1. Let us now walk round the beautiful gardens of the College.

We shall be surprised at first to see that though it contains many paths and turnings-and what looks still more fatal-many terraces and flights of steps, yet boys and girls and youths and maidens are enjoying it, walking, running, driving tricycles, using the great swings, rowing boats on the piece of water, and moving about in every direction with the utmost independence. We soon learn the secret of this. There is not a tree on the lawns themselves, or in the adjoining fields, so that there the blind can run about with perfect safety. On the walks, wherever there is a turn, or a flight of steps, they are instantly warned of this by a gentle rising in the asphalt pavement. This teaches them at first the exact position of everything, and soon familiarity becomes second habit, and they would find their way safely over every foot of the grounds without this aid. They can dash about unhesitatingly and unerringly. And so the garden becomes a daily delight and source of health. If it is summer time, a blind boy or girl will act as cicerone to the visitor, and, to his astonishment, will tell him about the beds of flowers, and their colours, and their varieties! Visitors who see the children act their Christmas plays, and go on and off the stage as freely as though they enjoyed their sight, are justly amazed. The secret is that they are warned by the touch of the feet. The position of every chair and carpet is so arranged as to make them know exactly where they are. Besides this, the recuperative and compensative beneficence of nature gives to the intelligent blind an acuteness of hearing so preternatural, as it seems to us who do not need it, that they can hear hedges and even lamp-posts. A poor blind beggar who had walked without a guide from St. Albans to London, when asked how he had escaped the manifold possibilities of peril, said that he had heard all the obstacles in the road, except the heaps of stones in some places. They were too low to hear, and he had often stumbled and hurt himself badly over them.

2. The system on which the College is founded is thoroughly scientific, and this constitutes its preeminence. PHYSICAL TRAINING is placed in the forefront, and made the basis of all else, for the soundest reasons. We read in the report of the College for 1882 that, as a rule, the vitality of the blind is below the average vitality of seeing persons,* and any system of education that does not recognise and overcome this defect will be a failure. The lack of physical power leads to indolence, timidity, and discouragement. The blind must be roused from their willingness to depend upon others, and made to believe in the possibility of independence and success.

"The great difference between men, the feeble and the powerful, the great and the insignificant, is energy and invincible determination, a purpose once fixed and then death or victory. That quality will do anything that can be done in this world, and no talents, no circumstances,

* Sir Lyon Playfair fixes it about a fourth lower.

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no opportunities, will make a two-legged creature a man without it." "It is this lack of energy and invincible determination," says Dr. Campbell, not the want of sight, that has caused so many failures among the blind. What will supply the motive power? In my long experience with the blind, both of Great Britain and America, I have found nothing that will rouse the indolent, and encourage the timid, but physical training; it is the lever which gives force to all other education. We have distinguished lecturers, able professors, skilful masters and enthusiastic teachers, but without a thorough system of physical training, based upon a careful observance of the laws of hygiene, our percentage of practical success would be much less. Some of the most successful pupils that ever left Norwood came to us idle and indolent boys and girls without any fixed purpose. The struggle was long and sharp, but they are to-day living examples of the principles we are advocating. Would that I could impress upon all who are interested in the blind, not only in this country, but in Europe and America, the fact that a blind man who has received a mechanical training, general education, or even musical instruction, without physical training is like an engine provided with everything necessary except motive power."

It is delightful to see the boys playing vigorously at Barre du Pied, or "football"; to know that all of them, boys and girls alike, get their daily plunge in the beautiful swimming-bath; to read of their having a run of eighty miles from Norwood to Derby, on Rudge's eight-in-hand and four-in-hand cycles; to see them skating vigorously on their rinks, hand in hand, skilfully avoiding all collisions with each other; and to have proof how enormously this exercise tends to their health and happiness. The first thing which strikes one is the apparent natural gaiety of the children. That is something; but further, the apathy and despair too often induced by impaired vitality are dispelled by a physical training as fully thought out, I believe, as any in England. Every muscle is systematically developed, and the pupils take an eager interest in the regularly-kept records of their own increase in strength.

The gymnastic feats of the boys would not disgrace the Regent Street Polytechnic. "Never was I more astonished," reports Mr. Oberholzer, of the German Tunwerens,

"than by the examination on March 26th, 1891. I examined your boys exactly as I would sighted classes. Seventy per cent. did the set exercises correctly and in good style, a truly wonderful result. The girls were fully equal to the boys. If proofs are wanting of the effects of the training, it is only necessary to note the difference between a newcomer and a pupil who has been with you a year or so; the one is dull, awkward, and in many cases quite helpless; the other bright, active, and full of Nowhere have I seen such perfect and careful arrangements for true physical development as at the Royal Normal College for the Blind."

life.

