The San Francisco call. [volume] (San Francisco [Calif.]) 1895-1913, 1895-10-06

then hunted up a corps of teachers-skilled
specialists who were used to teaching blind
and deaf children, and who made it their
life work. Surely the State must have
been personally acquainted with each and
every one of the people they sent to that
institution to look after those children.
Every one of the people who would need
to be mostly just and kind and comfort
able looks just kind and comfortable. The
teachers who would need to ba clever as
well as kind look that, and in fact every
body seems to fit exactly into his place.
Having all this ready the State invites
all the deaf and blind children to come. 1t
doesn't ask any poor little deaf boy whether
his father is good man or bad one. 1t
doesn't ask blind girl whether her mother
is In society, nor whether she reads the
newspapers. You don't even have to be
poor to get into this institution. 1t is just
like the public schools--supported by the
State. All you have to do is to be blind or
deaf, and the State invites you to come and
live at this home. There it does every
thing for your comfort and for your de-
velopment.
Even if you don't live in California, but
in some State which has no school for the
deaf or blind, your State will take care of
you. Nevada sends several children to our
school, paying $500 year for each of
them. Arizona, too, sends some pupils,
and they have the same care as ii they
were CALIFORNIA; own little children, in
stead of being adopted-for a consldera-
ton.
The ways of teaching the blind children
to do things deserves a big book all to
themselves. Little Charlie Caceres, about
S years old, read us some stories with his
fingers. When the big book with raised
letters was handed him the little fellow 8
face beamed with pleasure.
i've seen this book before, sir, he said
to the teacher, smiling as If he had met
an old friend.
well, you can read it all the better.
What is it?" the teacher went on.
''Stories of Discovery, by DISCOVERIES.
Arranged by Edward Everett Hale" Then
the boy went on to read the stories, which
had plenty of hard words in them, much
better than l ever heard any other boy of
his age read.
His brainy little fingers were alert and
expressive and he felt along the lower line
with his left hand while he read the line
above, go that there was never the least
hitch or hesitation in his report. Only
thinkl the ideas the little boy gathered
up with his fingers had to be telegraphed
all the way to his brain before he could
speak them, while your brain has only to
look out for them through the eyes, which
are the brains windows, perhaps.
| Don't you think any of you ought to
learn to read much faster than any blind
child?
Another child who is wonder to the
teachers is Mathels Melville, who came up
from Los Angeles alone little while ago.
The child is deaf, absolutely, but has not
forgotten the sounds be used to hear before
the illness which destroyed his hearing.
| The boy, years old, rosy and handsome
appears just like any other child OF high
intelligence.
So alert and so clever is he that he car
carry ON brief conversation without
showing any signs OF his deafness. He
watches the lips that speak to him. and
comprehends what they say. And be
answers in . natural, weil-modulated tone
Sad to say, this cannot go on, the teachers
say.
Unable to Judge of the tone of his voice
the boy will gradually lose the power o.
speaking naturally. His voice mus
become hard and unpleasant, his pro
nunclation incorrect.
But looking into the child's bright eyes
one questions even the teachers right tt
lay down inevitable laws for the boys
future, when his present reading OF the
motions of the lips is so wonderful as te
show that his brain has already accom-
pllshed the impossible.
Don't you imagine for a moment thai
these boys and girls have no interest il
the things We call modern inventions.
indeed, we are all of Us much obliged tC
| deaf mute for the invention of the tele