IO

A.M.

" Morning Talk " and Writing.

Gift.

Sloyd.

Gymnastics.

Articulation.

P.M.
Reading and Number Work.
Occupation.
Evening Reading (by the teacher.)

All was progressing finely. Tom had been much inter-
ested about beechnuts, acorns, chestnuts and horse-chest-
nuts in the "morning talks; " had learned to crochet chain
stitch and commenced to knit a bag in his sloyd class ; had
made a good beginning in his other lessons, and was having
the Ned and Beppo stories read to him by his teacher —
when scarlet fever broke out in mild form and Tom was a
victim ! He was established in a little building which had
been fitted up for use in sickness, and placed in charge of
a nurse. During his six weeks' quarantine he missed the
companionship of the teachers and boys exceedingly ; but he
was very docile and not ill enough to suffer much. It must
have seemed a great mystery to the dear little fellow that
he should be shut off from all his ordinary associations,
even with the kindest of nurses to care for him. His ex-
perience of the text : " I was in prison and ye visited me,"
was perforce a meagre one, for as he lay ill in bed his
teacher could only communicate with him by rapping on the
window. The jar caused by this was felt by the little in-
valid and responded to by radiant smiles and the spelling of
her name. He was supplied with books, and, as his illness
was slight, he read a good deal ; so that although he lost in

2 I I

the practice of giving out language, he gained some fluency
in reading. At the end of about six weeks he was suffi-
ciently convalescent to be sent to Wrentham to grow strong
again. It was not long before he was toddling about the
house in his old fashion, looking after the cooking, helping
to set the table, trying his hand at wiping dishes, and so on.
One of his self-appointed tasks was the oversight of the
cookey and doughnut jars and the supply of rolls and bis-
cuits. If he came to the conclusion, after due inspection,
that the stock was not sufficient to meet the probable de-
mands of the next day, he would make the fact known with
proper urgency. On a few occasions he took matters into
his own hands ; at one time having commenced to make a
fine batch of biscuits by pouring the contents of the soda
can into a pan of sour milk, and at another having started to
brew a liberal portion of tea for the family supper. Inoppor-
tune discovery always foiled him in these ambitious under-
takings, though he was eminently successful in some deeds
of mischief, such as throwing small utensils out of the pan-
try window, putting soap down the pump, and so on. When
Miss Brown went to Wrentham to see him (having been
engaged in other teaching at the kindergarten during his
illness), his housekeeping responsibilities were not laid
aside even in the joy of greeting her. Evidently one of his
thoughts was: "Another person at dinner — an extra leaf
in the table ;" consequently he manifested what was to Miss
Brown a puzzling desire to gravitate toward the dining room.
As soon as the time to get dinner arrived, up jumped
Tom, pulled apart the table, fetched the leaf and put it in
place. " Let us do honor to our guests and give them gene-
rous comfort !" would be Tom's motto as a householder.

Among the delights accorded to Tom at Wrentham was
the privilege of playing with several articles of absorbing

212

interest, generally tabooed for children. The meat grinder
was one, the apple parer another ; a little coffee mill, an old
egg beater and the sewing machine continued the list. The
meat grinder, howev^er, carried off the palm, even though its
charms were contested by so important a rival as a sewing
machine ; for one was allowed to take the meat grinder to
pieces and put it together again ! As it was composed of
several small parts quite difficult to readjust, Tom's perse-
verance was put to a good test ; but he spurned all help and
tasted to the full the satisfaction of achievement.

During the intervals of housekeeping and the study of
mechanics Tom took time to finish the knitted twine work
bag which he had begun in his sloyd class. He also read
and re-read his book of " Little Stories," the first perusal
of which absorbed him to such a degree that he could
scarcely be induced to leave it even for dinner.

The stormy weather kept him in the house during most
of his stay at Wrentham, but the gardening experiences of
the previous summer were not forgotten. The first time
he was taken outdoors he asked to see the corn and beans.
The corn stubble and bean poles were all that could be
shown him, but he seemed to acquiesce in such a state of
affairs, feeling grateful perhaps that Jack Frost had left even
these ungainly reminders of the luxuriant corn and beans.

It was not until Jan. 3, 1894 that Tommy was again regu-
larly established at the kindergarten. At first it was a
little difficult for him to settle down to his class work. He
apparently felt somewhat like the boy who said that the
time he most wanted a vacation was just after he had had
one. But he applied himself bravely and was soon working
in the accustomed ways. He was glad to see his special
friends, — Fred, Charles, Lyman, Jimmy, and Guy. He
threw his arms about Lyman and Jimmy of his own accord,

213

and kissed them. (At another time, meeting Fred after an
absence, he actually cried for joy.) He called all the old
boys by name, and asked the names of the new ones : but
the new boys did not make much impression upon him; he
would merely remark occasionally that So-and-So was
" new." As it was near the first of January, Tom and Fred
exchanged New Year's gifts ; Tom receiving a pretty neck-
tie and presenting in his turn the precious egg beater which
he had been permitted to bring to town as one of his treas-
ures.

The mantle of household care did not drop at once from
Tom's shoulders on returning to a scholastic atmosphere.
For several days he was quite uneasy when the vegetables
were served at dinner, — spelling: "Down stairs! Down
stairs ! " designating that he wished to inspect the stock of
supplies from which the vegetables came. So one day he
was taken down to the storerooms, and was much gratified
at the bounty there displayed. The barrels of sugar,
crackers and oatmeal particularly pleased him.

It must not be inferred from these accounts of Tom's
housekeeping interests that he is greedy or over-fond of
creature comforts. He is a particularly generous child and
delights in sharing with others. When an express wagon
was to be bought for him he was taken into Boston to select
it for himself. At the same time some bananas were given
to him, and almost as soon as they were purchased Tom be-
gan to name the boys with whom he wanted to divide them.
Again, at dinner one day, Lyman gave Tom three pieces of
candy. Tom thanked the donor, gave one piece of candy to
Miss Brown, one to Jimmy and ate the third himself. It
made no difference in his desire to bestow when he found
that his teacher and Jimmy eacli had candy already from
other sources. " Throughout the summer," says Miss Brown,

214

"when Tom has had candy he has always offered to give
some to those around him ; even on one occasion extending
his generosity to the horse ! "

Tom is not only ready in giving, but he has shown him-
self cordially grateful for the favors he receives. When he
was in the country Miss (jreeley sent him a little clock with
raised numbers on the dial plate and the glass face removed,
thinking he could learn to take care of it and to tell the time.
He wound it regularly, had it in his room at night, and took
the greatest pride and satisfaction in it. On returning to
the kindergarten and seeing Miss Greeley, the first thing he
did was to spell "clock" with his fingers and say "thank
you " with his voice ; and often afterwards in meeting her
he would greet her as freshly as at first with: "Clock.
Thank you ! "

That Tom is dexterous in the use of tools might easily be
guessed from his skill in putting together the meat grinder
and a spinning wheel which he had mischievously taken
apart. Miss Greeley has a box of tools in her room and
Tom is allowed to examine and work with them when he
visits her. When he comes into the room he says : " Please
give me the box;" and then, permission being given, he
will amuse himself for hours, only going to Miss Greeley to
inquire the name of some tool or to ask if he may bore holes
or pound nails into pieces of wood. He uses the hammer,
gimlet and saw, can bore holes well and put in screws with
the screw driver. Miss Greeley has added whittling to her
other amateur lessons in the use of tools, and Tom took to
the jackknife quite handily. Only one cut resulted from the
first trial, and the average certainly does not fall below that !

During Tom's scarlet fever and convalescence. Miss
Brown's services had been devoted to sloyd work under the
guidance of Miss Molander, the special sloyd teacher. As it

215

was necessary for Miss Molander to return to Finland at the
end of the year, and as Miss Brown showed much aptitude as
a sloyd teacher, it was deemed important to have her con-
tinue in that department, putting Tommy under the care of
a new teacher. The new teacher. Miss Conley, entered
upon her duties Feb. i, and has therefore had charge of
Tommy during almost all that part of the school year in
which he was well enough for study. Miss Conley's spirit
and methods being much the same as those of her predeces-
sor, little Tom's progress has not been hindered by the
change. In fact, he and Miss Conley have accomplished a
great deal in their six months' work. The following brief
summary extracted from Miss Conley's record book, under
date of June 26, will give an idea of the progress which has
been made.

Tom has kept up with his class in all the gift and occupation
work.

In the " morning talk " he has studied the fish ; advanced to
the higher grade of turtle, alligator, lizard and frog; and from
these to the bird world, studying the robin, quail, duck, mud hen,
hen, rooster, parrot, hawk, peacock, etc. ; learning their charac-
teristics and to distinguish each readily by the touch.

In writing he began by drawing vertical and then horizontal
lines from one prick to another on paper, progressing from this
to the use of the writing board, on which he learned to draw ver-
tical and horizontal lines without having the pricks to guide him,
and to combine them into right angles. He can now write six
letters of the alphabet : i, o, a, c, d, b.

He has finished and reviewed "Turner's First Reader" and
begun "The Little Ones' Story Book."

In number work, teaching by objects alone has been discon-
tinued, and he can now add, subtract and multiply very readily
with abstract numbers up to 25.

2l6

In articulation much time has been spent in drill on the long
and short vowels and other elements of speech. The following
are some of the words added to his vocabulary : — dog, cat, cow,
hen, horse, lamb, fish, beef, veal, pin, pink, tving, fork, spoon, paper,
cracker, Fred, Charlie, Miss Greeley, Mrs. Davidson, Miss Conley,
Mr. Fisher, Mrs. Fisher, Miss Wood, Dr. Brackett, Miss Carrie,
soup, bread, butter, water, dinner, supper, bed, bad, good, no, one,
two, three, four, five, six, seven, eight, nine, te?i, not, cold, cornbread,
sorry. What is it 1 It is hot (or cold). I will be good. May I
go < Please give me a book. I am sorry I luas a bad boy. I have
been to walk. I have a new dog. PL's name is Beppo.

The " morning talks " at the kindergarten are always of
great interest and profit to the children and Tom enjoyed
his share in them very much. During the past year the
main subject has been back-boned animals, and the children
have had models or actual specimens to examine. In the first
talk about the fish, Tom was much interested in the back-
bone, feeling it carefully from end to end and then passing his
fingers up and down his own back-bone to show the corre-
spondence. The fins of the fish seemed to possess a special
attraction for him ; and when the stuffed hen was shown
him one day in connection with his reading lesson, he spread
the tail out, moved it back and forth and spelled "fin!"
On discovering the eyes, nostrils, mouth, etc. of the frog
model he pointed to similar features of his own, and when
he found joints in the frog's hind legs he immediately began
looking for the joints of his own body and found nearly all.
Being questioned out of class about the fish, he spelled
readily :

The fish has a back-hone. — The fish has fins. — The fish has
a heart. — Fish swiui [giving the motion of swimming that
had been shown him.]

21/

Describing the duck from memory he said :

The duck has two feet. — ■ TJie duck has zvebbed feet. — The
duck has two eyes. — The duck has feathers. — The duck can
stvim in the water.

Tom learns much about nature in his walks. His investi-
gating little fingers are busied with every stone, plant, and
creature with which he comes in contact. He names the
familiar trees, flowers, berries, nuts, etc. as he finds them,
and has learned from the barberry bush, so plentiful in the
Boston suburbs, to quickly avoid thorns. One day he came
across a caterpillar on a stone wall. He knew at once what
it was, and allowed it to crawl over his hand and arm at will,
showing no fear but, on the contrary, the greatest delight.
He has learned his way over quite a portion of the Jamaica
Plain neighborhood, keeping his route by various little land-
marks, though he is, of course, never trusted alone.

One day, in his reading lesson, the word " few " attracted
Tom's attention. He paused, spelled it over again, and then
spelled the word "dew," repeating each several times, and
evidently enjoying the similarity in spelling quite as much
as a person with hearing enjoys a rhyme. At another time
the word "axe" occurred in his reading lesson. Imme-
diately Tom was all animation and full of memories. He
made his teacher understand, — eking out his scant language
with explanatory gesture, — that an axe was for cutting wood,
that it was kept in the cellar, and that Miss Brown had
shown it to him.

Tom's powers of observation and memory show them-
selves in numberless ways. For instance, feeling in the
mood a certain morning, he took up his rubber doll and put
it through a performance of all the gymnastic exercises he
himself had had in class, ending with some of his favorite
kindergarten games, in which the teacher, doll and Tom

2l8

took part. At another time, wishing to give pleasure to
Miss Brown after an absence, he went through a new set
of gymnastic exercises in perfectly correct order, though he
had only had them once in the gymnasium.

Apropos of gymnastics : — Once when Tom's teacher went
to his room at bedtime to see if all was right for the night,
she found Tom on his knees in the attitude of prayer, his
arms flying about in the air. He was going through the
movements "head backward bend! arms upward stretch!"
and others. He had been to the side of his roommate's bed
a few moments before and found him counting his beads ; so
it had entered Tom's head to invent a ceremonial of his
own. Later, he hung his old watchchain on his bed post, in
imitation of the rosary which hung upon that of his room-
mate.

Tom took his teachers hand one morning, gave it a par-
ticular shake and said " Fred." The peculiar touch or mo-
tion was immediately recognized, though Miss Conley had
never thought of noticing it before. Then, grasping her
hand again and shaking it in an entirely different way, he
said "Parker." This, too, was recognized as thoroughly
characteristic of the person named.

Tom's clearness of mind displays itself in his arithmetic,
of which he is very fond. His replies to questions regard-
ing combinations of two or three numbers up to twenty-five
are generally correct and prompt. His teacher reports a
question given in one day's lesson: "I went to the store
and bought twenty oranges. I gave Tom ten, and Fred six.
How many did I have left .^ " To which the reply, "four,"
was given before she thought he had fully comprehended
the question.. Estimating distances, areas, weights, — rneas-
ures of any kind — is one of his hobbies.

As a rule Tom is docile though slow ; but his docility

219

sometimes gives way to freaks of obstinacy, and his slow-
ness might often be not unfairly accounted for by laziness.
Both these faults, however, are much less noticeable than a
year ago. Then the attacks of obstinate resistance were
frequent and formidable, and the slowness at times extreme.
But with the greater mental awakening, greater power of
expression, and more varied occupations, he is less difficult
in disposition. Much effort has been expended toward get-
ting him to realize that time and opportunities pass by, that
each hour brings its duty. His pet clock with its raised
dial figures has been a helpful little monitor ; and the me-
thodical bent of his mind has also helped in this direction.

His unwillingness to take the trouble to talk has retarded
his progress in language, though he has made a fair advance
during the past year. He is quick to seize ideas, however,
which is a great help to his teacher. One entry in Miss
Conley's diary is :

It is so hard to get Tom to answer questions. Today I said,
"what have you been doing?" He replied: "I have been

" then stopped, and only after three-quarters of an hour's

waiting would he say : " playing with my cart."

At another time, knowing that he had been over to the
girls' building, but wishing to make conversation on his
return, his teacher asked : "Where have you been ?" With
a heavy sigh, Tom began to spell very slowly indeed. After
a great tax of his listener's patience, he spelled : " I have
been — Loring," hoping that the omission would be passed
over and that he would be spared the exertion of forming
the whole sentence. But finding that his teacher was pay-
ing close attention and being asked to repeat it, he said :
" I have been to see Miss Loring." " When Tom came into

220

the kindergarten today at half past two," says another
teacher, "I asked him what he had been reading about, but
could get nothing from him except that peculiar smile which
Tom puts on when he has made up his mind not to respond.
Instead of allowing him to go right on with his regular work,
I had him stand and wait, telling him that he might take
his seat when he told me what I had asked him, which he
did not do until four o'clock." The next morning when
Miss Conley went to waken him, he spelled instead of the
usual "good morning:" "The duck said quack!" which
was what he had been reading about the day before. Find-
ing that she did not understand him, he said again: "The
duck said quack ! Bad ! Bad ! " wishing to tell her his
trouble of the day before. And later in the day as he met
each of the teachers, he spelled at once : " The duck said
quack ! " as if trying to make up for his lack of readiness on
the previous day.

Teaching articulated speech to children like Tom is a slow
and arduous task ; but very satisfactory progress has been
made. His emission of voice is quite faint, but stronger
than a year ago. Care is taken to encourage but not force
it. He uses spoken words quite frequently, but his stock is
as yet small. He can ask for almost all that he needs at
table: "Please give me some bread — butter — potato —
tomato — " etc., and addresses several people by name.
When his teacher was occupied one afternoon, she gave him
something with which to amuse himself. Having tired of
the object, Tom went to her and said : " Please give me a
book ? " At another time, when he was reading, he came to
the word rabbit. He knew there was a stuffed rabbit in the
cabinet and expected that Miss Conley would get it and
show it to him. As she showed no intention of doing so,
Tom thought it worth while to use his own powers, and

221

said: "Please give me the rabbit?" Needless to say that
he had it !

