Eleven to twelve o'clock - history, geography, and orchestra.

Twelve o'clock-dinner.

One to two o'clock-geometry.

Two to four o'clock-industrial departments.

Four to five o'clock-choir.

Five and a half o'clock-supper.

Six and a half to eight o'clock-history, reading current news, and spelling.

Nine o'clock-retire.

Literary exercises on Saturday forenoon, bathing and preparation for the Sabbath in the afternoon.

Sunday morning the pupils are expected to attend church in the city; in the afternoon services are held in the institution.

EDUCATION OF THE BLIND.

The methods of instruction in the education of the blind are similar to those employed in schools where the pupils can see. An advance lesson is read to the class by the teacher, each day, and memorized. The general arrangements do not differ materially from such as are found in well-regulated boarding schools.

From the experience of the most eminent teachers of the blind, the following deductions may be drawn in regard to their capability of education as compared with those that can see:

1. The blind have a stronger desire for knowledge.

2. They pay more strict attention to the subject in hand, and as a result, their memories are better disciplined.

3. Their method of studying produces the best mental culture. After hearing the lesson once read, they review it mentally, instead of repeatedly reading it over, as those that can see are inclined to do, thus their education is critical rather than superficial, while their constant dependence for knowledge of the world upon the relation of things, instead of vision, cultivates the logical to the highest point.

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Dr. Howe justly observes of the blind: They are precocious thinkers. Some persons do not discover, until years after leaving school, that the lessons which they committed to memory, and the rules of grammar or logic which they recited glibly, really have a

deep meaning; but blind scholars generally go down to the root of the matter, and understand the meaning of whatever they learn."

If the education of the blind was limited only by possible attainments, I apprehend there are but few branches that could not be taught with success. It is wonderful what persistent effort can accomplish.

There are scholars in this institution well versed in mathematics, history, literature and philosophy. They apprehend forms, geometrical figures and degrees of latitude and longitude with remarkable precision. By means of the Braille system of writing, the blind can correspond with each other, keep their own accounts, write and read music, &c. Two pupils are making complete copies of "Richardson's Method" in Braille, for future use.

It is not in the acquiring of knowledge that the greatest obstacles. are to be overcome by the blind. It is when they attempt to make that knowledge remunerative. Here they are brought in competition with persons that can see. If the fostering care of the State could in some manner be extended beyond the time that the pupils are retained here, and assist them in securing remunerative situations in life, it would be a great blessing.

GENERAL REMARKS AND RECOMMENDATIONS.

Within a few years machinery has revolutionized the methods of manufacture, and has rendered unprofitable many branches of handcraft, or reduced the profit to a mere pittance.

Dr. Howe, in his report of 1868, to the legislature of Massachusetts, says:

"It is becoming more and more difficult for blind workmen to support themselves by handicraft, owing to the inventions and improvements which supersede the use of the hand. Twenty years ago our workmen could earn fair wages at brush-making, now they can hardly earn their salt.

"Five years ago they made and sold at good profit, thousands and thousands of door mats; to-day a machine has been contrived which does in a few hours what a blind man could do in a week.

"The sharpened competition for livelihood by simple handicraft,

such as making mats, brooms and the like; the increase of foreigners, especially Germans, whose wives and children work in the evenings, and at odd hours, upon such trades, and the invention of machinery, superseding the hand, are still further narrowing the already small circle of occupations by which the blind could earn their bread."

In view of these facts I would respectfully suggest that there be a thorough investigation of the industrial department by a competent committee, appointed by the Governor or General Assembly, and such changes instituted as will meet the conditions of the case. I would call your attention to the importance of establishing at an early day an industrial home for the blind.

Perhaps all those who have completed their course and need a home could, for the present, be accommodated in the institution, and under judicious restrictions, be employed in the work-shops. The following are some of the reasons for the above request:

1. They can do more work, realize larger profits, and enjoy themselves better in a permanent home together. They perform their work in a manner peculiar to themselves and, hence, can labor to much greater advantage under the direction of persons who understand them.

2. Some of the blind pupils are orphans, and have had no home, from childhood, but the institution, and hence have gained but little practical knowledge of men and things, belonging to the outside world, which is so necessary to success in life. They can work well but need supervision.

3. A few of the blind are too frail to earn more than a partial support; removed from judicious supervision they could earn nothing. To educate such and send them out for the counties to support is a refinement of cruelty.

Several instances have recently come to my knowledge where a parent has refused to send a blind child to this school because the expenses would be too great, thus evincing total ignorance of the fact that board and instruction are free.

If some plan were devised by which the name and post-office address of every blind person in the State of Iowa would be forwarded to this institution, it would be a great blessing. Circulars

with full information could then be issued directly to the parties. Perhaps the county school superintendents could obtain this information better than any other person.

Allow me to call your attention to that portion of the report of the trustees which refers to improvements and repairs. An adequate appropriation for these objects is of pressing necessity, and without it the institution will be seriously crippled in its work.

INDUSTRIAL DEPARTMENTS.

The following tables exhibit the financial condition of these departments from November 1st, 1867, to September 1st, 1869, as it appears in the books of the institution:

By reference to the treasurer's report it will be seen that the institution is indebted to the amount of $2,402.91; which indebtedness obliges the steward to purchase mostly on credit, and thus largely prevents taking advantage of the markets, to the serious detriment of the interests of the State. As to the cause of this indebtedness, it is due to the fact that there has been no contingent fund in the hands of the trustees. Thus every improvement, not foreseen at the time of the session of the General Assembly, is charged to current expense account. Let any one keep an exact account of repairs and improvements upon buildings, fences, grounds, wells, pumps, etc., etc., that are necessarily made upon a homestead

in a single year, and he will have some conception of the amount required for such a property as this.

The question arises, can the corps of instructors be materially diminished? In my judgment it cannot, and for the following reasons:

1. Much of the labor which the pupil accomplishes in other schools must be done by the teacher in a school for the blind. The teacher must read the lesson to the pupil, as well as explain it, and hear it recited. Letters for the younger pupils must be written to parents. Music, letters received, current news and general literature must be read; work arranged, etc., etc.

2. Anything like a complete classification of pupils in their studies is impossible, from the fact that pupils are in attendance from various ages from eight to fifty-six years. Some when admitted have a fair English education, others none at all. Thus the instruction ranges from the alphabet to the higher branches of a college course.

The question may arise why the blind are not employed to do all this teaching. They do a portion of it, and possibly could do more, but there is a limit. About so many pairs of good eyes are as necessary in a school for the blind as in any other.

The amount of current expenses, including salaries and clothing furnished pupils, from November 1st, 1867, to November 1st, 1869, are as follows:

The abstracts and vouchers accompanying this report will exhibit the various articles purchased, and the treasurer's report, the expenditure and cash received.

Allow me, in submitting this report, to return my thanks to the trustees for the uniform courtesy with which they have treated me,

*NOTE.-This includes only amounts audited and paid within that period.