An address to the public at the first exhibition of the pupils of the Pennsylvania Institution for the Instruction of the Blind, November 21, 1833 / by J. R. Friedlander.

  • Friedlander, J. R. (Julius Reinhold), 1803-1839.
Date:
1833
Catalogue details

Licence: Public Domain Mark

Credit: An address to the public at the first exhibition of the pupils of the Pennsylvania Institution for the Instruction of the Blind, November 21, 1833 / by J. R. Friedlander. Source: Wellcome Collection.

Provider: This material has been provided by the National Library of Medicine (U.S.), through the Medical Heritage Library. The original may be consulted at the National Library of Medicine (U.S.)

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    deprived of sight, has not even that natural chance of cultiva- tion, which the very sight of the various objects affords to the most common child, blessed with the use of his eyes. But this advantage, which he who enjoys all his senses, has over the blind, resembles more a benefit gained in playing, and is there- fore, less estimated, than what is obtained by assiduity and ex- ertion, which considered properly, has therefore a greater va- lue. Children to whom every thing is taught in a playful man- ner, generally never learn the value of what is acquired by diligence, and carelessness and superficial knowledge are the consequences of it. In the instruction of the blind, we proceed from the most simple things, and make no advance until they are perfect in the ideas previously imparted to them, and there- fore no longer subject to erroneous impressions. As soon as this is the case, instruction gradually advances, until with talented children it attains a scientific height. Whenever, therefore, the blind does once know a thing, he knows it more accurately, and particularly in all its parts, than many of those who can see, to whom often a slight glance appears sufficient to acquire a thing. He who enjoys all his senses, depends too much upon his sight as the principal sense; whereas, the blind examines the same object, we might say, with four senses. I am convinced that instruction, as it takes place with the blind, is also applicable, successfully, because of its simplicity and solidity, to most of the branches in the education of such as can see. It is generally taken for granted, that the strong memory by which most blind people are distinguished, arises from their not having any thing to divide their attention—but this view is not quite correct. The least noise, the slightest motion, will make him attentive; and as he wishes to know the cause, he withdraws his attention from the object before his mind. But because the blind has not the customary means of recollection, writing, and the perusal of books, and as we may consider the eye of the seeing a book always open for remembrance and instruction, of which the blind is deprived, necessity compels the latter to apply, with the utmost care and exertion, the only means that remain open to him for the ac- quirement of mental knowledge.—that is, his memory. It is his strenuous exertion that gives to his memory that admira- ble strength; yet he who can see has the same means at his disposal, and he may, as experience frequently teaches, by close application, make as great, nay greater progress therein, than the blind. The most difficult point in the education of the blind, is to overcome their awkwardness, and to wean them from then- strange motions, giving them also an idea of the most common things, and in general exciting them to higher mental activity.