On a certain Sunday when the other boys had gone to
church, Tom was left to his own resources. Going to the
door of his room to see that he was all right, Miss Conley
found him sitting Turk-fashion in his rocking chair, saying
aloud all the words he knew. Sometimes he made several
trials before pronouncing the words to his own satisfaction ;
but when satisfaction was attained, he would spell " why,
yes I why, yes ! " with his fingers. When the words did not
come to his recollection fast enough, he would tap his head
and spell " think ! " after which another word would be
spoken. Finally, when he seemed to have exhausted his
powers of recollection, he trotted over to his play drawer,
examined the different articles, shut the drawer and returned
to his chair ; upon which he spoke the names of the toys
he had found in the drawer. Nearly an hour was spent in
this way.

Tom has a sense of humor and appreciates fun even when
it is at his own expense. The question : " What is your
name.^" having occurred in the reading lesson, Tom's
teacher had said to him : " And what is your name } " Tom
was naughty about replying, but finally, after having to
stand on a chair a short time, he consented to say : " Tom."
The next day, when his book was opened for a new lesson,
he turned the leaf back to the old one, found the line :
"What is your name," — shouted "Tom !" at the top of his
voice, made a motion in the direction of the chair, smiled as
much as to say: "What a fuss I made over nothing!" and
then settled himself down for the new reading.

He is fond of frolicking. Miss Greeley went to his room
one evening and found him sitting up in bed, with his pillow
on his head, rocking back and forth, laughing. So she

2 2 2

treated him to a little romp, after which he settled down
contentedly, saying : "Goodnight. Asleep."

When he was taken to the photographer's to sit for his
picture, he had no idea why he was placed in so many dif-
ferent positions. After reaching home he posed for the en-
tertainment of the kindergarten family, taking exactly the
same attitudes as at the photographer's.

At the annual exercises in the Boston Theatre, Tom was
to take part in the clay modelling by making " the egg so
smooth and round that held the wonderful secret." Me was
in very high spirits, and as he sat at the front of the plat-
form working with his clay, would often break into irrepres-
sible laughter. Knowing that some cause must exist for his
hilarity, an investigation was made ; and lo ! instead of the
two eggs which it was nearly time to show, he had about a
hundred little atoms of clay. He had rolled with such vigor
that the moisture had become absorbed from the clay and
it had crumbled into fragments, which Tom thought a very
funny proceeding on the part of the clay.

Tom's letter to Mr. Anagnos last summer may be inter-
esting. The penmanship was not his own, — he merel}' held
the pencil while the teacher guided his hand ; but he dic-
tated the entire contents. The letter was written from
Wrentham, at the beginning of July, 1894.

Dear Mr. Anagnos : It is July. June has gone. Fly. i'arker
has gone to cut grass. Few. Stone wall. Good bye.

l"i>M.

Lr c d zT a k. i I k L TTL
■fi5 i 11. 1^'^ WX V z

223

When Tom sat down to write his letter he was fresh from
a conversation with Miss Brown, and a notable fact had just
been conveyed to him. For a long time it had been June;
but now it was June no more. July had come ! That
should be the first item in his letter. Then he cast about in
his mind for something else interesting, and there occurred
to him that curious word " fly," which was such a queer
thing to ponder over that Mr. Anagnos would certainly like
to hear of it. ^' Fly z. kite." " Birds_;?j'." "A^^jMson my
face." Extraordinary word !

"Parker has gone to cut grass." A very good item.
Parker was evidently the little boy's hero ; and of course,
grass cutting was both important and delightful.

Next came a period of stress, probably. What should
he say } Oh ! there was something else very strange that
he had been thinking about lately. That word "few." It
had been in a reading lesson a long time ago, and he had
just found it again in his reading. Rather a pleasant word
to spell, but an odd one to fit a meaning to ! The spelling
always took his attention from the meaning.

Another period of thought resulted in a capital topic, — a
whole story in itself! "Stone wall." Nice to walk by;
helps you to keep your bearings so well. But the words
" stone wall " sent from Wrentham meant tragedy. Smiling
happiness, hidden enemies, disaster ! Oh ! that dreadful day
when he stepped into the hornets' nest !

However, he must not say too much. A great deal of
ground had already been covered and these exciting memo-
ries were rather exhausting. So he would now close suc-
cinctly with " Good bye, Tom." Yes, one thing more !
There was a certain way of arrang-
ing the letters of the alphabet in / _J
one of his books. Perhaps Mr. D- LT I— i-J

224

Anagnos would like to know about that. So there was a
postscript, — etc., faithfully continued up to z — which surely
made an appropriate ending !

Tom's summer of 1894 was as happy as those of preceding
years spent at Wrentham. He found amusement all day
long in house, barn, tool and carriage house, dooryard, gar-
den and field, gaining knowledge on every side and living
the simple, kindly-nurtured life so good for the body, mind
and spirit of a child. There is no doubt of Tom's apprecia-
tion of Wrentham. He enjoys its atmosphere of good will
and reciprocates with feelings of friendliness, even toward
the church, which is for him a place of tediousness where
there are hours of sitting still, hearing nothing, seeing noth-
ing and doing almost nothing. On the last Sunday of his-
stay he was observed kissing the pews and step railing as he
passed them in going out after service. He knew he was to
leave for the city in a few days and thought he would say
good bye.

The beginning of the new school year finds Tommy estab-
lished in the primary department as a regular member,
spending only the period devoted to the "morning talk" in
the kindergarten. He is in excellent health, and in a fair
way to make great strides in physical improvement, since,
through the philanthropical interest of Dr. Brackett and his
teacher, he is undergoing a treatment of medical gymnastics
in addition to the gymnastics of his class. Being about five
years old, yet with the habits of a mere baby when admitted
to the kindergarten in 1891, his muscles were in verv poor
condition, and it is difficult to get them into a normal state.
An adenoid growth, successfully removed during the past
year, had also affected his physique quite seriously, the
obstructed breathing having caused a noticeable depression
in the chest. These bodilv defects are being treated with

225

faithfulness and skill, and special thanks are due to the
generous physician and the devoted teachers who give so
freely of their best, not only to Tommy but also to the
others who need their special work and care.

Tommy is now eight years of age. He is not a prodigy
but a boy of excellent abilities, happy disposition and warm
heart. Some of his qualities are admirable. He is faithful,
generous, friendly, truthful, observant, neat (so careful about
his clothes and belongings that dust and dirt are really dis-
tressing to him), and possesses an unusually strong memory
and much dexterity in the use of his hands. All these his
education at the kindergarten has fostered and developed
and it is surely a cause of great rejoicing that a child so piti-
fully afflicted has found an environment suited to his needs.
Here stands the kindergarten with its peculiar advantages
for instruction ; here, also, a skilful teacher devoted to her
work. Beside them is this trustful little child knowing
nothing of the straits which he is in, but lifting toward us
a face beaming with friendliness and joy.

His continuance at the kindergarten and the special in-
struction required for him are yearly at stake. Both home
and education come to him through the grace of benefaction
alone. As far as his small power extends he is generously
and carefully provident for the welfare of others. Can we
deny him in his necessity .'

These words may serve as the open sesame to the
feelings and sympathies of those who are able to con-
tribute towards Tommy's education. As was touch-
ingly stated in Miss Poulsson's account for the year
1893, this child has been set in our midst, — a loving,
trustful creature, making his way against odds which

226

remain appalling, lessen them as we may. He has
no hope for more than " the meat which perisheth "
if he is cast back into his former circumstances;
and the life which is " more than meat " flows
through channels which generosity must keep open.
The public has been very generous indeed ; yet
money is absolutely needed to pay the annual ex-
penses for his board and tuition. Shall not dear
little Tommy have further cause to say " I thank
you for lending me a hand at my need '" .■'

Annual Reception.

For trusteth wel. that erles. dukes, kinges
Were gathered in this noble compagnie.
For love, and for encrese of chevalrie.

Chai ( KK.

The annual reception of the ladies' visiting com-
mittee at the kindergarten buildings in Jamaica Plain
is an event, in which the community always show
very great interest. The large number of persons,
who are glad and even eager to attend the public
exercises of schools and colleges all over our land,
surely furnish us with one of the best arguments for
the belief in the aspirations, the strivings for better
things of humanity in general. How does the pessi-
mist, the believer in the total depravity of the human
heart, explain the delight felt by the public in all that
pertains to the education, growth and development
of youth ? And if this delight in the progress of the

227

normal child be great, how much greater is it in the
case of the maimed lambs of the flock, who have been
rescued from the jaws of ignorance, poverty and de-
spair only by a mighty effort ?

We prize and measure results by the efforts, the
human labor they have cost, and by the sympathy
and love which have inspired that labor. Therefore
the people of the greater Boston gather in ever-
increasing numbers at the spring festival of the kin-
dergarten, which is an Easter festival in the truest
sense of the word, a celebration of the resurrection
of the human spirit from the depths of darkness into
the realm of light and truth.

The spring reception was held this year on April
23, nominally at three o'clock, but the anxiety of
the guests to see all that was to be seen and to avoid
the crowd, brought streams of people to the older
building long before the appointed hour. Among
the visitors were many well known people, and a
long array of carriages filled the street in front of the
kindergarten all the afternoon.

Mrs. Thomas Mack and Miss Caroline Derby, of
the visiting committee, received a host of callers in
the main reception room, while Mr. Anagnos and
Mrs. Julia W^ard Howe greeted them in the hallway.
Mrs. William Appleton received the guests in the
girls' building. In addition to these ladies the other
members of the visiting committee present were Mrs.
John Chipman Gray, Mrs. E. Preble Motley, Miss
Clara T. Endicott, Miss Laura Norcross, and Miss

228

Annie C. Warren. Miss Grace White, Miss Eliza-
beth White, Miss Winslow and Miss Gill acted as
ushers, thus adding- a new and charming feature to
the occasion.

Little Tommy Stringer, the deaf, dumb and blind
child, attended by his teacher, was surrounded by an
interested and admiring crowd of people. He is now
able to carry on a conversation in the finger lan-
guage and has a large vocabulary. He is also learn-
ing to speak and can articulate a number of words.
On receiving a bunch of Ma\flowers, he said "thank
you," repeating the words several times and spelling
on the palm of his teacher's hand " pretty flower,"
while he smelt their fraorrance.

O

F'rom three to four o'clock the guests visited the
different departments of the kindergarten, and
wandered at will up stairs and down, through the
boys' and the girls' building, both of which were
thrown open from top to bottom. It was good to
see the little folks, their faces lit up with intelligence,
sitting at the low tables and reading in their books
with their finger-tips, or stringing beads and cubes.
Each child had a name for its long string, calling it
a steam car, wheel, necklace, or some other object
suggested by a lively imagination. Some of the little
people sewed elaborate designs in card-work, while
others arranged tiny cubes, or cylinders in a variety
of forms, thus combining work and play according to
the delightful method of the wise Froebel. Not the
least interesting department was that where the chil-

229

dren were sewing and knitting in accordance with
the sloyd system.

Four o'clock was the hour fixed for the exercises in
the hall. At the sounding of a bell, a carnation was
given to each child, and forming in line, they marched
to the music hall which was soon packed to its utmost
capacity with interested beholders.

On the platform, in addition to the pupils and
teachers of the kindergarten, were Dr. Samuel Eliot,
who presided, Mrs. William Appleton, Mrs. Julia
Ward Howe, Bishop Lawrence, Mr. Joseph B. Glover,
Mr. Edward Jackson, Mr. Henry Marion Howe, and
Dr. Arthur Little of Dorchester.

The first number on the programme was a chorus,
" Queen o' May," in which all the little girls took part,
their fresh young voices showing careful training.
Next came a duet for the piano played by Charles
Amadon and Frederick Walsh in a very creditable
manner. Little Margaret Coberg then recited Sarah
Orne Jewett's " Discontent " in a way that charmed
her hearers. She spoke slowly, clearly, and with an
absence of the parrot-like quality which sometimes
distinguishes juvenile performances of this nature.
" The Windflower," a trio for boys' voices, composed
by Miss Cornelia C. Roeske, elicited a well-deserved
encore. Miss Roeske is herself a graduate of the
Perkins Institution, and is now the music teacher of
the boys at the kindergarten. Her work as a com-
poser does her great credit. A violin duet was
beautifully executed by Sophia Muldoon and Grace

2 30

Wagner. Dr. Eliot then introduced Bishop Law-
rence as the speaker of the afternoon. As he himself
said, it was a difBcult task for the successor of Phillips
Brooks to speak where the eloquence of that great
and noble man still seemed to sound in the ears of
his hearers. But Bishop Lawrence spoke with a
voice so tender, so full of emotion, that he did not fail
to move his audience.

ADDRESS OF RT. REV. WILLIAM LAWRENCE, D.D.

My friends, I have now been a few months the successor of
Philhps Brooks, and I may say that I have never felt so com-
pletely inadequate to take his position as I do at this moment.
His heart was always so full of pity for humanity and always
held its childlikeness so completely that when he came into the
presence of a suffering child or into the presence of one that
had been bereft of any of the advantages of childhood, he was
at his best, and he exhibited such sympathy, such natural delight
in the delights of children that I feel his greatness was more great
in those associations than even as a preacher. On that account,
I say, I feel very helpless and very inadequate to express what I
have to say this afternoon.

Turning for a few moments from this kindergarten and from
our questions as to what we can do for the kindergarten, it
seems to me that tlie first question that we have to ask our-
selves is, What has this institution for the blind of which this kin-
dergarten is a part done for us ? 1 feel that what it has done for
the community is far greater than what the community has done
for those for whom it was founded, tiie blind. 1 know of no
institution in this state in which the state has taken such pride,
and in which it has such a right to take pride, as the iiistilution
for the blind.

231

When Dr. Howe undertook the work, and in the name of the
Master said "Ephphata," and the senses, so far as she had any,
of Laura Bridgnian were opened, it was a fact which became
known world-wide, and Boston was blessed, and received the
benediction of the country due to that one great work. I feel,
therefore, that we have good reason to take very great pride
in this institution, which has done a great thing in bringing
before our entire country the philanthropy, the patience and
skill of the people of Boston as represented in the sympathy
and in the skill of Dr. Howe. The work of this great philan-
thropist has gone on, and in the person of him who is now at
the head of the institution its ministry is being continued in the
same spirit.

But beyond the great satisfaction that we can take in this
establishment from what it has done for us in recalling to us
the dignity of philanthropy, I feel also that it has done this for
us. As year after year the reports have been sent to me, and I
have scanned them through, the one impression that has come
over me has not been so much the wonderful work that has been
done for the blind as the wonderful patience and thoroughness
with which the work has been done, and it seems to me that the
teachers of this institution, the teachers who are now here and
who have gone before, have done a great work for the teachers of
the whole country in showing to them what thoroughness, what
patience, what skill and what dignity there is in the work of a
teacher, and how patience and skill and all that goes to make up
a teacher will make the blind to see and the deaf to hear.

1 feel, therefore, that there can be no better object-lesson for
the teachers of this community than to come and see with what
quiet, patient perseverance, and with what exactness and thor-
oughness, the teachers of this institution have done and are now
doing their work.

Thus, my friends, I feel that it is not so much that the institu-
tion for the blind and the kindergarten is under obligations to

232

the community, but that the community is under great obligations
to it for the work that it has done for us, and for the inspiration
that it has given us. And now as we come to hear this object-
lesson, I feel that what these children are saying to you by their
bright and intelligent faces, and what they are telling you through
their songs, and through that wonderful illustration of the com-
pensations of life in the loss of senses as was seen in the quick
response with which those boys answered to the call of the piano
in telling the notes and the keys that were struck, must have ap-
pealed to your hearts as it has to mine.

Again, this institution through that illustration has suggested to
us another obligation in relation to the compensations of life, if
only we will take the drawbacks of life and the trials of life in the
patient spirit with which these children take them ; for it is
wonderful how with the loss of sight, the sense of touch, and the
sense of hearing, the exactness and quickness of attention of
those children are brought forward, and how in those compensa-
tions they are enabled to enjoy the use of certain senses with a
keener enjoyment than we do, so thorough has been their train-
ing and so exact has been the work.