Two instances will show the extraordinary and

philosophic thoroughness of the system. Thus, for the sake of the singing classes, and the training of boys to become choir-masters and organists, we are told that "special instruction is given in breathing. 'Life depends on breathing; singing on artistic breathing; the old Italian masters justly said the virtuoso in breathing is nearest to the virtuoso in singing.' Instruction in the art of breathing is essential for the art of singing, and it also improves the health of the blind. Mr. Albert Bach says, 'The regular daily practice of singing strengthens not only the lungs and voice, but the whole constitution.'"

Again, we read, "Many years ago, after our first Orchestral Concert at St. James's Hall, one of the most eminent musical authorities said to me with great earnestness, 'The musical attainments of your pupils are remarkable, but the stiffness and want of grace in the movements of your performers must be overcome, or your work will be a failure.' It often occurs, even with manly character, indomitable indomitable courage, and superior intelligence, that the blind lose appointments through the unpleasant impressions occasioned by their awkwardness." To obviate this objection, a teacher was last year expressly engaged to teach deportment, dramatic action, and dancing. "To many of our supporters," says the wise Principal, "it may seem superfluous to give the blind this instruction; but what may be a mere accomplishment for the seeing becomes an indispensable factor in securing employment for the blind." It must be remembered that there is a deep and not unnatural objection to engaging the services of the blind, and that the one main object of this noble Institution is to rescue them from the terrible bondage of pauperism. God has blessed these efforts with remarkable success. The lack of advantages in one direction has, by wise counsels, been compensated in others. Last year old pupils of the College earned for themselves about £16,000. Eighty to ninety per cent. of the pupils who have gone through the full training are now maintaining them

at Glasgow was last year thrown open to competition. With the utmost difficulty Dr. Campbell secured permission for one of his blind pupils to compete. The blind youth won the post triumphantly over sixty candidates, in the teeth of all prejudices against him, and he is now supporting himself. Even the Boards of Guardians are beginning to recognise that "it is cheaper, wiser, and more humane to educate their blind poor than to pauperise them." "The cry which went up from the beggar's post at the gates of Jericho more than eighteen hundred years ago still vibrates upon the ears and moves the hearts of men. Charities have been created, asylums, homes, and schools have been established, but the blind as a class are still floating helplessly down the stream of pauperism. The Charity Organisation Society has unquestionably proved that to relieve distress by doles only increases pauperism, and it is equally clear that the defective classes can only be lifted into the rank of independent workers by giving them a thorough and comprehensive education, fully equal to that given to

pendence. A post as organist

the seeing who follow the same avocations. The time has come when the education of the blind ought to be placed on a broad national basis."

3. I turn from the Physical to the General Training. The general education given is sound and thorough.

I went round all the various classes. In the Kindergarten I saw little boys and girls making pretty baskets of coloured paper, or engaged in object lessons. In the workshop, where, for the sake of manual training, they learn a little carpentry, I was presented with a flower-pot stand and a good book-slide made by the young workers. In the arithmetic class I saw them with their metal boards, perforated with octagonal holes, on which, by the aid of octagonal pegs, sharp on one side, blunt on the other, they can work even complicated sums. The teacher tried them in mental arithmetic. She would ask some continuous question requiring the little fellows to be very much indeed on the alert, and a second afterwards up would go half a dozen little hands, and a flash of pleasure on the blind faces would show that they had the answer and had it right. The importance of the training is obvious, because it is necessary for the blind to keep in their minds accounts and details which those who see can entrust to note-books. They need a memory exceptionally strong. I went to the geography class, and there saw a lady, once a poor Liverpool waif, now an able teacher, asking questions which the girls answered swiftly and correctly, with their raised maps before them. I went to the French class, the reading class, the Latin class, and in each of them I saw the results of earnest and pleasant instruction intelligently enjoyed, and producing results of which Eton or Harrow might be proud. Then I went to the Library and saw the books-very large books they necessarily are-printed or written out in the Braille system of dots, which seems destined to supersede all others, and to be almost universally accepted as the best. In the two libraries of general literature, one for girls and one for boys, there are 1,075 different volumes. I saw with pleasure my own Life of Christ and Life of St. Paul. It was

pleasant to know that books were eagerly sought for, and that, by means of the embossed types, the intelligent blind are able to enjoy not only Shakespeare and Milton, but also Dickens, Thackeray, and George Eliot. There is also a large musical library of great value. On the general results produced by the mental education I cannot do better than quote the direct evidence of J. Rice Byrne, Esq., Her Majesty's Inspector of Schools. "I remark," he says, "(i.) The strictly scientific character of the methods of instruction in use. Nothing is done haphazard or by rule of thumb,' but in accordance with principles which have only to be stated in order to be approved.

