Identifier: blinddeaf00will (find matches)
Title: Blind Deaf
Year: 1904 (1900s)
Authors: William Wade
Subjects: Deafblindness
Publisher: Hecker Brothers
Contributing Library: American Printing House for the Blind, Inc., M. C. Migel Library
Digitizing Sponsor: Lyrasis Members and Sloan Foundation

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oregoing it will readily be understoodthat, with a definite system, which makes provisionfor a wise and proper distribution of the hours ofclass exercises, the teaching of several blind-deafchildren by one or two teachers is not only possible,but can be accomplished without neglecting anyfundamental requirement, the one essential beingthat the teacher is competent and has her heartin the work. Indeed, Miss Barrager, without anyrequirement so to do, but from pure love for herpupils, has not only given to the children individualcare and direction in their literary studies, but hasalso directed them in acquiring a practical use ofthe needle and of knitting. Where, as in this case, the teacher thoroughlyunderstands her charges, as well as their needs, andenters into her work with a sympathetic, earnestspirit, she cannot fail to accomplish the gratifyingresults that are exhibited in the requirements andattainments of the blind-deaf pupils at presentunder instruction in this institution. 62
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EARLY STEPS IN THE EDUCATION OF THE The BLIND-DEAF. Blind-Deaf By DORA DONALD. There are three distinct periods in the early edu-cation of the blind-deaf. In the first the pupil re-ceives impressions from the material world. Themind of a blind-deaf child does not differ from thatof a normal child ; given the same opportunity, itwill develop in the same way. The normal childdiscovers the world through the five senses; theworld must be brought to the blind-deaf child andimparted by the teacher through the sense of touch.The teachers most sacred duty begins when thefirst object is placed in the hands of the pupil, forwith the teacher rests the responsibility of creatinga world for this child. The fortunate individualwho has the privilege of leading these halting foot-steps should lose no opportunity of conveying allthe details of life during the time that the child isreceiving his first impressions. When the mind hasbeen sufficiently stimulated, expression will becomea necessity, and the

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