But more than this, one of the beautiful features of this institu-
tion was expressed just now in the words of a teacher, but which
has been evident to you all, and to secure which is the aim of
those who have charge of children, — their lack of self-conscious-
ness. I do not know that there is anything that leads children
to self-consciousness more than the wrong use of their sight, the
realization of the fact that they are being seen. These children,
of course, have the other senses which must sometimes bring to
their thoughts the fact that they are centres of interest, and it
must require great effort and great patience to keep them from
being self-conscious, but as we have talked to them down stairs
and as we have heard them speak, we can not but feel that
the teachers have been eminently successful in keeping them
childlike.

233

And now I speak of the kindergarten. It has been ah-eady
suggested, and you ah-eady know, that this kindergarten is
burdened with debt, and that it calls for generous gifts. In
response to what this kindergarten is doing for us this afternoon,
and what the institution as a whole has done for the community,
it would seem as if we should consider it a privilege to do our
part in expressing in ever so slight a way our sense of gratifica-
tion at the work that has been done.

If I may not seem too personal, — I spoke at the beginning of
one in whose position I stand, — I speak now of another. Near
the close of his life my father underwent an operation for the
removal of a cataract. I was present in the room during the
operation, and as soon as it was over, the physician told him that
he must be perfectly quiet. He said, " I have only one thing to
say, a little matter of business," and then he turned to me and
said, " I wish that you would go down stairs and send a check to
the institution for the blind.''

Now it seems to me that if any of you have received any
benefit through the increase of the skill in surgery, if any of you
have ever had any help brought to you through the kindness of
physicians and the goodness of the Great Physician, if any of you
have children who are now enjoying all their senses, I can not
think of anything that would be more gratifying and that would
be more appropriate than that you should send your check in
gratitude to the kindergarten.

At the conclusion of the Bishop's address, tiny
James Cunningham, who seemed not much larger
than a bird, and not able to chirp much louder, re-
cited "What a Bird Thought," in a charming way.
The girls of the primary class then sang a chorus en-
titled " Little Dandelion."

An exercise which called forth many expressions

234

of wonder and delight from the audience consisted in
the correct naming by the scholars of the music class,
of every chord struck by the teacher. Miss Roeske
played a number of chords on the piano, calling on
the boys in turn, to describe each chord, and to give
the musical key to which it belonged. They did this
with great facility, one boy, Wilbor Dodge, proving
anew his right to the title of musical prodigy, bv
calling out, major or minor, dominant seventh, dimin-
ished sixth, or whatever the chord might be, almost
before it had fully sounded.

The finale was the " Heart Sunshine Waltz,"
played by the boys' orchestra, and composed by their
teacher. It brought into play zithers, bells, piccolos,
drums, triangles, and a number of other instruments
suitable to the age of the childish musicians. It was
executed in perfect time, with much spirit, and was
received with delight by the audience who called for
an encore.

At the conclusion of the children's exercises, Dr.
Eliot made an address in behalf of the trustees of the
kindergarten and of the ladies' visiting committee.

ADDRESS OF DR. SAMIEF. ELIOT.

The programme for the afternoon is now completed so far as
it has been written out, and 1 wish it were ahogether completed,
instead of my being called upon to break in upon it, as it were,
with some of those remarks with which the old friends of the
kindergarten are already too familiar. I read in the account of
Edilh Thomas given in the very interesting report of our director

235

and published a few weeks ago that quotations, as she expressed
it, make her miserable. Addresses in which I am concerned at
the close of exercises like these make me miserable, for I feel en-
tirely out of place. At the same time there is a necessity of
appealing to the generous instincts of a generous people, and one
that repeats itself from year to year as our work goes on, and as
our means of carrying it on satisfactorily and completely are not
yet gained. The old servant of a Scottish laird told his master
that he must leave him for the master was always in a bad tem-
per. "Aye, but John," said the master, "it's nae sooner on than
it's off." "Aye, Aye, laird," said John, "but it's nae sooner off
than it's on." I feel as if these repeated appeals for the kinder-
garten were no sooner made than they began again.

However that may be, we can speak with honest satisfaction
of what has been done. You see many signs of it this afternoon
in these children's songs and recitations and musical perform-
ances, but, of course, you do not see one-tenth part of what is
going on here day by clay, or what is going on in our parent in-
stitution at South Boston. You must visit both places ; you must
become familiar with the lives within these walls before you think
that you begin to understand them. But you see enough even in
exercises like these to be convinced that a work has been accom-
plished, not is to be, but has been accomplished, and for that
work we are all of us very grateful. I for one feel deeply grate-
ful to our director and his assistants, and even to these children,
for what has been done. Bishop Lawrence did not say one word
too much on the side of the obligation which you owe to them.
It is an obligation which we cannot fulfil merely by spending a
few hours here, or by giving a few dollars to sustain this holy
enterprise ; yet it must be sustained, and in fuller measure than
it has now reached, or it must suffer.

We have today in the kindergarten sixty-nine children, and
there are twelve waiting to be admitted. If they were all here,
we should have, as you see, more than four score to provide for.

236

and yet tliere is not' a corner into which any one of these twelve
children can be thrust. I do not, however, think it so urgent that
the number of children should be increased as that the children
already here should be amply provided for ; otherwise there must
come a check to the work as it is going on. and there must be
discouragement to the director and his assistants. Therefore I
plead for them that the work as it is, not as it is to be, may be
fully and adequately sustained. For that we need money to pay
for the debt which we have incurred chietiy in building the tine
structure in which we are assembled this afternoon, a debt now
amounting to eighteen thousand dollars, while to meet the ex-
pense of the kindergarten as it is constituted we need about four
thousand dollars a year more than we have. These are our pecu-
niary wants at this moment: — eighteen thousand dollars to pay
off the debt on the buildings of the kindergarten, and four thou-
sand dollars additional income to provide for its current expenses
until the whole amount of the endowment fund is obtained.

We have been greatly helped in our current expenses by the
ladies" visiting committee, in whose name this assemblage is
called here this afternoon ; and I rejoice to say that it is now not
only a visiting committee of this neighborhood, but that the good
work is spreading, and that there are ladies present today from
Worcester who have organized an auxiliary association and are
contributing to our wants. If we could have such an auxiliary
in every large town in the Commonwealth, probably the four
thousand dollars additional income would soon be provided for ;
but whether we have the auxiliaries or not, whether the four thou-
sand dollars come in or not, you may be siu'e that this work will
never languish, for having once been begun, it must be carried
forward. The stars of heaven in their courses fight for it ; all
the currents of humanity, of human interest and of human benefi-
cence, are in its favor, and it must come at length to that happy
haven where it will not lie inactive, but l)e so relieved from any
sense of insecurity as to grow in all its ])owers of doing good.

^11

For this I am here to plead at the director's request, and at
the request indirectly of the ladies' committee, and for it I
plead with all my heart. "Why is it," said an amateur fisher-
man to an old fellow whom he had engaged to take him out on
a river to catch the trout which swam there, "that you catch
all the fish and I catch none?" "Because," said the old angler,
"I'm fishing for fish and you're fishing for fun." Now I am
not fishing for fun. I am fishing for fish this afternoon, and I
want to catch some very big ones, if possible, but the small
ones will play their part, and give their proportion of encourage-
ment, if we can catch them. Mrs. Mack, who is kind enough
to perform the service for us, will be found seated near the door
as you go out, and she will be glad to take any small offerings,
anv subscriptions to the membership of this auxiliary of which I
have already spoken, and which needs to be very much enlarged.
I do not think I need to say anything more. These children
have pleaded their own cause. How can I plead it half as well
as they have done ? Vet among the memories that have been
revived within us the last week in the great celebration of the
new holiday to commemorate the old, old story of our fathers'
heroism, there is just one touch that comes home to us this
afternoon. When Isaac Davis, who fell by the first fire at
Concord, left his home in Acton on the morning of the 19th of
April, 1775, he turned back to his wife, and before marching
away with his minute men said, " Hannah, take good care of
the children." He never came back alive, but we may be sure
that those children were cared for, and that their descendants
are still in existence to prove that a man who dies for his country
does not die in vain.

Let us take care of our children. Let us be very sure that we
do take care of them, and let every one of them gathered here
have reason to be glad and thankful that such a home has been
provided for them by the generous people of Massachusetts.
These exercises are now closed.

238

Dr. Eliot's appeal was so earnest, urgent, and
withal so whole-souled, that it had an immediate
effect on the audience. A number of persons at the
close of the exercises went directly to the desk of
Mrs. Thomas Mack, the acting treasurer in the ab-
sence of Miss Olga E. Gardner, in order to s^ive in
their names as members of the ladies' auxiliary so-
ciety, and to pay the annual subscription.

But the results of this interesting occasion cannot
be measured by the receipts of money alone. As the
guests wended their way homeward, all felt that they
had gained much valuable information concerning
the work of the kindergarten, while the sight of the
happy but sightless faces and busy little fingers had
warmed the sympathies of each compassionate be-
holder and given him new inspiration.

All which is respectfully submitted by

M. ANAGNOS.

REPORT OF THE MATRON.

To Mr. M. Anagnos, Diiector.

Sir: — I beg leave to submit the following report of the
kindergarten for the blind for the year ending September
30, 1894.

In order to look forward to the future of an undertaking
with any degree of intelligent hope and expectancy a period-
ical review of what has been accomplished already is re-
quired,— a close examination of aims and methods together
with a judicious estimate of cause and effect, and a clear
knowledge of ways and means

The inception and early years of this enterprise have been
characterized by a spirit of devotion and self-sacrifice on the
part of all who share in the work ; by arduous labors in the
effort to promote its best interests, and by a feeling of solici-
tude and real anxiety concerning its financial condition.
While the laborers in this field have found full recompense
for their services in the success which has attended their
efforts, and while the rapid development of the kindergarten
and the excellent work accomplished by it furnish an unan-
swerable argument for the further prosecution of the under-
taking,— it is felt that a state of pecuniary independence
is essential to the permanent well-being of the infant school.

We record with a feeling of gratitude the stimulating and
valuable experience which the months of the year just closed
have brought in their succession. The mental advance
made by each pupil of the kindergarten, the physical im-

240

provement of the children and the good condition of health
preserved in both households offer the best evidence of the
character of the work done at the institution and of the
painstaking care bestowed on its inmates.

The end of the year shows 58 children in the kinder-
garten. In September at the beginning of the new school
term 18 pupils, 9 boys and 9 girls, were transferred to the
parent institution at South Boston. This class is the first
that has graduated and a reasonable degree of pride is felt
in its fitness to prove the value of kindergarten training, —
in its power to confirm the hope and meet the expectation of
those who eagerly await the results of our work.

During the early part of the last year of their stay with
us, the boys of this class formed an organization called The
Kindergarten Primary Club. Its object they declared to be
"free discussion and mutual benefit." No one except mem-
bers of the club was admitted to its meetings, and no grown
person was permitted to join its membership with the excep-
tion of Mrs. Davidson, who acted as mentor and secretary.
The disposal of the club's limited funds was characteristic
of the ruling spirit pervading the organization. The first
money was expended for a suitable flower pot to hold a plant
which the boys had grown for a dearly loved friend of the
kindergarten. A little later a small amount was invested in
a birthday gift to the "mother" of the household, and at the
end of the year the sum of five dollars was raised by strenu-
ous effort and given to Mr. Anagnos to be devoted to the
new building fund. The club was loyally proud of its part-
ing gift to the kindergarten.

No change has been made during the year in our corps of
teachers, and it is no less true now than it has been in the
past that the work of training the pupils in all the classes
is both ably and conscientiously performed. In every case

241

this work is supplemented by the spirit of love and enthu-
siasm, which marks the true kindergarten. Froebel's
methods are followed closely both in the kindergarten and in
the primary classes. The study of botany, zoology and min-
eralogy begins in the kindergarten and extends in progres-
sive lessons through all the classes. The methods used in
teaching natural history are the following. The children are
required to model in clay the forms of animals and plants
and to read books relating to the subject of their lessons.
They are also required to give both an oral and a written
description of the various creatures, and thus learn to ex-
press their thoughts clearly and correctly.

The beginnings of the study of history are to be found in
the familiar morning talks wherein is made prominent the
significance of important events and periods of time in con-
nection perhaps with the lives of distinguished men and
women. The observance of national holidays and of the
birthdays of our famous poets and men of letters furnish
additional easy lessons in history. I overheard one child
enumerate to another, a stranger, the "good times " we had
enjoyed and the days we had "celebrated" at the kinder-
garten this year. "There was Miss 's birthday; George

Washington's ; Queen Victoria's ; the sleighride Mrs. Mack
gave us ; the ride to Lexington, to Bunker Hill ; Christmas
day ; the visit to Cambridge ; " — and here the little boy
paused, as if he found even the remembrance of the glory of
it all overpowering. The day in Cambridge was memorable.
After visiting Memorial Hall and the Agassiz Museum, the
party went by special invitation to the Longfellow Mansion,
— stopping on the way, of course, to see the Washington
Elm. The delighted children were shown many interesting
treasures in the famous house, " the old clock on the stairs "
pleasing them especially and awakening a deep spirit of

242

reverence in their childish hearts. They asked permission
of their kind hostess to repeat the poem with which they
were lovingly familiar, and the beautiful lines were given
with an expression born of the occasion.

A valuable lesson in geography grew out of the following
incident. A friend of the kindergarten, who was about to
leave her home and go to Europe, called to say good bye to
the children and brought with her, as a parting gift, a beauti-
ful model of an ocean steamer. The miniature vessel was
labelled the "City of New York," but the boys immediately
changed the name to " Augusta Victoria," as this was the
name of the ship on which the lady was to sail. Her pas-
sage across the ocean was the daily theme of conversation,
until letters were received from their kind friend, when her
various journeys and the different places which she had
visited became the subject of many long talks.

Natural methods, as they are called, are used in most of
our daily work. For instance, a class examines the various
cereals. Characteristic differences are pointed out and the
manner of growth is explained and made clear. On one
occasion, when the lesson was upon wheat, the entire class
went to the kitchen and under the direction of the teacher
bread was made by eight little boys, all of whom were under
ten years of age. The result was, that the children gained
an idea of the process of bread-making, and we gained sev-
eral loaves of good bread for the table.

A child is obliged to think when it works. Intellectual
activity is thus awakened, and the fact that it has created
something is of moral value to the little worker. As a
means of developing the sense of form in the blind child,
and of stimulating his power of observation and invention,
progressive lessons in knitting and sewing have been intro-
duced under the supervision of a skilful and exi")erienced

243

teacher of sloycl. In this work the pupils begin by learning
to make a coarse twine chain with the fingers, A little later
plain knitting is taught by substituting in place of the fingers
large wooden needles. The use of bone and of steel needles
follows in due course and finer yarn is used with each change
of needle. The child is taught to cast on and to take up
stitches ; to narrow and to seam ; to bind and to finish.
These various steps in the work follow in succession, until
at last the child is able to do every variety of fancy knitting
in a skilful manner. Sewing is taught by similar methods.
The first appliance used is a circular plate of metal, the sur-
face of which contains one hundred and ninety-seven perfora-
tions. With a cotton cord to weave in and out of these
holes the child learns the various stitches which are used in
sewing, such as overseam, back-stitch, cross stitch, hemming
and gathering. He finds, after a little practice, that he can
make the same stitches on coarse canvas with needle and
thread. When this point has been reached it becomes no
difficult matter to apply the knowledge already gained and
use the finer grades of cloth. Taught in this progressive
and scientific way the sightless child is fitted in the course
of a few years to make and to mend his own clothing. In
all these lessons pains are taken to secure a correct position
of the body while the work is being done, and to train the
fingers to grasp the implements firmly and to hold them
easily.

With the introduction of the Ling system of gymnastics
it has become possible to adapt the physical training to
individual need, and by this means to correct in some meas-
ure cases of deformity and of retarded development. Grati-
fying results have followed the use of special movements
adapted to this end. We are greatly indebted to Dr. E. G.
Brackett for the service which he has rendered in directing
the course of instruction in these special cases.

244

In the education of the blind, and especially in the
kindergarten scheme of work and play, music is regarded
as something more than an accomplishment, and it is never
suffered to become a mere pastime. Forty pupils take
lessons on the pianoforte and five on the violin. The
classes which meet daily for instruction and practice in
singing comprise all the children in the school. Through
the kindness of Mr. John M. Rodocanachi the kinder-orches-
tra has been supplied with new instruments, and the tiny
musicians have attained a higher degree of proficiency.

