Gallipolis journal. [volume] (Gallipolis, Ohio) 1837-1919, 1852-09-02
ArI.l, % Laura BrIaGm...

where | had an opportunity 10 see
Laura Bridgman. Although much
has been written about this inieres-
ting Young lady, yet am inclined
10 believe that her ac'ual condition
Is not generally well understood.
The Blind Institution has long been
established, and is now under the
superintendent of DR.. Howe,
man whose intelligence and humani-
ty admirably fit him for the situation,
As we rang the bell, little blind
Z boy opened the door. In answer 10
the inquiry If the DR.. was in, The
little fellow replied, 81 VIII go and
see.' There was a cheerfulness and
alaerity about bis movements that
interested US. II was singular TO
hear The boy say he would see, when
he knew he could not see at all.--
While we were standing on the steps
we saw several small boys BY the
entrance walk, picking up the
smooth stones, handing them to
each other, each earnestly describing
the beauties Of his own. Although
they appeared cheerful and happy,
yet they awakened in Us feelings Of
sadness and sympathy. How
strange that those whose eyes are
closed upon all the beautiful objects
Of earth, and who have the least
reason to rejoice, should exhibit
cheerEulness and contentment which
we look in vain for in the "wide
awake" world! How little do we
who enjoy the blessings OF sight
value it; and how inadequate!y do
we realize the deprivation OF ii in
others.
DIR. Howe was not at home, but
we were kindly waited upon by the
principal female teacher. 1t was
II O'Clock, and the children were
assembling in the chapel for Their
daily exercises in music. We were
allowed to be present. Several Of
The pupils played the organ and
piano in turn, while the others joined
in singing. The music altogether
was performed with wonderful pre-
cision and skill. 1t was marvellous
TO see the blind display such powers
upon the organ and piano. 1t
seemed as though kind Providence
bad compensated in part the loss OF
sight, By more nice appreciation OF
sound.
But by far the greatest object Of
interest TO US, was Laura Bridgman.
She was not with the other children,
as she could not hear nor take part
in the music. Your readers may
not all be aware that Laura is blind,
deaf, and dumb. She can neither
hear, see nor speak. had somehow
formed an opinion that she was
little girl. But ! learned that she
was % years oil age. although she
appeared not over l6 or Is. Her
features are regular, an oval face,
with very pleasing expression OF
counienance. Her head is what
phrenoIogists would call finely !
balanced--the moral and intellectual
predominating Her demeanor was
lady>like and attractive. One would
not suppose she ever entertained a
thought OF sadness from her appear
ance.
The mode OF communicating in
telligence 10 her is entirely different
from that of any other human being
she being the only person living
who is at once blind. deaf and dumb.
The deaf and dumb can learn by
seeing, and the blind by hedrtng-
but Laura can learn in no such way.
She can only learn by the sense of
touch Strange as it may appear,
she has been taught not only TO con-
verse freely, but TO write. This has
been accomplished by the sense Of
touch alone. How did she learn her
letiersi How was the first idea
communicated to her. As we
entered the room she was in earnest
conversation with her blind compan-
ion. The blind girl could hear our
approach. but Laura literally "turned
deaf ear" TO US. While viewing
the two we almost envied The condi-
lion of the bind girl, in contrast
with the depth OF night in whirh
poor Laura was encomPassed.-
Laura could speak TO others by the
motion of her fingers. like the deaf
and dumb, spelling out every word.
But while she could speak 10 others
in this way, no one by similar mo
tions could speak to her, as she could
not see the motion of their hands.
In speaking to her the motion of the
fingers had to be made INSIDE of her
hand. She could then understand
their meaning. Laura and the blind
girl both conversed in this way. On
the desk before Laura lay a piece of
grooved tin, with slip Of paper. l
asked if she would write her name
for me; as | should prize it and pre-
serve it as a choice memento. She
complied cheerlully, after learning
The request through her teacher
She placed the paper on the Qrooved