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In my remarks about the character and capacity of the blind as a class, I must be understood, of course, to speak generally. The exceptions may be numerous. There are many blind persons to whom the remarks will not apply, -- persons of high natural endowments, of energy, and perseverance; all such will know how to make the necessary allowance; I think, too, they will generally confirm my statements and opinions.

If we find that the condition and circumstances of any class of persons, whose welfare we would fain promote, are such as to cause undue development of any part of their character, we should strive in the spirit of kindness to correct them. A just degree of self-esteem is very important for success, especially in this country, where every man pushes his own claims; but if it is excessive in an individual, while the obstacles to his advancement are insurmountable, it becomes a source of pain and mortification.

The condition and treatment of the blind when children are such as to develop this feeling, and also the love of approbation, very strongly; and if their treatment and training during youth go to strengthen such feelings still more, and afterwards it is found impossible to obtain the desired advancement and consideration, pain and mortification surely follow. My meaning will be more clearly shown by considering how the development of these mental qualities operates upon the character of blind persons at different ages. A blind child is very much noticed on account of his blindness; every thing which he does or says is considered as remarkable; his blindness brings gratification to his love of approbation, which, with its twin sister, self-esteem, is rapidly developed, and he becomes proud of being blind. As he grows older, and begins to think of playing his part in the drama of life, he finds that the higher parts are closed to him; he finds that what was considered in a child as an object of interest and endearment is looked upon in a young man as a cause for pity and aid; but he has passed the age when childish endearments are needed, -- he wants independence and superiority, not pity and aid; he no longer likes the notice which his infirmity calls out, and he becomes ashamed of being blind. This feeling is very strong and very general. Of course, the first wish would be for sight, --
"Give us to see, -- we ask no more"; --
but next to this would come the wish to be thought to see, and to be considered equal in this respect to other persons. To many the simple fact of blindness is a small affair, but to be considered blind is an important and vexatious one. Now this shows something wrong, either in their training, or in the condition of society in which they live, and probably in both.

It is desirable on every account, then, that the real condition and capacities of the blind should be known by those who have to train them and those who have afterwards to live with them; and that the blind should know what they have to expect in life. It is well, in a word, that we comprehend the full measure of the infirmity of the blind, and the disabilities which it necessarily brings. The nearer we can arrive at a true knowledge of the case, the better. The blind, as a class, will be more kindly and justly treated, if it is known that the infirmity of blindness is really greater than it has been supposed to be.

It is my purpose to contribute the result of my experience and my reflections towards a just knowledge of the case. I cannot, perhaps, do this without offending some in the tenderest points, their self-esteem and their love of clan. My consolation for this must be the consciousness of good intent, and confidence of good results. However it may offend some to unveil the shield of truth, it never kills any but the progeny of error.

THE BLIND, AS A CLASS, ARE INFERIOR TO OTHER PERSONS IN MENTAL POWER AND ABILITY.

The truth of this will not be readily admitted. The opinions put forth in almost every Report of the institutions for the blind in this country, in almost all books upon the subject, and even in my own earlier writings, may be brought to disprove it; nevertheless, it will be found true.

The early Reports of this Institution represented the scholars as being, for the most part, very intelligent and promising, not only as compared with other blind persons, but as compared with seeing persons; and they certainly were more so than any succeeding classes have been. The same thing has been remarked in other schools; the first scholars received are usually the best, and there are some reasons why they should be so. To say nothing of the zeal with which both teacher and scholars usually set out upon a new enterprise, there are some other reasons why the first class in a new establishment should be of superior ability. The proposal to teach a class of persons who had never been taught in schools, especially so novel and extraordinary a proposal as that of teaching blind children to read and write, would appear to most people extravagant or absurd; while others would look upon it with distrust and suspicion. The intelligent parents of blind children would alone comprehend the possibility of the thing; and even they would not think of trying the experiment, except upon a child of more than ordinary ability. Then the character of the children would have some influence; the bold and enterprising, and those who possessed a strong desire for knowledge, would alone be eager to accept an opportunity of leaving home to make the doubtful experiment of learning by a new system.