During the past year the health of both households has
been uniformly good. With the exception of three cases
of scarlet fever at the very beginning of the school term,
we have been free from epidemic diseases. James Shea
entered the kindergarten September 20, 1893. Within four
days thereafter he was taken ill with scarlet fever and
was removed to the City hospital. He recovered from the
disease in a few weeks and went to his home, but a com-
plication of disorders ensued and on December 19, 1893,
the little fellow died. We desire in this connection to
acknowledge our indebtedness to the City and to the Chil-
dren's Hospital; and to Dr. Henry W. Broughton for the
services which he generously rendered to the children of
the kindergarten, refusing all compensation.

Our grateful acknowledgments are due to the ladies'
visiting committee for the personal interest which they
have shown in all that relates to the well being of the
infant school. We are indebted to each and to all for
frequent visits and for timely advice and aid. The com-
mittee's reception which was held on Monday, April 23,
was attended by a large and distinguished company of ladies
and gentlemen.

The King's Daughters of Newton have defrayed the

245

expenses of several children during the summer vacation,
and have also provided clothing for a number of them.

The Young Ladies' Missionary Association of Concord,
N.H., has supplied Willie Elizabeth Robin with clothing.

We are indebted to Miss E. S. Parkman for the gift of
a pianoforte ; to Miss Lucy Cook of Detroit for a picture,
and to Mr. John M. Rodocanachi for eighteen photographs
mounted and framed.

The publishers of the Roxbury News have kindly supplied
the kindergarten with a copy of the paper.

The constant improvement both physical and mental
shown by Willie Elizabeth Robin seems to justify the
course of instruction pursued in her case. She studies
reading, writing, arithmetic and zoology in classes with
girls of her own age. She manifests an intelligent interest
in her work and maintains a creditable standing in her class.
She learns to articulate with great eagerness, and is making
satisfactory progress in the acquisition of speech. Like all
healthy children she is full of exuberant life and spirits and
delights in every form of physical exercise. In addition to
the usual gymnastic exercises, Willie receives special train-
ing in equipoise and she has made a perceptible gain in the
firmness and steadiness of her movement as is shown in her
running and walking. She spent the summer vacation with
Mr. and Mrs, A. T. Whiting at their home in Hingham,
The loving care and tender affection which these kind
friends lavish upon the attractive child meets with a full
response from Willie who is never so happy as when with
them.

Each of the twelve months included in this report of a
year's work has been an important period in the develop-
ment and education of Tommy Stringer. Often a circum-
stance, which at first seems unfavorable, proves to be in

246

reality a blessing in disguise. Tommy was one of the three
children who were the victims of scarlet fever. During seven
weeks he was completely isolated from all his teachers and
companions. As the nurse who took care of him during his
illness was not able to use the manual alphabet, he had no
one with whom he could converse. In Tommy's case the
fever was light in character and he suffered but little from
weakness and prostration. While still in bed his favorite
occupation and amusement seemed to be found in spelling
the names of his friends and of the objects with which he
was familiar. His mind was evidently busy in reviewing the
events of the past ; the expression of his face was serious
and indicated deep thoughtfulness. When he returned to
school, after spending the Thanksgiving recess with his
teacher at her home, it was apparent to all that a mental and
moral change had taken place in little Tommy. This change
is shown in various ways but chiefly in his behavior toward
his schoolmates, with whom he now manifests a desire to be
on friendly terms. He is inclined to be more companion-
able and is less reserved than formerly. Hence a much bet-
ter opportunity is now afforded to find out his real ideas of
things. Tommy has recently formed a strong attachment
for one of his schoolmates. One way of manifesting his
special regard for this boy is to say to Fred, "good night"
and "good morning." One day after receiving from this
playmate a little gift, Tom went to his own room and select-
ing a cherished toy from his collection, he carried it to his
friend's room and left it there at the same time he was spell-
ing eagerly and rapidly with his fingers, "Fred's, Fred's."
This I believe to be Tommy's first spontaneous effort to re-
ciprocate a favor.

Tommy is both patient and systematic in doing the work
which is required of him. He delights in helping his teachers

247

by arranging work on the tables and by bringing books which
are needed. After a lesson he returns the articles and
books which have been used, to their proper places. He ex-
amines the work of the other boys and expresses his opinion
of it saying, "good," or "bad," as the case may be. In
weaving and in sewing Tommy is both skilful and inventive.
The new patterns which he has originated in both occupa-
tions show no small degree of ingenuity. He does not dis-
play the same amount of dexterity in modelling, but he sel-
dom fails to recognize the clay objects which are made by
other persons.

Tommy's articulation has not improved in any marked
degree, but by constant practice he is becoming familiar with
the method of producing vocal sounds. In June last Dr.
J. H. Farlow of Boston performed an operation on Tommy,
which had become necessary on account of enlargement of
the tonsils together with adenoid growth in the nasal pas-
sages. These obstructions rendered breathing difficult for
the child, and moreover prevented the air from entering
his lungs in sufficient quantity. The removal of the impedi-
ments afforded immediate relief to Tommy, who acknowl-
edges his obligation to the kind surgeon by a degree of
friendliness, which it is not usual for him to manifest to
strangers. It is believed that this improvement in the con-
dition of the throat will materially aid Tommy's efforts in
speaking.

His summer vacation was spent, as was that of the previ-
ous year, in Wrentham with Miss Laura A. Brown, and
again he returned to us full of health and sturdy boyish life
and vigor.

We cannot close this report without expressing again a
word of thanks to the many kind friends who continue to
stimulate our efforts and to aid our work in ways almost in-

248

numerable. And to the new helpers, who have recently
joined benevolent hands with those who have hitherto borne
the burden, we extend a word of hearty welcome, because
the little sightless children are increasing in numbers at the
kindergarten, and they cry imploringly for help that they
may be led out of mental and moral hopelessness and dark-
ness.

Respectfully,

ISABEL GREELEY.

LIST OF THE CHILDREN.

Allen, Mary K.
Anderson. Elizabeth.
Burke. Norah.
Coberg, Margaret.
Dart, Marion F.
Dolan, Ellen.
Elwell, Gertrude.
Forbush, Vinnie F.
Gilman, Lura.
Goggin, Mary-
Hamlet, Ethel.
Hayes, Mary Etta.
Hughes. Mattie.
Ingham, Beatrice.
Kennedy, Annie M.
Longley, Cora A.
McKensie, Maggie.
Muldoon, Sophia J.
Ovens, Emily A.
Puffer, Mildred E.
Robin, Willie Elizabeth.
Root, May E.
Swanberg, Martha.
Thurley, Blanche M.
Veasey, Emma A.
Wagner, Alice M.
Barnard, Richie J. C.
Bartlett, Joseph.
Beckwitb, George.

Bradley, Edward F.
Butters, Albert W.
Cunningham, James^H.
Delude, Louis.
Dewhurst, Henry.
Drew, Francis.
Fuller, Albert.
Harvey, Lyman K.
Heroux, Alfred N.
Jacobson. Guy H.
L'Abbe, Henry.
Lester, James.
Lord, John W.
Muldoon, Henry M.
Muldoon, Robert D.
Nelson, Charles S.
Nilson, Frank.
Paige, Frank H.
Rand. Henry.
Ransom, Francis.
Ryan, Edward D.
Sticher, Frank W.
Stringer, Thomas.
Stuart, Edwin.
Swift, William S.
Vaughn, William M.
Walsh, William.
Wetherell, John.
Williams, Albert L.

FINANCIAL STATEMENT OF THE KINDERGARTEN

For the Year ending Sett. 30, 1894.

Receipts.
Donations —
Mrs. Benjamin S. Rotch fund, .... $5,000.00

Legacies —
Mrs. Richard Perkins, . . . $io,coo.oo
Mrs. Elizabeth W. Gay,

additional, 231.19 10,231.19 $15,231.19

Endowment fund, 11,512.80

Annual subscriptions through Ladies' Auxil-
iary' Society, $5,631.50

Contributions, 753-30

Total for current expenses, .... 6,384.80

Donations for new building, 2,030.00

Board and tuition, 9,109.47

Rents 862,32

Income from investments 9,784.06

Insurance for loss by fire, 262.00

Cash on hand Oct. i, 1893 3.033.06 $58,209.70

Expenses.

Maintenance, $18,144.08

Expenses on houses let, 321-53

Bills to be refunded, 137-54

Loss by theft 620-72

Invested 32,000.00 51,223.87

Balance Oct. i, 1894, $6,985.83

PROPERTY BELONGING TO THE KINDERGARTEN.

Helen C. Bradlee fund, $40,000.00

Mrs. Warren B. Potter fund 25,000.00

Mrs. George W. Wales fund 10,000.00

Mrs. \A^illiam Appleton fund, 9,700.00

Mrs. Benjamin S. Rotch fund, 8,000.00

Legacies —

Sidney Bartlett, io,coo.oo

George Edward Downs, 3,000.00

Mary \Villiatns, 5,000.00

Elisha T. Loring, 5,000.00

Ellen M. Gifford, 5,000.00

Joseph Scholfield, 3,000.00

Royal W. Turner, 3,000.00

Mrs. Lucy A. Dwight 4,000.00

Mrs. Eleanor J. W. Baker, 2,500.00

Mrs. Elizabeth W. Gay 7,931.00

Mrs. Eliza B. Seymour, 5,000.00

Miss Rebecca Salisbury 200.00

Miss Sarah Bradford, 100.00

Mary H. Watson, 100.00

Mrs. Richard Perkins, 10,000.00

Funds from other donations, 77,469.00 $234,000.00

Cash in treasury, 6,985.83

Land, buildings and personal property in use of the

kindergarten at Jamaica Plain, 152,247.75

Total amount of property belonging to the

kindergarten, $393,233-58

KINDERGARTEN ENDOWMENT FUND.
List of Contributors.

From Sei>lenil)er 30. 1S93, to Octol)er i, 1IS94.

A friend $500.00

A friend, 5.00

A friend, i.oo

A friend in Allston, i5-oo

A friend in Allston, 2.00

A friend. Westminster, 6.00

A Kindergartner, 2.00

An Easter gift from one who loves the sightless

little ones, 500.00

Anderson, Albert and J. M., 10.00

Andrews. Miss P. N 5.00

Appleton, Mrs. William, 1,000.00

Balfour, Miss Mary D., 10.00

ISarnard. James Monson, 100.00

Baylies, Miss M. W., Taunton, 10.00

i>.. Miss C, Hridgewater, England, 4.80

lieebe, Mrs. J. Arthur, 500.00

Belmont Congregational Unitarian Society, through

Rev. Hilary Bygrave, 10.00

Billings, Mrs. Elizabeth and Mrs. A. T. Upham,

Canton, 5°°

a., R., 10.00

Brackett, Miss Nancy, Quincy, 50.00

Bradley, Mrs. R. M., 10.00

Brack, Miss .Mice C, Milton, proceeds of operetta, 52.00

^■tt/ioiint lorricii foncHxni, $2,807.80

253

Amount brought foriv a rd, $2,807.80

Brett, Mrs. Anna K., Avon, S°°

Brewster, William, 5-°°

Brigham, Miss Margaret, North Grafton, .... 5.00

Brooks, Shepherd, 400.00

Brown, E. R., Dover, N.H., 41-67

Brown, Miss H. Louisa, 5-°°

Butterftelcl Mrs. A. W., i-oo

Cabot. Mrs. Francis lo-oo

Caryl, Mrs., Chicago, 2.00

C, E. L)., 3-00

Chapm, Mrs. A. M., 5°o

Chapman, Miss 1-°°

Chapman. Miss Annie B., 2.00

Chase, Mrs. Charles G., Brookline, -50.00

Children of the Bridgewater Normal School Kinder-
garten 7-°°

C'hildren of Misses Seeger and Davenport's School,

Jamaica Plain 5o-oo

Children of Mrs. Sweetser's Kindergarten, Newton, -6.00

C, Mrs. J. F., JO-o°

Clapp. Mary L., 2.00

Collinson, Arthur, West Somerville, -50

Concert under the auspices of Miss Ethelle J. Reed

and Miss Gertrude Walker, 257.25

Cook, Mrs. Charles T., Detroit, Michigan 25.00

Corbin, Mrs., 25.00

Cordner, Miss 5°°

Coulter. Mrs. J. T i-oo

Crocker, Mrs. N. H.. Brookline. one-half proceeds

of entertainment. 50.00

Cunningham. Mrs. F lo-oo

Cushing. Miss Susan T 5-°°

Amount carried forioard, ^3>797-22

254

Amount brought forjvarit $3,797.22

Dabney, Mrs. Roxana L 3.00

Dehon, Miss Cornelia 50.00

D., E. S., 100.00

Dinzey, Miss Caroline L 1.00

Ditson, Mrs. Oliver 100.00

Dow, Miss Jane F., -5-oo

Easter offertory, Trinity Church 10.00

Eliot, Dr. Samuel 100.00

Ellis, George H 100.00

Fairbanks. Miss C. L., 10.00

Faulkner, Mrs. Charles, 500.00

Faulkner, Miss Fanny M., 500.00

Fay, Miss Sarah M 1,005.00

Field, Mrs. E. E. V., 20.00

thirst Primary Club of the Kindergarten for the
Blind, Charles Amadon, Wilbor Dodge, George
Lawton, Bernard Levin, Antonio Martello, Fran-
cis Rochford, Owen Simpson, Fred \ . Walsh,

and Leon Vounge, 5-oo

Friend G. S. H. in memory of Charles W. Faulkner. • 00.00

Friend M. R. H., i.oo

G., A. D., 10.00

Glover, Miss C. L., -500

Goddard, A. \\'., Brookline 5.00

Goldthwaite, John 25.00

Goodhue, George O., Danville, 1*. (^., '5-oo

Gooding, Rev. Alfred, Portsmouth, \.H 10.00

Grew, Mrs. Henry S., 10.00

Gross, \^^ v., 4.00

Gymnastic Class, Fauntleroy Hall 3i-oo

H.. C 2.00

Hersey, Charles H 1500

.Imoiint uirrici/ foriCHin/, $6,579.22

I

255

A»ioitnt brought forward, $6,579.22

Hollis, Mrs. S. J., Lynn, 25.00

Hubbard, Mrs. C. W., 10.00

Infant Class in Union Church, Weymouth, .... 22.00

Jackson, Dr. J. A., Manchester, N.H., 25.00

Jenks, Miss CaroUne E., 5.00

Kendall, Miss H. W., 50.00

Kent, Mrs. Helena M 100.00

Kent, Mrs. Rebecca, 10.00

Kindergarten, Gore Street, East Cambridge, through

Mrs. Berthold 8.25

Kindergarten, Miss H.'s, ^^'akefield, i.oo

Knapp, George B., 25.00

Lamb, Mrs. George, Cambridge, 5.00

Lang, Mrs. B. J., 10.00

Lang, Miss E. F., 5.00

Leadbeater, Misses F. E. and M. G., 4.00

Learned, Miss Mollie, New London, Conn., ... 5.00

Lyman, Mrs. George H 10.00

Mack, Thomas, 25.00

Mair, Mrs. Charlotte T., i.oo

Manning, Mrs. M. W., Brooklyn, N.Y 100.00

Mason, Miss Ida M., 1,000.00

Matthews, Mrs. Annie B., i. 000. 00

Matthews, Miss Nanna B., ro.oo

Matthews, Miss Alice, 10.00

Meyer, Mrs. George von L 100.00

Minot, Dr. Francis, 10.00

Montgomery, William 10.00

Morison, Mrs. Frank, 25.00

Morse, Mrs. Leopold, 100.00

Motley, Mrs. E. Preble, 25.00

Moulton, Miss M. C, 25.00

Atjwunt carried forward, $9,340.47

256

Amount brought fo>-ward^ $9,340.47

Newell, Mrs. M. Abbie, in loving remembrance of

A. H. N 5000

Nevous, Mrs. Alta H., i.oo

Nichols, J. Howard, 3500

Parkman, Miss Eliza S 10.00

Peabody, F. H., 7500

Peabody, The Misses, Cambridge, :;o.oo

Phipps, Mrs. John A., 25.00

Pierson, Lena, West Somerville, i.oo

P. K., 200.00

Pollard, M. S. P., Brookline, 50.00

Powars, Miss Mary A., 25.00

Primary department of Day street Sunday-school,

West Somerville, 5.00

Primary department of Highland Sunday-school, . . 3.50
Primary department of Morel and street Congrega-
tional Sunday-school, 5.00

Proceeds of entertainments February 22 by pupils

of Perkins Institution, 120.26

Proceeds of fair held by Mrs. Laura F. Richards.