"(ii.) The intelligence with which the methods are applied. Mechanical modes of instruction, which are supposed (though without reason) to be unavoidable in schools under regular Government inspec

tion in order to meet the requirements of Government examinations, are here unknown.

"(iii.) Learning is made to be so pleasant ;-which is to found it on the exact opposite of that 'greatest misery principle' on which all education, secular as well as religious, is understood to have been founded until very recent days."

4. From the classes I pass to the Hall of Music. It contains a fine organ, and in front of it hangs the inscription, "MUSICA, LUX IN TENEBRIS,"

for a composition on which theme Dr. Campbell, as a youth, won a prize. On one side sat a choir of girls and young women, on the other a choir of boys and young men. They sang the Mozart Gloria, and chanted two Psalms with true expression. A blind youth presided at the organ. Then Dr. Campbell improvised a chant, and told the choir to take out their papers. They did so, and wrote down the notation as he dictated it. Afterwards they chanted it to another Psalm. say that it gave me great pleasure would not be saying I am no judge of music, and to much. But in the last report of the College, Dr. Turpin says:

"March 28th, 1891.

"The expectation I entered the College with, based upon former experience with regard to vocal and instrumental performances of those not enjoying the blessing and assured power of sight, was completely swept away by the finish and attack of the music produced by your

students."

And speaking of harmony and counterpoint, Mr. Prout says:

"I have had much experience in examinations, but have never conducted one which has given me more pleasure than yours to-day. The results prove no less the excellence of the teaching than the ability and intelligence of the pupils. I was also much struck with the talent shown in the composition of two of the male students." And (once more) Mr. Manns, the Musical Director of the Crystal Palace, speaks no less highly of the choral and solo singing. To many of these young people their musical attainments will be their sole stock-in-trade for professional life, and one reason why the College was placed at Norwood was to give the pupils the great musical advantages which they derive from hearing programmes of high-class music at the Crystal Palace.

5. I turn to the Technical Education.

Considering the great object which is always kept in view-that of raising the blind from the condition of hopeless dependents, and enabling them to earn their own living-the technical training is most important. It enables a few of the pupils to earn their living by handicrafts, and by a University or business career; but it specially helps those who have the requisite talent, character, and industry, to succeed in the musical profession. Not a few of the blind are pianoforte tuners, and for this work a long and elaborate training is necessary. There are many different kinds of pianos, and some of them are ex

ceedingly complicated. The tuners must not only have a good ear, and be fair musicians, but they must be good mechanics, deft of hand, and with pleasant bearing and manner. They must be self-reliant, and free from every trace of slovenly habits or awkward demeanour. Any one who visits the workshops in which the young pianoforte tuners are trained will see how great are the difficulties which they have to surmount, and what vast patience is necessary both for teachers and learners. But the result is most en

In my visit to the College I did not hear much about discipline, but discipline is most essential, especially as the majority of the children are drawn from the poorest classes. In a school for the blind discipline is in some respects easier, in some more difficult. It is easier, because they are partially exempt from the temptations which are mere outcomes of an exuberant vitality, and because their peculiar condition makes it of infinite importance to them to utilise their advantages to the utmost by diligence,

couraging. Speaking of the pupils, "There are young men in business," said the late Mr. John Bright in 1883, "in Glasgow, Paisley, Dundee, Edinburgh, Torquay, Darlington, Sunderland, Belfast, Liverpool, Leeds, Manchester, Bristol, Bradford, and a number in and abcut London; and there are one in Canada, one in Ceylon, one in Calcutta, and two in Tasmania. All these are employed in some occupation-pleasant, no doubt, to themselves, as honourable and requited labour is-and they are saved from the pain of being dependent upon the charity of others, and of spending a life of hopeless absence of interest in all public questions and in all social life."

obedience, and moral conduct. It is, on the other hand, more difficult because most blind children are unwisely brought up in their earlier years. They are the victims of injudicious, mistaken, and injurious kindness. They are rarely trained to make themselves useful. Poor parents find it easier to cultivate the indolent apathy of a quietude which gives them no trouble than to develop the talent, and exercise the nascent faculties. Again, blind children are foolishly petted and treated as prodigies for any little attainment, even while they are unable to dress or to feed themselves. Hence the pupils of the College must be made to be active and vigorous, and to make