Gardiner, Maine, 285.00

Richardson, Mrs. L. H., New York, 25.00

Rogers, Mrs. Anne B., Chicago, 5.00

Ross, Miss Charlotte, West Newton i.oo

Rust. Mrs. W. A., 10.00

S., 10.00

Sabine, Miss Catherine 5.00

Sargent, Mrs. F. W., 10.00

Sears, Mrs. F. R., Jr 25.00

Sears, Mrs. K. W 25.00

Shepard, Mrs. Emily E., Brookline 10.00

Shepard Sunday-school, Cambridge 25.13

Amount lanicd fonvnni^ . . ■ 510,422.36

257

Amount brought forward,

Slocum, Mrs. VV. H., Jamaica Plain,

Sohier, Miss E. D.,

Sohier, Miss Emily L.,

Spaulding, Mrs. Edward,

Standish, Mrs. Adelaide, .

Stearns, R. H. & Co.,

Stevens, Miss C. Augusta, New York,

Stockham, Dr. Alice,

Sunday-school of First Church, Boston, ....
Sunday-school of First Congregational Church, Great

Barrington,

Thayer, B. T.,

The Bonbonniere and the girls of Dana Hall,

Wellesley,

Thorndike, Mrs. J. H.,

Three friends,

Three friends in Worcester,

Through Mrs. Martha Bryant Cary,

Through Mrs. John Chipman Gray,

Tilden, Miss Elsie,

Tuttle, Mrs. J. C, New York,

Unibstaetter, Mrs. Nelly L.,

Union Kindergarten, Brookline,

Unitarian Church, New Bedford, through Rev. P. R.
Frothingham,

Upham, Miss Susan,

Vose, Miss C. C, . . . •

Wales, George W.,

Ware, Miss Annie S.,

Washburn, Rev. Alfred F.,

Watson, Tommy, Helen, Ralph and Esther, Wey-
mouth,

Amount carried forward,

;io,422.36

oo.

oo

25-

oo

25'

,oo

6

.oo

50.00

25.00

50.00

5.00

91.46
12.48

10.00

51-50

100.00
6.00
3.00

33-00
10.00

25.00

2.00

5.00

3.00

50.00
50.00
10.00
100.00
5.00
20.00

5.82

;i 1,301.62

258

Amount brought forioard, $11,301.62

Watson, Mr. and Mrs. Thomas, Weymouth, . . . 44.18

Weld, Otis E., 100.00

Whitehead, Miss Mary, 5.00

Whitney, Edward, . 10.00

Whitney, Miss E. P., West Newton, in the name of

Helen Keller, 5.00

Wildes, Miss Marjorie, Ipswich, i.oo

Williams, Mrs. Annie 0 5.00

Wilson, Rev. C. Howard, i.oo

Winslow, Mrs. William C, lo.oo

Young People's Club of the Unitarian Churcli,

Jamaica Plain 40.00

$11,522.80

CONTRIBUTIONS FOR CURRENT EXPENSES.

Annual subscriptions through the Ladies' Auxiliary

Society, Miss Olga E. Gardner, treasurer, . . $4,780.50

Cambridge Branch, through Mrs. E. C. Agassiz,

treasurer, 515.00

Dorchester Branch, through Mrs. Charles V. Whitten,

treasurer, 94.00

Dorchester Branch No. 2, through Mrs. C. A. Say-
ward, treasurer, 27.00

Milton Branch, through Mrs. William Wood, treas-
urer, 115.00

Wellesley Branch, through Mrs. E. T. Ingraham,

treasurer, 33-oo

Worcester Branch, through Mrs. John E. Day, treas-
urer, 100.00

.Ifuouut carried for7vard, $5,664.50

259

Amount broui^/if forwar:/, :S5,664.50

Ladies of Gardiner, Maine, through Mrs. Laura E.

Richards 9.00

Ladies of Lynn, through Mrs. Lucy B. Haven, . . 60.00

Baker, Mrs. Richard, annual, 50.00

Clarke, Mrs. James Freeman, annual, 5.00

Coolidge, Mrs. John T., annual, 10.00

Coolidge. Mrs. T. Jefferson, Jr., 25.00

D., L. W. and M. M. D.. annual, 50.00

Donations at the Kindergarten reception, through

Mrs. Thomas Mack 68.80

lasigi. Miss Mary V., annual, i5-oo

Jackson, Mrs. E. S., 2.00

Jackson, Mrs. J. B. S., annual, 50.00

Loud, Mrs. Sarah P., annual, 10.00

" Our little Amy and Edward," 5-oo

Phillips, Mrs. John C 200.00

R., Miss, .50

Rogers, Miss, 2.00

Sargent, Mrs. Winthrop, 100.00

St. Agnes Guild, Melrose, through Mrs. H. A. Bush,

annual, 5.00

Swinerton, Miss Lenna D., annual, 3-oo

Thorndike, Mrs. J. H., annual, 10.00

Warren, Mrs. J. Sullivan, annual, 20.00

White, Mrs. Eliza O., Brookline, 10.00

Whitehead, Miss Mary, annual 10.00

$6,384.80

26o

FOR THE NEW BUILDING.

Lend a Hand Club, Church of the I'nity, Worcester. S5.00

Motley, Mrs. Ellen R., 25.00

Saltonstall, Henry, i. 000. 00

W'olcott, Mrs. I. Huntinsjton, 1.000.00

$2,030.00

The trustees earnestly appeal to the public for further contribu-
tions to the amount of $16,475, which is still lacking to complete
the building fund.

All iO)itributors to the fund are respectfully requested to peruse the
above list, and to report either to Edward Jackson, Treasurer, No.
53 State street, Boston, or to the Director, M. Ana(;nos. South Bos-
ton, any omissions or inaccuracies which they tnay fnd iu it.

EDWARD JACKSON. Treasurer.

No. 53 State Stkeet (Room S40), Boston.

I

DONATIONS AND SUBSCRIPTIONS FOR TOMMY
STRINGER.

A friend, $200.00

A friend, i-5o

A friend, A. K., i-oo

" Aunt Madeleine," Eleanor Acheson, Jennie Allison,
Mary A. Dougan, Mary B. Harding and Har-
riette B. Reed, \\'ashington, Penn., through Miss

Madeleine Le Moyne 20.00

Bowman, Dexter D 5°°

Brooks, Bishop, in memory of 5°°

Brown, Mrs. J. Conklin, Greensboro', Ga., .... 10.00

Brown, Rev. J. G., D.D., 5-°°

Brown, Warner, Greensboro', Ga i-oo

Child in St. Paul, Minn., through Miss Lucy

Wheelock, i-°o

Children of the Florence Kindergarten, through

Miss Frances H. Look, 12.50

Children of Miss A. L. Partridge's Kindergarten,

Augusta, Maine, 21.00

Children of the Pierce Kindergarten. Ihookline,

through Miss Annie B. Winchester, .... 4-25

"Clover Leaf Club,"— Lillian L Bates, Norma
Eaton, Fannie Edmands, Olive Lincoln, Maud
Northrop, Cora Patrick and Hester Westcott,

Hopedale, 28.25

Co-operative Kindergarten, Bangor, Maine, ... 1.13

Aiiioinif carried fonuard, $3^6.63

262

Amount brought forniani, $316.63

Elder, Miss E. C, Buffalo, X.V

Endicott, Mrs. William, 3d

Episcopal Sunday-school, Beachmont,

Everett, Miss Emily M., Cleveland, Ohio

Farrar, Edwin

Fay, Miss Sarah M., annual

Gallaudet Society ; . .

Glover, Miss Caroline L.,

G., J. B.,

Goodhue, George ()., Uanville, Canada

Herbert Street Kindergarten, through Miss Esther
M. Sheldon, Salem

Hitchcock, Mrs. R. S

Hitchcock, Miss S. G.,

Hudson, Miss Mary,

Junior department Park Avenue Congregational
Sunday-school, through Mrs. W. M. Bristol,
Minneapolis, Minn.,

Ladies' Auxiliary Society of the Kindergarten,

Lend a Hand Club, through Miss Emily Stephan,
Cleveland, Ohio,

Matthews, Mrs. Annie B

M., A. J.,

Maxcy, Josiah S

Peyraud, Mademoiselle Rosalie [.. annual. ....

Pickman, Mrs. I). L.. annual (covering three years).

Primary class of the Second Church Sunday-school,
Boston, Carl Wetherell, Dora Gleason, Cora
Annable. Julia Woods, Lydia Hyde. Katherine
Dorr, Caroline and Marian Gay, Theoda Bush.
Richard and Helen Grozier, Frances Owen,
Ralph Pope. \\\^/. and Doris Patterson, and Mil-
dred Bond, through Miss Kate L. Brown, . . 27.00

Amount carried Jo rioarit, $5 5 7 '72

1. 00
5.00

•75

25.00

1.00

25.00

3-34
10.00
10.00

5.00

6.00
2.00
2.00
1. 00

5.00
10.00

10.00
50.00

1. 00
10.00

1. 00
^0.00

3-

oo

12,

5°

lO,

,oo

lO.

.oo

25'

.oo

r

.oo

lO

.oo

lO

.oo

263

Amount brought foruHird^ !^557-7-

Primary class of the Walnut Avenue Church Sunday-
school, Roxbury, 5-°°

Primary department of the Washington Street Bap-
tist Sunday-school, Lynn,

Ralli, Julia, Pandik, lone, and Lois, New York City,

Richardson, W., Brooklyn, N.Y

Rodocanachi, J. M

Rotch, Miss Edith,

Stevens, Miss L. R.,

Sunday-school class of the South Congregational
Church, Concord, N.H

Swan, Mrs. Robert,

Union Sunday-school of Harmon, 111., through Silas

Ackert, Sup't, 5-°°

Union Sunday-school of Beachmont, through Mrs.

Fannie Waite, 3-°°

Unitarian Sunday-school of Beachmont, through Mrs.

Fannie Waite, -5°

Wales, George W., 25.00

Whitney, Miss E. P 2.00

Young, Mrs. B. L., 10.00

Young, Miss Lucy F., Groton, annual, i-oo

$696.72

Further contributions will be thankfully received and gratefully
acknowledged by

M. ANAGNOS, Trustee.

DONATIONS THROUGH THE LADIES' AUXILIARY.

A friend, ji.oo

A friend, loo

A friend, i.oo

A friend 2.00

A friend, Brookline i.oo

Anonymous, i.oo

Anonymous, i.oo

Bartlett, Miss Fannie, 30.00

Batcheller, Mrs. A. H 3.00

Baylies, Mrs. Walter, 10.00

Bigelow. Mrs. Prescott, 10.00

Bowditch, Mr. William 1 10.00

Bradley, Mrs. Richards, 4.00

Breed, Mrs. F. M., Lynn 5.00

Browne, Miss H. T 10.00

Burkhardt, Mrs. Sophie M., Brookline ^5 00

Cary, Miss E. G 20.00

Cary, Mrs. Richard i.oo

Cary, Miss, i.oo

Cheever, Dr. David W 5.00

Clark, Mrs. S., Brookline, 10.00

Clarke, Mrs. Henry, Worcester 50.00

Codman, Mrs. C. R 5.00

Converse, Mrs. C. C 4.00

Cowing, Miss Anne G., Jamaica Plain 10.00

Crafts, Mrs. James M 25.00

Anioinit carrii'ii fonvard^ $246.00

265

Amount brought forward, $246.00

i'urtis, Miss Clara, j ^^

Curtis, Mr. Lawrence, r qq

Drew, Mrs. E. C, ^^.^^

Edwards, Miss Agnes H H., Longwood, .... i.oo

Eliot, Lydia, Mary and Samuel, Brookline, .... 8.00

Farnam, Mrs. Henry, New Haven, Conn., .... 20.00

Fay, Mrs. Harrison, Brookline, 2.00

Fessenden, Mrs. S. H., 2 00

Foster, Mrs. Charles O., Brookline, c^.oo

French, Mr. Jonathan qo.oo

Friends through Mrs. Swan y 00

Glover, Mr. Joseph H 100.00

Glover, Miss, ,^ ^^

Goddard, Mr. A. \V., Brookline, 10.00

Hooper, Mrs. F. F . ^^

Hopkins, Mr. C. A., Brookline -0.00

Jones, Mrs. B. M., - ^^

Kidder, Mrs. Henry P.. Milton, 5,00

Lincoln, Mr. A. L., Jr., Longwood, 2. 00

Loring, The Misses, . . 20.00

Loring, Mrs. W. C,

Lothrop, Mrs. Thornton K., jo 00

Lowell, Miss Anna C., Roxbury 100.00

Lowell, Miss Georgina, 2 qq

Lowell, Mrs. George G., . . 2 -.00

Manning, Mr. J. P., Roxbury ^ 00

McCleary, Mr. S. F., Brookline, i.oo

Morss, Mr. Anthony S., Charlestown, ^.00

Osgood, Mr. John Felt, Salem, c^o.oo

Peabody, Mr. F. H ;^o.oo

Pickman, Mrs. Dudley L., 2^500

Reed, Mrs. William H., 10 00

Amount carricit forwani, $878.00

25.00

266

Amount brought fonoard, $878.00

Richards, Miss C. A., 5.00

Robeson, Mrs. William R., 50.00

Rogers, Mrs. William B., 7.00

Ross, Master Franklin H 10.00

Schlesinger, Mr. Barthold, Brookline 30.00

Schwarz, Mrs. Franz H i.oo

Schwarz, Mrs. Louis B., Brookline • i .00

Sears, Mrs. H. M -S-oo

Sharp, Mr. Edward, Brookline, 5.00

Slocum, Miss Anna I)., Jamaica Plain 2.00

Sprague, Mrs. Charles F -'5-oo

Stone, Mrs. F., 20.00

Tapley, Mrs. Anna S -5-oo

Townsend, Mrs. J. P., i.oo

Wardwell, Mrs. W., Brookline i.oo

Wigglesworth, Dr. E 10.00

Wigglesworth, Mrs. E 10.00

Winsor, Mrs. H 5.00

Woodward, Mrs. Samuel B., Worcester 10.00

$1,11 I.oo

ANNUAL SUBSCRIPTIONS.

Through the Ladies' Auxiliary Society, Miss Olga E. Gardner, Treasurer,

Abbott, Miss A. F., $i.oo

Abbott, Mrs. H. E., Brookline, 2.00

Abbott, Mrs. H. W., 5.00

Abbott, Mrs. J., 5.00

Abbott, Miss J. E., i.oo

Abel, Mrs., Roxbury i.oo

Adams, Mrs. Waldo, 5.00

Allen, Mrs. A. H., i.oo

Allen, Mrs. C. H., i.oo

Allen, Miss Dorothy M., i.oo

Allen, Mrs. F. R., 2.00

Allen, Mrs. R. L., i.oo

Allen, Mrs. W. H., 5.00

Ames, Rev. Charles G 10.00

Ames, Mrs. F. L., . . . .• 50.00

Amory, Miss A. S., 15-00

Amory, Mrs. C. W., 5.00

Amory, Mrs. Francis 1 10.00

Amory, Mrs. William, 15-00

Anderson, Mrs. J. F 5.00

Andrews, Mr. C. H 5.00

Andrews, Mr. F. R., 10.00

Armstrong, Mr. George W., Brookline, 10.00

Arnold, Mrs. Richard, 2.00

Atkins, Mrs. Elisha, 10.00

Amount carried fonvard^ $178.00

268

Avioiiiit br(>iight forrvarJ, $178.00

Ayer, Mrs. J. B 5.00

Bacon, Mrs. E. R i.oo

Bacon, Miss E. S., Jamaica Plain, 5.00

Bacon, Mrs. F. E., Mattapoisett 5.00

Bacon, Miss Julia. Jamaica Plain 5.00

Bailey, Mrs. H. R., Cambridge, 2.00

Baker, Mrs. Richard, Jr 5.00

Bancroft, Mrs. J. C 5.00

Barnard, Mrs. M. C, Dorchester i.oo

Barnes, Mrs. C. B 10.00

Barnes, Mrs. H. J.. 5.00

Barnes, Mrs. T. \\' 3.00

Barstow, Miss K. A 5.00

Bartlett, Miss Mary F 20.00

Bartlett, Miss M. H _ 3.00

Bartol, Rev. Cyrus A 10.00

Basto, Mrs. M. A., Roxbury 3.00

Batcheller, Mrs. A. H., 2.00

Batcheller, Mr. Robert 2.00

Bigelow, Mrs. Alanson, Brookline i.oo

Bigelow, Mrs. G. S 5.00

Bigelow, Mrs. H . . 5.00

Bigelow, Mrs. J. S 10.00

Bigelow, Mrs. Prescott, Chestnut Hill 10.00

Bigelow, Mrs. Prescott, Jr., Jamaica Plain 5.00

Billings, Mrs. J. B i.oo

Blacker, Mrs. Eliza Y ., AUston 5.00

Blake, Mrs. G. B 10.00

Blake, Mrs. S. P., 5-°°

Blake, Mr. W. V 5.00

Blanchard, Mrs. W. G., Roxbury i.oo

Bleakie, Mrs. J. S 5.00

AnioiDit iiinicil fonoaril, $343.00

269

Amount brought forward. $343.00

Bliss, Mrs. William, 10.00

Boardman, Mrs. T. D., 2.00

Boit, Mr. Robert A., Longwood, 2.00

Boland, Dr. E. S., South Boston, 5.00

Boody, Mr. J. H., Brookline, 5.00

Bowditch, Mrs. Arthur H., i.oo

Bradford. Mrs. C. F., 10.00

Bradley, Mrs. Frederic R., Brookline, 5.00

Bradley, Mrs. Richards, 1.00

Bremer, Mrs. J. L., 5.00

Briggs, Dr. E. C 2.00

Brown, Mrs. Buckminster, 3-oo

Brown, Mr. C. H. C, Roxbury. 5.00

Brown, Miss H. L., [Died] 2.50

Brown, Mrs. J. Conklin, Greensboro', Georgia, . . 2.00

Brown, Mrs. T. C, Brookline, 5.00

Browne. Mrs. Augustus, Brookline, 2.00

Browne, Miss H. T 10.00

Bryant, Mrs. J. D., 2.00

Bullard, Mrs. William S 10.00

Bullens, Mr. George S., Newton, i.oo

BuUens, Mrs. George S., Newton, i.oo

Bumstead, Mrs. Freeman, Cambridge 10.00

Bunker, Mr. Alfred, Roxbury, 3.00

Burgess, Mrs. S. K., Brookline, 10.00

Burkhardt, Mrs. P. W., Brookline, 10.00

Burnham, Mrs. H. D., 5.00

Burnham, Mrs. John A., 10.00

Burnham, Mrs., John A., Jr 5.00

Burr, Mrs. H. M., Chestnut Hill, i.oo

Burrage, Mrs. J. C, i.oo

Butler, Mrs. C. L 2.00

Amount carried for^uard, $490.50

270

Amount brought forwartt S490.50

Cabot, Mr. John H., Brookline 5.00

Callender, Mr. Walter, Providence, R.l 10.00

Carter, Mrs. John \V., West Newton, 5.00

Cary, Miss A. P 10.00

Cary, Miss E. G 10.00

Cary, Mrs. Richard 1.00

Cary, Miss, i.oo

Caryl, Miss Harriet E i.oo

Case, Mrs. James B 5.00

Chapin, Mrs. H. B., Jamaica Plain 5.00

Chase, Dr. H. E., Brookline

Cheeney, Mrs. Arthur,

Cheever, Mr. George H.. Roxbury

Chick, Mrs. L W.,

Choate, Mrs. C. F

Claflin, Mrs. W^ H

Clapp, Mr. Charles M., Roxburj^

Clapp, Mrs. Henry A., Roxbury

Clark, Miss S. W., Beverly

Clark, Mrs. B. C, • • •

Clark, Mrs. F. S.,

Clarke, Miss Harriet E., Worcester

Clarke, Mrs. J. F

Clarke, Mrs. J. J

Clerk, Mrs. W. F., Roxbury

Cobb, Mrs. C. K., Chestnut Hill

Cochrane, Mrs. Alexander

Codman, Mrs. C. R

Codman, Mr. Robert

Cofifin, Mr. G. R., Brookline,

Collamore, The Misses

Collar, Mr. W. C, Roxbury,

Amount carried forward, $634.50

I.

00

1.

00

2.

00

2.

00

I 0.

,00

2 ,

00

5-

00

2 ,

,00

10.

,00

5

.00

10

.00

5

.00

5

.00

2.

.00

3

.00

I

.00

5

.00

5

.00

5

.00

2

.00

5

.00

0

.00

271

Amount brought forward, $634.50

Converse, Mrs. C. C,

Converse, Mrs. E. S.,

Coolidge, Mrs. J. Randolph,

Corey, Mrs. S. E., Brookline,

Cotting, Mrs. C. K,

Cotting, Mrs. C. U.,

Covel, Mrs. A. S.,

Cowing, Mrs. Martha W., West Roxbury, .

Crafts, Mrs. James M.,

Crane, Mrs. A. M

Crehore, Mrs. G. C,

Crocker, Miss L. H.,

Crosby, Miss S. T.,

Cummings, Mr. G. W., Brookline,

Curtis, Mrs. Charles P.,

Curtis, Mrs. G. A., Roxbury,

Curtis, Mrs. H. G.,

Curtis, Mrs. J. R,

Curtiss, Miss Mary F., Roxbury,

Gushing, Miss Mary J.,

Gushing, Miss Sarah P.,

Cutter, Mrs. E. G

Cutter, Mrs. E. M.,

Dabney, Mrs. L. S.,

Dale, Mrs. Eben,

Dana, Mrs. Samuel B.,

Daniell, Mrs. H. W.,

Daniels, Mrs. G. F

Davis, Mrs. Simon,

Day, Mr. William F., Roxbury, . . . .

Dean, Mr. Charles A., Roxbury,

Denney, Mrs. A. B., Chestnut Hill,

Amount carried forward, $828.50

I

.00

5

.00

10

.00

10

.00

5

.00

5

.00

2

.00

25

.00

20

.00

5

.00

5

.00

5

.00

I

.00

2

.00

20,

.00

2,

.00

5'

.00

5'

,00

I,

.00

5'

.00

2

.00

2.

.00

I.

00

10.

.00

5'

,00

10.

00

5-

00

I.

00

3-

00

5-

GO

10.

00

I.

00

2 72

Amouut brought forward,

Dennison, Mrs. E. W

Derby, Mrs. Hasket,

Dewey, Miss Mary E

Dexter, Mr. Arthur,

Dexter, Miss Elsie,

Dexter, Miss Rose L.,

Dillaway, Mrs. Charles K., Roxbury

Ditson, Mrs. Oliver,

Dixon, Mrs. L. S.,

Doliber, Mrs. Thomas, Brookline,

Dorr, Miss Caroline, Roxbury,

Dowse, Mrs. Charles F.,

Draper, Mr. Charles E., Roxbury,

Draper, Dr. F. W.,

Drew, Mrs. E. C,

Drost, Mr. C. A., Brookline,

Dunbar, Mrs. J. R., Brookline,

Dwight, Mrs. James,

Dwight, Mrs. Thomas,

Dwight, Mrs. Thomas, Jr

Eager, Mrs. E. H.,

Edgerly, Mrs. Charles B.,

Edmands, Mr. H. H. W., Roxbury,

Edmands, Mrs. M. G., Brookline,

Edmond, Mr. E. H., Brookline

Edmond, Mrs. E. H., Brookline

Edwards, Mrs. George H.,

Edwards, Mr. J. C, Brookline,

Eichberg, Mrs. J.,

Eliot, Mrs. Amory, Brookline

Elms, Mrs. Edward C, Newton

Elms, Miss F. G., Newton,

Amount carried forward, $915.50

^>J^(J.

:)'^

5-

00

5-

00

2 .

00

5

00

->

00

5

00

->

00

5

00

2

00

5

00

10

00

I

00

T

00

2

00

I

00

I

.00

;i

.00

I

.00

I

.00

I

.00

^

.00

I

.00

2

.00

I

.00

I

.00

2

.00

I

.00

5

.00

2

.00

2

.00

I

.00

I

.00

273

AmouJit brought forward^ $915.50

Elms, Mr. Frank, Newton, i.oo

Elms, Mr. J. C, Newton, i.oo

Elms, Mrs. J. C, Newton, i.oo

Elms, Mrs. J. C, Jr., Newton, i.oo

Emery, Miss Octavia B., i.oo

Endicott, Miss, i.oo

Endicott, Mrs. Henry, 5.00

Ernst, Mrs. C. W., 2.00

Estabrook, Mrs. A. F., 5.00

Eustis, Mrs. W. T., 2.00

Evans, Mrs. Glendower, 5.00

Fabian, Mrs. C. W., 5.00

Fairbanks, Mrs. Horace, St. Johnsbury, Vermont, . 10.00

Farlow, Mr. George A., 10.00

Farwell, Mrs. S. W., 5.00

Faulkner, Mrs. Charles, 10.00

Faulkner, Miss, 10.00

Fay, Mrs. Dudley B., 10.00

Fay, Mrs. Henry H., 10.00

Fay, Miss S. B., i.oo

Fay, Miss Sarah M., 10.00

Fenno, Mr. J. Brooks, 10.00

Ferris, Mrs. M. C, Brookline, 5.00

Ferris, Miss M. E., Brookline, 5.00

Fiske, Mrs. Joseph N., 5.00

Fitz, Mrs. E. R., 5.00

Fitz, Mrs. Walter Scott, 25.00

Flagg, Mrs. Augustus, 6.00

Flint, Mrs. W. B., 2.00

Forbes, Mrs. J. Murray, 5.00

Frank, Mrs. Daniel, i.oo

Freeman, Miss Harriet E., 5.00

Amoimt carried forivard, $1,095.50

2 74

Amount brought forward, $1,095.50

French, Mrs. John J i.oo

French, Miss S. E., Dorchester, 5.00

French, Mrs. T. H., Roxbury i.oo

Friedman, Mr. S., Roxbury, 5.00

Frothingham, Miss, 5.00

Frothingham, Mrs. E., i.oo

Frothingham, Mrs. O. B., 5.00

Fry, Mrs. Charles, 10.00

Fuller, Rev. S. R., i.oo

Gaffield, Mr. Thomas, 5.00

Gammell, Mrs. William, Providence, R.I., . . . . 100.00

Gardner, Miss Olga E., 5.00

Gardner, Mrs. J. L., 5.00

Gardner, Mrs. R. H., Chestnut Hill, i.oo

Gaston, Mrs. W 5.00

Gay, Dr. W. F 5.00

Gilluly, Miss M. E., i.oo

Glasier, Mr. Alfred A., Roxbury, 10.00

Gleason, Mrs. Cora L., South Boston, 3.00

Glover, Mrs. J. C, Roxbury, i.oo

Goddard, Miss L. W., 2.00

Goddard, Miss Matilda, i.oo

Cioldthwait, Mr. John, 10.00

Goode, Mr. Robert M., Roxbury, 2.00

Gooding, Mrs. T. P., 2.00

Goodman, Mr. Richard, Lenox, 5.00

Goodwin, Mr. Frank, i.oo

Goodwin, Mrs. J. C, 100

Gorham, Mrs. W. H., 5.00

Gray, Mrs. J. C 5.00

Gray, Mrs. J. H., 5.00

Gray, Mrs. Morris, Chestnut Hill, i .00

Amount carried forward, $1,310.50

275

Amoiiitt brought forward, 51,310.50

Greeley. Mrs. R. F 5.00

Greene, Mrs. J. S. Copley, 2.00

Gregory, Mr. G. \\\, Roxbury 3.00

Grew, Mrs. H. S., 10.00

Griggs, Mr. B. F., Roxbury, i.oo

Grover, Mrs. William, 10.00

Hall Mrs. E. R 2.00

Hall, Mr. G. G 2.00

Hall, Miss Laura G., Hanover, 5.00

Hall, Mrs. M. L 5.00

Hall. Mr. William F., Brookline, 2.00

Hamlin, Miss Helen, Buffalo, N.Y., 2.00

Hammond, Mrs. George Warren, 10.00

Hapgood, Mr. '\\ B., Allston, i.oo

Harding, Mrs. E 10.00

Hardy, Mrs. A. H., i.oo

Harrington, Mrs. F. B 3.00

Harrington, Dr. H. L., Dorchester, 2.00

Harrington, Mrs. M. S., Dorchester, i.oo

Hart, Mr. Maurice, Roxbury, i.oo

Hart, Mrs. Thomas N., 2.00

Haskell, Mrs. Edwin B., Auburndale 50.00

Hayden, Mrs. C. R 5-oo

Hayden, Mrs. Isaac, Roxbury, 5.00

Hayes, Miss M. G i.oo

Hayes, Mrs. J. A., i.oo

Healey, Miss Helen, i.oo

Heard, Mrs. J. Theodore, 5.00

Hecht, Mrs 5-°°

Hemenway, Mrs. Alfred i.oo

Hemenway, Mrs. C. P., 10.00

Henshaw, Mrs. Harriet A., 10.00

Amount carried forward^ $1,484.50

276

Amount brought forward, 51.4S4.50

Higginson, Mrs. H. L., 'S-oo

Higginson, Mr. Waldo 10.00

Hill, Mrs. A. S., 5.00

Hitchcock, Mrs. David W., 5.00

Hogg, Mrs. John 5.00

Holbrook, Mrs. ^^'alker i.oo

Hooper, Mrs. F. F., 1.00

Hooper, Mrs. J. R., 2.00

Hooper, Mrs. R. C, 10.00

Hooper, Mrs. S. E., Roxbury, i.oo

Horton, Mrs. E. A., 2.00

Horton, Mrs. W. H 10.00

Houghton, Miss Elizabeth G., 10.00

Houghton, Hon. H. O., Cambridge 5.00

Howe, Mrs. A., i.oo

Howe, Mrs. Julia Ward 5.00

Howland, Mrs. O. O -5-oo

Hubbard, Mrs. Eliot, 10.00

Hubbard, Mrs. Gorham 10.00

Hudson, Mrs. John E., 5.00

Hunneman, Miss Elizabeth A., Roxbury, .... 2.00

Hunneman, Mrs. S. W., Roxbury, i .00

Hunnewell, Miss Charlotte 10.00

Hunnewell, Mr. H. H., 50.00

Hunnewell, Mr. Walter, 10.00

Hutchins, Mrs. Constantine F 5.00

Inches, Mrs. C. E., i.oo

Jackson, Miss E., 5.00

Jackson, Mrs. J. B. S 5.00

Jacques, Mrs. Herbert, Chestnut Hill i.oo

James, Mrs. John W., 10.00

Jewett, Miss S. O., South Berwick, Maine 5.00

Amount carried for7i.'ard, $1,727.50

277

Amount brought forwant $1)727-5°

Johnson, Mrs. Edward 2.00

Johnson, The Misses 20.00

Jones, Mrs. B. M., 2.00

Jones, Mrs. Charles H.. (Endowment fund.) . . . 5-oo

Jones, Miss Ellen M lo-oo

Jones, Mrs. Jerome, Brookline i-oo

Jones, Mr. RoUin, Roxbury, S-°°

Jordan, Mrs. Eben D., 5-o°

Jordan, Mrs. H. S 5°°

Josselyn, Mrs. A. S., 5-oo

Kaifanburgh, Mr. I., Brookline, 5 00

Kehew, Mrs. M. B., i-oo

Kenerson, Mr. Austin H., Roxbury 100

Kent, Mrs. John, Brookline, 2.00

Kettle, Mrs. C. L., i-oo

Kidder, Mrs. Henry P., Milton, 5-°°

Kidner, Mrs., 2.00

Kimball, Mr. Edward P., Maiden, 10.00

Kimball, Mrs. D. P., 25.00

Kimball, Mrs. M. D., 100

Kimball, Miss S i-oo

Kimball, Mrs. S. H., Jamaica Plain, 5.00

King, Mrs. D. Webster, 2.00

Kinsley, Mrs. Edward W., 5-oo

Klumpke, Miss A. E., 3-oo

Lamb, Mrs. S. T., Brookline 2.00

'Lamson, Mrs. J. A., i-oo

Lawrence, Mr. C. R., Brookline, 5°°

Lee, Mrs. George C, 10.00

Levin, Bernard, Perkins Institution, i-oo

Lincoln, Miss C. K. T i-oo

Lincoln, Mr. W. H., BrookHne 5-oo

Amount carried forzvard, $1,881.50

2

Amount brought fo7-7vard, $1,881.50

Lockwood, Mrs. Rhodes, i.oo

Lodge, Mrs. John E., 5.00

Lonsdale, Mrs. E., i.oo

Loring, The Misses, 5.00

Loring, Mrs. W. C, -5-oo

Lothrop, Mrs. Thornton K., 10.00

Loud, Miss, 2.00

Lovering, Mrs. C. T., 10.00

Lovett, Mr. A., Brookline, 5.00

Lowell, Mrs. Charles, 5.00

Lowell, Mrs. E. J i.oo

Lowell, Miss G., i.oo

Lowell, Mrs. John 5.00

Lowell, Mrs. John, Jr., Chestnut Hill, . . . . i.oo

Luke, Mrs. Otis H., Brookline, 2.00

Lyman, Mrs. Arthur T., 5.00

Lyman. Mrs. J., Brookline 5.00

Mandell, Mrs. S. P., 2.00

Marsh, Miss Sarah A., Hingham, -5-oo

Marshall, Mrs. J. K., Brookline 2.00

Matthews, Miss A. B., i.oo

Matthews, Miss Alice M. C, i.oo

Maynard, Mr. C. H., Longwood, 5.00

Mead, Mrs. S. R., 10.00

Meredith, Mrs. J. H., 5.00

Merriam, Mrs. Charles, 5.00

Merrill, Miss F. S., Roxbury i.oo

Merrill. Mrs. J. Warren 10.00

Merritt, Mrs E. P i.oo

Metcalf, Mr. R. C, Roxbury 5 00

Meyer, Mrs. George A 10.00

Mixter, Mrs i.oo

Amount cai-ried forjvarit^ $2,054.50

279

Aitiotint brought forivar<ii $2,054.50

Mixter, Miss, i.oo

Montgomery, Mr. William, 10.00

Morrill, Miss Annie W., 3.00

Morrill, Miss Fannie E., 3.00

Morrill, Mrs. F. Gordon, 2.00

Morrill, Mr. George, 2.00

Morison, Mrs. J. H., i.oo

Morse, Dr. Edward G., Roxbury 5.00

Morse, Mr. J- T 5.00

Motte, Mrs. Ellis L., 2.00

Nazro, Mr. F. H., Roxbury, 2.00

Nazro, Miss Mary W.. Roxbury, 2.00

Neal, Mrs. George B., Charlestown, i.oo

Neal, Miss, Charlestown, i.oo

Newell, Mrs. James W., Roxbury, 1.00

Newell, Mrs. M. A., Roxbury, 5.00

Nichols, Mrs., 5.00

Norcross, Miss Laura, 10.00

Norcross, Mrs. Otis 5- 00

Norcross, Mrs. Otis, Jr 5.00

Ober, Mr. Louis P 10.00

Osborne, Mrs. J. R., 2.00

Otis. Mrs. W. G., 5.00

Page, Mrs. Calvin G., Chestnut Hill, i.oo

Paine. Mrs. R. T., 10.00

Palfrey, Mrs 20.00

Palfrey, Miss C, Cambridge i.oo

Palmer, Mrs. C. H i.oo

Parker, Mrs. Charles E., Longwood, 5.00

Parker, Mrs. Charles W 5.00

Parker, Mrs. Elizabeth P., . . ., 5.00

Parker, Mrs. William L., 5.00

Amount carried fonvard, $2,195.50

28o

Amount brought forward. $2,195.50

Parkinson, Mrs. John 5.00

Parsons, The Misses, Roxbury, 5.00

Parsons, Mrs. WilUam and Miss yoo

Peabody, Mrs. A. P » . 5.00

Peabod)', Mrs. F. E., 5.00

Peabody, Mr. F. H., 10.00

Peabody, Mrs. OUver W., 5.00

Peabody, Mrs. S. E., Salem, 5.00

Penfield, Mrs. James H., 2.00

Perry, Mrs. C. N., Roxbury :;.oo

Peters, Mr. Edward D., 10.00

Pfaff, Mrs. Jacob 10.00

Philbrick, Mrs. E. S., Brookline, 3.00

Philbrick, Mrs. E. T., Brookhne, 1.00

Phillips, Mrs. Anna T., 25.00

Pickman, Mrs. W. D., 10.00

Piehler, Mr. O. J., Brookline 5.00

Pillsbury, Miss Elsie G i.oo

Pope, Mrs. A. A., " . 25.00

Pope, Drs. E. F. and C. A., 2.00

Porteous, Mrs. John, 4.00

Porteous, Miss M. F., i.oo

Potter, Mrs. Warren B 100.00

Poulsson, Miss Fmilie i.oo

Poulsson, Miss Laura E., i.oo

Powars, Miss Mary A., i.oo

Pratt, Mrs. Henry S., Worcester, 1.00

Pratt, Mrs. J. A., 2.00

Prendergast, Mr. James, 10.00

Prince, Mrs. J. T., Jr., Ottawa, Canada i.oo

Proctor, Mrs. H. H., 2.00

Putnam, Mrs. J. P., 5.00

Amount carried fonvard^ $2,468.50

2»I

Amount brought forwaril, $2,468.50

Putnam, Mrs. S. R., 10.00

Quincy, Mrs. C. F., Chicago, Illinois, 2.00

Quincy, Mrs. H. P., i.oo

Ranney, Mr. Fletcher, Brookline, 5.00

Rantovil, Miss H. L., Beverly, i.oo

Raymond, Mrs. Henry E., Brookline, i.oo

Reed, Mrs. William H., 5.00

Revere, Mrs. Paul J., i.oo

Riber, Mrs. John, Longwood, i.oo

Rice, Mrs. David H., Brookline, 2.00

Rice, Mrs. Henry A., 5.00

Richards, Miss A., 1.00

Richards, Mrs. Dexter N., Brookline, 10.00

Richards, Mrs. W. D., 2.00

Richardson, Mrs. John, Chestnut Hill, i.oo

Richardson, Mr. R. D., Brookline 10.00

Richardson, Mrs. Spencer W., 5.00

Richardson, Mrs. Thomas 0 2.00

Ridgway, Miss H. B., i.oo

Robbins, Mrs. R 5.00

Robbins, Mrs. R. E 5.00

Robinson, Mrs. Henry H., Brookline, 2.00

Rochford, Francis J., Perkins Institution, .... i.oo

Rodman, Mr. S. W., 10.00

Rogers, Miss Annette P., 5.00

Rogers, Miss C. B., i.oo

Rogers, Mr. George H., Roxbury, i.oo

Rogers, Mrs. George H., Roxbury 2.00

Rogers, Mrs. Henry M., 5,00

Rogers, Mrs. Jacob C, 5.00

Rogers, Mrs. J. P., 5.00

Rogers, Miss Kate, i.oo

Amoiott carried forward, $2,582.50

282

Aifioit/it brought for^var (I, $2,582.50

Rogers, Miss S. S., Milton 5.00

Rogers, Mrs. William 13., 3.00

Ross, Mrs. A., i.oo

Rotch, Miss Edith, 5.00

Rotch, Mrs. T. M 2.00

Rothwell, Mr. W. H., Longwood, 5.00

.Sabine, Mrs. G. K., Brookline i.oo

Saltonstall, Mr. Henry, 50.00

Sampson, Mrs. Edwin H., i.oo

Sampson, Mr. George, Roxbury, 1 0.00

Sampson, Miss H. H., . ^ i.oo

Sampson, Mrs. O. H., 5.00

Scaife, Miss Helen, 2.00

Schwarz, Mrs. Louis B., Brookline, i .00

Scott, Mrs. W. M., 2.00

Sears, Mrs. A. P., Brookline, i.oo

Sears, Mr. Frederick R 25.00

Sears, Mrs. K. W., 5.00

Sears, Mrs. P. H 10.00

Sears, Mrs. Zenas, i.oo

Shattuck, Mrs. G. B.. 5.00

Shattuck, Mrs. G. 0 5.00

Shaw, Mrs. B. S 5.00

Shaw, Mrs. George R i.oo

Shaw, Mrs. H. R., 10.00

Shaw, Mrs. J. O., Jr., 5.00

Shaw, Mrs. Robert G., 5.00

Shepard, Mr. O. A., Brookline. 3.00

Shepherd, Mrs. T. P., Providence, R.I., .... -500

Shinkle, Miss Camilla H., Covington, Kentucky, . . 5.00

Sigourney, Mr. Henry, 10.00

Simpson, Miss F. W 3.00

Amount carried forward, $2,800.50

283

Amou/if brought forward, $2,800.50

Skinner, Mrs. F., 5-oo

Slocum, Mrs. William H., Jamaica Plain, .... 10.00

Smith, Miss Annie E., Roxbury, 2.00

Smith, Mrs. J. M., 10.00

Sorens, Miss E., Roxbury, i.oo

Sorens, Miss G., Roxbury, i.oo

Sorens, Mr. J. H., Roxbury S-oo

Sowdon, Mr. A. J. C, 10.00

Sprague, Dr. Francis P., 10.00

Springer, Mrs. E. M., Newton, i.oo

Standish, Mrs. L. M 5.00

Standish, Miss, 5-oo

Stearns, Mrs. Charles H., Brookline 25.00

Stearns, Mrs. R. H., 5.00

Steese, Mr. E., Brookline, 5.00

Stetson, Miss, 3.00

Stone, Mrs. Edwin P., Brookline, 5,00

Stone, Mrs. F., 20.00

Storer, The Misses, 4.00

Storrs, Mrs. E. K., Brookline, 10.00

Stratton, Mrs. Solomon P., 5.00

Stuart, Mrs. Willoughby Herbert, 2.00

Swain, Mrs. John, Stockbridge, 5.00

Swan, Miss E. B., Dorchester, 5.00

Swan, Mrs. Robert, Dorchester, 10.00

Sweetser, Mrs. Isaac, 10.00

Sweetser, Miss Ida E., 10.00

Sweetser, Mr. I. Homer 10.00

Swift, Mrs. E. C, 20.00

Symonds, Miss Lucy Harris, 5-oo

Talbot, Mrs. Thomas, North Billerica, 25.00

Tappan, Miss M. A., Lenox, 15.00

Amount carried forward, $3,064.50

284

Atnou?it brought forward, S3. 06 4. 50

lappan, Mrs. S., 3-oo

Taylor, Mrs. E. B., i.oo

Thayer, Miss A. G 10.00

Thayer, Mrs. Harriet L., 3.00

Thayer, Miss H. L 5.00

Thomas, Miss 3.00

Thomas, Mrs. J. B., ]x 10.00

Thorndike, Mrs. A 5.00

Tilton, Mrs. William S., Newtonville, 2.00

Townsend, Mrs. Thomas, i.oo

Tucker, Mrs. Alfred 10.00

Tucker, Mrs. W. A 2.00

Tuckerman, Mrs. C. S., Salem, 2.00

Turner, Miss Alice M., Randolph, 25.00

Turner, Mrs. A. T., 4-oo

Turner, Mrs. Alfred T 5.00

Tyler, Mrs. D. S., Lexington 5.00

Tyler, Mr. E. R 5.00

Vickery, Mrs. Herman F 5.00

Vose, Miss Florence P., Brookline, 2.00

Wadsworth, Mrs. A. F 5.00

Wadsworth, Mrs. (). F 3.00

Wainwright, Miss R. P 10.00

Wales, Mrs. George W 5.00

Walker, Mr. Edward C. R., Roxbury 10.00

Walker, Mrs. F. A 2.00

Walker, Mrs. Nathaniel U., Brookline i.oo

Walker, Mrs. J. Albert 2.00

Walley, Mrs. W. P i-oo

Walworth, Mr. C. C., Longwood, 5.00

Ward, Mrs. Henry V 50°

Ward, The Misses 5-°°

Aviointf carried foi-ioani, $3,225.50

285

Amount brought fot-ward, ^3,225.50

Ware, Mrs. Charles E., 25.00

Ware, Miss C. L., Cambridge, 5.00

Ware, Miss Harriet, Brookline, 2.00

Warren, Miss Annie C, i.oo

Warren, Mrs. Frederick, 5.00

Warren, Mrs. J, S., 5,00

Warren, Mrs. Samuel M., Roxbury, 5.00

Warren, Mrs. William W., 25.00

Waters, Miss Edith, i.oo

Waters, Mr. Edwin F., [Died.] 10.00

Webb, Mrs. S. P., Brookline, i.oo

Webster, Mrs. F. G., 5.00

Weeks, Mrs. A. G., 2.00

Weld, Mrs. William F., 20.00

Weld, Mrs. William F., 50.00

Wesselhoeft, Mrs. M., . . . • 5. 00

Wesselhoeft, Mrs. William P. 3.00

Weston, Mrs. H. C, ro.oo

Wetherbee, Miss Helen, 1,00

Wheelwright, Mrs. J. W., 5,00

Wheelwright, The Misses, 2.00

Whipple, Mrs. J. Reed, 10.00

White, Mr. C. G., Cambridge 25.00

White, Mr. Joseph A., Framingham, 25.00

White, Mrs. Joseph H., Brookline, 2.00

White, The Misses, ,_oo

Whitney, Mr. E. F., 10.00

Whitney, Mrs. George, 2.00

Whitney, Mrs, H. A., 5. 00

Whitmore, Mrs. CO., i.oo

Whittier, Mrs. A. R., 3.00

Whitwell, Mrs. F. A., 5.00

Amount carried foriciard, $3,504.50

286

Amount hroiigJit fonvanl^ $3,504.50

Wigglesworth, Miss Anna C, i.oo

Willard, Mrs. A. R., 5.00

Willard, Miss E. G., i.oo

Willcutt, Mr. Levi L., Longwood, 10.00

Williams, Miss A. C, Roxbury 10.00

Williams, Mrs. H., 25.00

Williams, Mrs. Jeremiah, i.oo

Williams, Mrs. Moses, Brookline, 5.00

Wilson, Mr. F. A., Brookline, 10.00

Winslow, Miss H. M., Jamaica Plain, i.oo

Winslow, Mr. Samuel W., 5.00

Winslow, Mrs. William C, i.oo

Winsor, Mrs. Ernest, Chestnut Hill, i.oo

Withington, Mrs. M., Brookline, 5.00

Wolcott, Mrs. J. Huntington, 10.00

Wolcott, Mrs. Roger, 5.00

Woodbury, Mrs. J. P., 5.00

Woodworth, Mrs. A. S., 10.00

Wright, Miss M. A., 5.00

Young, Mrs. Benjamin L., Auburndale, 10.00

Young, Miss Lucy, Groton, i.oo

Cambridge Branch.

Through Mrs. Elizabeth C. Agassiz.

Abbot, Mrs. F. K,

Abbott, Mrs. Martha T.,

A friend in New York,

Ames, Mrs. James B.,

Bartlett, Mrs. John,

Amount carried forwani, $66.00

$2

00

25

00

4

00

5

00

30

00

28;

Amount brought for7vard^ $66.00

Batchelder, Mrs. J. M., i.oo

Beard, Mrs. Edward L., i.oo

Bemis, Mrs. Lucy C, 10.00

Bradford, Mrs. J. Russell, 10.00

Brooks, Miss Martha W., 5.00

Gary, The Misses, 5.00

Chapman, Mrs. Lucy, 2.00

Child, Miss H. M., 2.00

Cooke, Mrs. J. P., 5.00

Deane, Mrs. Charles, 2.00

Dodge, Mrs. Lucy S., 10.00

Dodge, Mrs. S. B., i.oo

Eustis, Mrs. Frank, i.oo

Fiske, Mrs. James C, 5.00

Foote, Mrs. G. L., 5.00

Foote, Miss Mary B., 5.00

Foster, Mrs. Francis C, 100.00

From friends, 50.00

Gannett, Mrs. Theo. B., 10.00

Goodale, Mrs. George, i.oo

Goodwin, Miss A. M., S-oo

Goodwin, Mrs. Hersey, 3.00

Goodwin, Mrs. W. W., 10.00

Greene, Mrs. Copley, 5.00

Greenleaf, Mrs. James, 100.00

Greenough, Mrs. Henry, i.oo

Harris, Miss Charlotte M., i.oo

Hedge, Miss Charlotte A., 3.00

Henchman, Miss A. P., 5.00

Hooper, Mr. E. W., 25.00

Jones, Mrs. L. S., i.oo

Lawrence, Mrs. William, 5.00

Amount carried forward, ;^46i.oo

2««

At)iowit brought for^oard, « .(

5-00

jS4(ji.oo

Mackay, Miss F. M., [Died.]

McKean, Mrs. H. S

Page, Mr. Samuel, ^^^

r.oo

Nichols, Mrs. John, . .

-* ' 2.00

Norton, The Misses, . .

' 2.00

Page, Miss Abby S., ^^^

Page, Miss Sarah H., ^ ^^

Paine, Miss T., . . .

' -' ' 2.00

Palfrey, Mrs., ^^^

Peabody, Miss, . . .

■" ' 2.00

Richards, Mrs. R. A.,

' i.oo

Riddle, Miss, . . .

' ' I.oo

Scudder, Mr. H. S., ^ ^^

Smith, Mrs. Horatio. . .

2.00

Spelman, Mrs. T. M. .

^ ' •' I.oo

Stone, Mrs. T. S., . .

-' ' S'OO

Swan, Mrs. S. H., . .

3-00

Thayer, Mrs.,

Thayer, Mrs. J. H., ^'^^

Thornton, Mrs. Annie C, Magnolia, .00

White, Mrs. Gardiner, ^^

Whitman, Mrs. Ephraim P ^

Whittemore, Mrs. G. W., ^ ^^

Willson, Miss Annie B., * c 00

^515-00

289

Dorchester Branch.

Through Mrs. Elizabeth S. Whitten.

Atherton, Mrs. Samuel, $1.00

Austin, Mrs. William R., 2.00

Bartlett, Mrs. S. E., Boston, i.oo

Bates, Mrs. George C, i.oo

Bean, Mrs. J. Henry, i.oo

Bockus, Mrs., i.oo

Bradford, Mrs. Martin L., 2.00

Bradford, The Misses, 2.00

Brigham, Mrs. Frank E., i.oo

Burdett, Mrs. Charles A., i.oo

Burt, Mr. Edward N., i.oo

Callender, Mrs. Henry, i.oo

Callender, Miss, i.oo

Carruth, Mrs. Nathan, Ashmont, i.oo

Clark, Mrs. W. R., Jr., i.oo

Davis, Miss Katherine F., i.oo

Dickinson, Mrs. Martha L., i.oo

Dillaway, Mrs. C. O. L., i.oo

Dolan, Miss, i.oo

Downer, Mrs. Samuel, c.oo

Eddy, Mrs. Otis, i.oo

Eliot, Mrs. Christopher R., i.oo

Estab rooks. Miss, Ashmont, i.oo

Everett, Mrs. William B., i.oo

Fay, Mrs., 1,00

Hawkes, Mrs. S. L., Mattapan, i.oo

Hearsay, Mrs., i.oo

Hearsay, Miss Sarah E., i.oo

Howland, Mrs. H. T., 5.00

Amount carried forward., $40.00

290

Amount broug/it forzuard, $40.00

King, Miss S. Frank, i.oo

Lee, Mrs. L. M., i.oo

Martin, Mrs. A. P., Mattapan, i.oo

Nash, Mrs. Edward, i.oo

Nichols, Mrs. S. W., 5.00

Noyes, Miss Mary E., i.oo

Orcutt, Mrs. Hiram, i.oo

Peabody, Mrs. Charles K., i.oo

Phillips, Mrs. John G., i.oo

Pierce, Mrs. S. S., Boston, i.oo

Pierce, Miss, Boston, i.oo

Pratt, Mrs. Laban, i.oo

Rankin, Mrs. James, i.oo

Rhodes, Mrs. T. Munroe, i.oo

Ruggles, Mrs. Frederick, Ashmont, i.oo

Ruggles, Miss, Ashmont, i.oo

Sayward, Mrs. C. A., 2.00

Schlotterbeck, Frau, i.oo

Sewall, Mrs. George P., . i.oo

Shurtleff, Mrs., i.oo

Stearns, Master Albert H., i.oo

Stearns, Master Henry Dexter, i.oo

Stearns, Master Maynard, i.oo

Streeter, Mrs. C. H., i.oo

Swan, Miss M. E., i.oo

Sweetser, Mrs. M. F., 1.00

Thatcher, Mrs. Charles A., 2.00

Torrey, Mrs. Elbridge, 10.00

Vinson, Mi.ss M. Adelaide, i.oo

Whitten, Mrs. Elizabeth S., i.oo

Willard, Miss, i.oo

Wood, Mrs. Frank, 5.00

Amount carried fonoaril, $91.00

291

Amount brought fonvard^ $gi.oo

Wood, Mrs. W. A., i-oo

Woodbeiry, Miss, i-oo

Woodman, Mrs. George, i.oo

Dorchester Branch No. 2.

Through Mrs. William H. Sayvvard.

An anonymous friend, $5-oo

Barnard, Mrs. C. F., i.oo

Churchill, Mrs. J. R., i-oo

Clapp, Mrs. Asahel, i.oo

Frothingham, Miss, i-oo

Frothingham, Miss S. E., i.oo

Gray, Mrs. W. H., 2.00

Hayes, Mrs. W. L., i.oo

Humphreys, Mrs. Richard C, i.oo

Joslyn, Mrs. L. B., South Boston, i.oo

Lowney, Mrs. W. M., i.oo

Merrill, Mr. S. A., i-oo

Merrill, Mrs. S. A., i.oo

Morse, Mrs. F., i-oo

Noble, Mrs. Henry C, 2.00

North, Mrs. F. O., i-oo

Stearns, Mrs. Fred. P., 2.00

Willard, Mrs. L. P., i-oo

Wright, Mr. Chandler, 2.00

$27.00

292

Milton Branch.

Through Mrs. William Wood.

Barnard, Mrs. J. M., $1.00

Barry, Mrs. Martha, i.oo

Beck, Mrs. Gideon, i.oo

Breck, Mrs. C. E. C, i.oo

Brewer, Mrs. Joseph, i.oo

Briggs, Miss S. E., i.oo

Channing, Miss, i.oo

Clum, Mrs. A. B., i.oo

Cunningham, Mrs. C, East Milton, 2.00

Dow, Miss J. F., 2.00

Dow, Miss L. A., 2.00

Emerson, Mrs. W. R., i.oo

Field, Mrs. E. E. V., i.oo

Fletcher, Mrs. G. A., i.oo

Forbes, Mrs. J. Murray, 5.00

Gilmore, Miss M. E., North Easton, i.oo

Glover, Mrs. R. T., i.oo

Gray, Mrs. William, 2.00

Greene, Mrs. J. S., i.oo

Hemenway, Mrs. Augustus, Readville, 25.00

Hicks, Miss Emma, i.oo

Hinckley, Miss M., Mattapan, i.oo

Hollingsworth, Mrs. Amor, Mattapan, 3.00

HoUingsworth, Mrs. P. R., Mattapan, 5.00

Jaques, Mrs. Francis, 2.00

Jaques, Miss H. L., 2.00

Ladd, Mrs. William J., 2.00

Mackintosh, Mrs., i.oo

Morton, Miss S. B., i.oo

Amount carried fonaan/, $70.00

293

Amount brought for7vard, $70.00

Payson, Mrs., East Mikon, 2.00

Perkins, Mrs. C. E., 5.00

Pierce, Mrs. M. V., i.oo

Pierce, Roger, i.oo

Pierce, Walworth, i.oo

Pierce, Mrs. W. L., i.oo

Richardson, Miss N., i.oo

Richardson, Miss Susan, i.oo

Rivers, Mrs. G. R. R., i.oo

Roberts, Miss Rachel, i.oo

Roberts, Mrs. R. H., i.oo

Rotch, Miss Johanna, i.oo

Safford, Mrs. N. F., i.oo

Tilden, Mrs. George, . 2.00

Tilden, Mrs, William P., i.oo

Tileston, Mrs. J. B., Mattapan, 5.00

Tucker, Mrs. S. A., Hyde Park, i.oo

Tucker, Miss S., Hyde Park, i.oo

Tuell, Mrs. Hiram, i.oo

Upton, Mrs. G. B., 2.00

Vose, Miss C. C., i.oo

Wadsworth, Mrs. E. D., i.oo

Wainwright, Mrs. S. B., Readville, 2.00

Ware, Mrs. A. L., 2.00

Weston, Mr. W. B., i.oo

Weston, Mrs. W. B., i.oo

White, Mrs. F. B., i.oo

Whitney, Mrs. A. D. T., i.oo

Whitwell, Mrs. F. A., i.oo

Whitwell, Miss N. S., i.oo

Wood, Mrs. William, 2.00

Afnou?it brought foncant, $115.00

294

Lynn Branch.

Through Mrs. Luc

Ashcroft, Mrs. Edward,
Bancroft, Mrs. Thomas,
Bancroft, Mrs. William,
Bates, Mrs. Walter,
Berry, Mrs. Benjamin J.,
Chase, Mrs. Phillip Augustus,
Clough, Mrs. Charles,
Coffin, Miss A. M.,
Dearborn, Mrs. Fred.,
Donallen, Mrs. John, .
Frazier, Mrs. Lyman B.,
Haddock, Miss Emily,
Harmon, Mrs. Rollin, .
Haven, Mrs. Lucy B.,
Hollis, Mrs. Samuel J.,
Hudson, Mrs. Charles,
Ireson, Miss Isabella, .
Ireson, Miss Kate, .
Johnson, Mrs. John B.,
Johnson, Mrs. Luther,
King, Mrs. Horace,
Lee, Mrs. Nehemiah, .
Lovejoy, Mrs. Dr.,
Lovejoy, Mrs. Elbridge,
Mac Arthur, Mrs. John,
Manton, Mrs. John T.,
Melcher, Mrs. Charles,
Moore, Mrs. Ira, . .
Morgan, Mrs. William,

Amount carried forward,

V B. Haven.

1^1. GO
I. GO
I. GO
2.GG
2.GG
I. GO
I. GO
2. GO
I.GG
I.OG
I.OO
I. GO
I.GG
I. GO
I.OO
I. GO
I.GG
I.GG
I.GG
I.OO
I.GG
I.OG
I.GG
I.OG
I.GG
5.00
I.OG
I.GG
I. GO

$36.00

295

Amount brought forivard^ $36.00

Name not given, 2.00

Newhall, Mrs. James S., i.oo

Newhall, Mrs. Lucian, i.oo

Newhall, Mrs. Thomas B., i.oo

Nourse, Mrs. Christopher, i.oo

Osborne, Mrs. Wallace, i.oo

Osborne, Mrs. Well man, i.oo

Page, Mrs., i.oo

Pope, Mrs., i.oo

Saunderson, Mrs. Mancy, i.oo

Sheldon, Mrs. Charles C, i.oo

Shorey, Mrs. George, i.oo

Tapley, Miss Alice, ' i.oo

Tapley, Mr. Amos P., i.oo

Tapley, Mrs. Amos P., i.oo

Tapley, Mrs. Henry, i.oo

Tebbets, Mrs. Charles B., 2.00

Valpey, Mrs. Henry, i.oo

Varney, Mrs. Charles, i.oo

WaVlen, Mrs. Edwin, i.oo

Walsh, Mrs. Charles, i.oo

Whiton, Mrs. Mary, i.oo

)0.00

Worcester Branch.

Through Mrs. John E. Day.

Aborn, Mrs. M. A., $1.00

A friend, i.oo

Allen, Mrs. Charles A., * i.oo

Allen, Mrs. Lamson, , i.oo

Amount carried forward, $4.00

296

Amount brought forioanf, $4.00

Baldwin, Mrs. Emily B., i.oo

Ball, Miss Helen A., i.oo

Ball, Mrs. Phineas, i.oo

Bancroft, Mrs. James H., i.oo

I^arnard, Mrs. Lewis, i.oo

Barnard, Miss Helen, i.oo

Bigelow, Mrs. A. A., i.oo

Bigelow, Mrs. J. H., i.oo

15lair, Mrs. Frank W., i.oo

Blake, Mrs. Louisa, i.co

Blake, Miss Ellen, i.oo

Bradley, Miss Jennie, i.oo

Brown, Mrs. Henry, i.oo

Brown, Mrs. Theo., i.oo

Butler, Mrs. A. M. S., i.oo

Clarke, Mrs. F. M., i.oo

Clarke, Mrs. Henry, i5-oo

Clarke, Miss Harriet E., 5 00

Coes, Mrs. Annie L., i.oo

Goes, Mrs. John, i.oo

Comins, Mrs. E. L, i.oo

Cowden, Mrs. M. H., i.oo

Crane, Mrs. E. B., i.oo

Curtis, Mrs. E. P., i.oo

Curtis, Mrs. John, i.oo

Day, Mrs. John E., 10.00

Day, Miss Edna F., i.oo

Day, Miss Alice F., i.oo

Fay, Mrs. H. B., i.oo

Fish, Miss Kittie, i.oo

Fowler, Mrs. E. H., i.oo

I'rancis, Mrs. G. E., i.oo

Amount carried forward, $63.00

297

Ajufliiut brought fonvard, ^63.00

Fuller, Mrs. H. T., i.oo

Gaskell, Mrs. Frank, i.oo

Gates, Mrs. Charles L., i.oo

Gifford, Mrs. George, i.oo

Gray, Miss Sybil M., i.oo

Greene, Mrs. J. W., i.oo

Harrington, Mrs. C. G., i.oo

Hastings, Miss Mary L., i.oo

Hoar, Mrs. G. F., . 5.00

Hoar, Miss Mary, i.oo

Hoar, Mrs. Rockwood, i.oo

Hobbs, Miss Martha, i.oo

Houghton, Mrs. C. C., i.oo

Howe, Mrs. Anna, i.oo

Kent, Rev. George W., i.oo

Kinnicutt, Mrs. L. N., i.oo

Knowles, Mrs. E. R., i.oo

Lathrop, Mrs. F. D., i.oo

Lincoln, Mrs. Waldo, 10.00

Lincoln, Mrs. Winslow S., i.oo

Lowell, Mr. A. S., 10.00

Marsh, Mrs. Henry A., i.oo

McClellan, Miss Emma, i.oo

Mirick, Mrs. Albert H., i.oo

Moen, Miss, i.oo

Moen, Mrs. P. L., i.oo

Moore, Mrs. Jesse, i.oo

Morgan, Mrs. Charles, , i.oo

Morse, Mrs. Emma D. F., i.oo

Murdock, Mrs. Julia T., i.oo

Newton, Mrs. George L., i.oo

Partridge, Miss J. A., i.oo

Amount carried fimvard^ ^117.00

298

Amount brought fonvard, $117.00

Parley, Miss Mary N., i.oo

Pond, Mrs. W. F., i.oo

Pratt, Mrs. M. F., 10.00

Reed, Mrs. Charles, i.oo

Reeves, Mrs. Nellie F., i.oo

Reinsburg, Miss Florence, i.oo

Rheutan, Mrs. A. A., i.oo

Rice, Mrs. W. E., 5.00

Rice, Mr. W. W., 5.00

Rice, Mrs. W. W., 5.00

Robinson, Mrs. J. H., i.oo

Russell, Mrs. H. J., i.oo

Sanford, Miss M. L., i.oo

Sargent, Miss Mary F., i.oo

Sawyer, Mrs. M. H., i.oo

Schmidt, Mr. H. F. A., i.oo

Schmidt, Mrs. H. Y. A., i.oo

Searls, Mrs. Kate R., i.oo

Sibley, Mrs. L. M., " . i.oo

Sinclair, Prof. J. E., i.oo

Sinclair, Mrs. J. E., i.oo

Stearns, Miss Hattie L., i.oo

Stebbins, Mr. Calvin, i.oo

Stebbins, Mrs. Calvin, i.oo

Stone, Mrs. Abbie L., i.oo

Sumner, Mrs. Abbie E i.oo

Thayer, Mr. E. D., i.oo

Thayer, Mrs. E. D., i.oo

Tolman, Mrs. Edward, i.oo

Waites, Mrs. Alfred, i.oo

Washburn, Mrs. Charles G., 25.00

Watson, Mrs. J. 13., i.oo

Amount carried forward, ^194.00

299

Amount brought forward, $194.00

Wheeler, Dr. Leonard, i.oo

Whitcomb, Mrs. C. C, i.oo

Whitney, Mrs. Edward, i.oo

Witter, Mrs. H. M., 2.00

Wyman, Miss Florence, i.oo

Note : As one-half of the above sum was received after the treasurer's
accounts for the year ending Sept. 30 were closed, it will appear in the receipts
for 1895.

Normal Kindergarten Class.

Through Mrs. Caroline C. Voorhees, CAMnRiDGEPORT.

Casey, Miss Lizzie J., Worcester, |;i.oo

Corbett, Miss Susan W., Cambridge, i.oo

Dwyer, Miss Mary T., Cambridge, i.oo

Philbrook, Miss Mary N., Everett, 2.00

Voorhees, Mrs. Caroline C, i.oo

Voorhees, Miss Marguerite L., i.oo

Wood, Miss Emma C, Woburn, 2.00

).oo

Note: As the above sum was received after the treasurer's accounts for
the year ending Sept. 30 were closed, it will appear in the receipts for 1S95.

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