#l t V VOCATEONS C}? TEE BUNK) EN MiCHiGM A3 RELATED TO THE EE‘JCAWQNflL OPPORTUNETIES OFFEREQ AT THfi MECHEGAN SCHOOL FOR THE BLEND Thesis far the» Degree a! M. A. MSCHIGAN STATE COLLEGE Leia E. Bless 1950 ‘ THESIS This is to certifg that the thesis entitled VOcations Of The Blind In Michigan As Related To The Educational Opportunities Offered At The Michigan School For The Blind presented bg Miss Lola Bless has been accepted towards fulfillment of the requirements for M. A. degree in W11 ' Major professor Date March 13; 19 0-169 in _Auu‘_ A I’llulr..h I} '1‘!. ‘.4 .4‘.‘ . . vvxo‘l v \ ‘ui‘ulln o|,|v.l‘o. 1'. .u VOCATIONS OF TEE BLISD IN MICLIGAN AS hELATED TO TEE EDU”ATIONAL OPPORTUNITIES OFFERED AT THE XICEIGAN SCHOOL yon TH? ELIND A Ehesis Presented to the Faculty of the School of Education The Michigan State College In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education by Lola E. Bloss flarch, 1950 THESIS ThBLh OF CONTENTS CthTLR PAGE I. PURPOSE OF ThE STUDY . . . . . . Need for the study . . . . . . Definition of blindness . .. . . . II. A BRIEF BACKGROUND CF EDUCATION FOR TEE ELIN p— c— \n A) +4 Schools in Europe . . . . . Schools for the Blind in the United States 10 The Michigan School 13 Trends in Vocational Education . . 15 III. mom-.Icgua AND Paocwum . - . - 18 IV. TAEULATED EVALUATION OF TnE EDUCATIONAL PROGRnL AT ILL LIChIGAK SCnOOL FOR TLE ELIilD . . . . . . . . . . . 21 Question I . . . . . . . . . 22 Question II . . . . . . . . . 23 Question III . . . . . . . . ' 24 Question IV . . . . . . . . . 25 Question V . . . . . . . . . 27 Question VI . . . . . . . . . 28 Question VII . . . . . . . . 29 Question VIII . . . . . . . . 30 Question IX . . . . . . . . . 31 V. IMPLICATICNS EVIHCED BY QUESTIONNAIRE 32 Implications shown in Table I . . . 33 {362933163 CEAPTER VI. PROBLELS NON LACING TEE K Implications Implications Implications Implications Implications Implications Implications Implications FOR T13 BLIND shown shown shown shown shown shown shown shown VII. SUMKARY OF STUDY . BIBLIOGRnPhY . . . APPENDIX in in in in in in in in Table II Table III Table IV Table VIII . PAGE 34 35 36 37 39 Al 42 #3 #4 47 51 54 TABLE II. III. IV. V. VI. VII. VIII. IX. LIST OF TABLES The Number and Percentages of Positions and Jobs Represented in the List of Former Students Contacted . . . . . . . . . Most Important School Subjects . . . . . Extra-curricular Experiences . . . . . . Work Experiences . . . . . . . . . . Value of Education . . . . . . . . . Suggestions for a Guidance and Follow-up Plan Suggestions for Improved Teaching Methods . . Suggestions for Making Curriculum Functional . Value of Education in Relation to Job . . . PAGE 22 23 24 25 27 28 29 30 31 CHAPTER I INTRODUCTIOW I. PURPOSE OF THE STUDY As our economic and social life becomes more complex, 'the problems of youth likewise become increasingly involved. To accompany these economic and social changes, all second- ary schools, including the schools for the blind, are forced to broaden their curriculums. Boys and girls in all institutions of learning are questioning the value of each course in relation to their own needs. No doubt the students at the schools for the blind need to question, to a greater degree than do the non-handicapped pupils, the prudence of studying the old, prescribed subject matter. The administration at the Michigan School for the Blind fully realizes its responsibility; and, because of this realization, the school program is being constantly revised and broadened in an attempt to give the students a functional education. In order to determine whether the curriculum at the Michigan School for the Blind really meets the needs of its graduates, a questionnaTie was sent to one hundred and five former students. The results of this question- naire indicated the strengths and the weaknesses of the present curriculum. World War II enhanced the opportunities of the handi- capped in industry; the scarcity of labor as a result of so many able-bodied boys being drafted for military service added considerably to the kinds of jobs Open to the blind and partially sighted. These new opportunities in industry plus Opportunities in the fields of business and professions offered the blind a greater variety of jobs than they had ever before enjoyed. It is because of these wider oppor- tunities and the complexity of our society that it is increas- ingly difficult for the visually handicapped to decide what is the best course to follow in order to live happy, succeszul lives. At the present time unlimited sources of occupational information are open to the visually handicapped. Never has there been a time in the history of this country when so much research was carried on to enable the blind to take on heretofore impossible employment. Both blind and sighted-placement men are seeking suggestions from blind people employed in unusual but remunerative occupations regarding pre-job training--especially that training which might have been a part of their high school work. The administration of the Michigan School for the Blind has likewise used the experiences and suggestions of the former students as a basis for the reorganization of its curriculum. III. DEFINITION O: BLIXDIESS The term "blindness" is difficult to define as it varies through stages from no sight, light perception, little sight, to useful sight but yet not enough to read even with the help of glasses. The opthomological term for blindness is visual acuity of 20/200 or less in the better eye with correcting lens. This is based on the Snellen Test. The Snellen measurement of visual acuity is a standard test in which the child is required to read various sizes of type at a measured distance. If,at a distance of twenty feet, he can read only the larger type ordinarily read by a person of normal vision at a distance of two hundred feet, he is said to have a visual acuity of 20/200. z IDPI.0A. CHAPTER II A EHIEF BACKGROUND OF EDUCAIION FOR THE BLIND Vocations and avocations for the blind have long received much attention and thought. As far back as 850 A.D., guilds were organized for blind fortune tellers, blind musicians, and masseurs.l These guilds were mostly in the Far East--China and Japan. In the Mohammedan and Christian countries, charities were encouraged, and it was considered the right of the blind to beg. No great efforts were made toward utilizing the energies of the blind by any form of industrial education previous to 17b4, which was about the time of the beginning of universal education of the blind through the establishment of schools. _S____C'r-00_l§ in 22112229. The very first person to make a careful analysis of the thought process of the blind was the French encyclo- paedist, Diderot. He was influenced by English thought. His interest was purely theoretical, arising from his Richard S. French, From H mer pp helen keller (New York: American Foundation for the blind, 1932), pp. 196 - 197 2 Ibid., p. 76 N... w HT“ reading of John Locke's essay Concerning human Understanding." Diderot's interest in the blind was awakened by a desire to arrive at a correct theory of the origin of ideas. he worked with blind men and came to a number of conclusions which are recorded in his "Letter on the Blind."3 The value of this letter is not so much in the justness nor the completeness of its thought as in the interest which it aroused. The bulk of the letter stressed religion and religious problems. Had he turned his great energy and intelligence seriously to the problem of instructing the blind, he might well have anticipated the work of Valentine hauy by thirty years or more. hauy, born in Picardy, France, November 13, 1745, of poor parents, founded the first school for the blind, "Institution Nationale des Juenes Aveugles."4 his life was a long, hard struggle, but he contributed much to the advancement of blind-education. he started with one pupil, a boy of seventeen, who had been blind from the age of six weeks. Because of rovert and the lar e size of l 3 4 Louise Tilburn, Vocations ior the Visually handicapped (New Zork: American Foundation for tie Blind, 1937), pp. 27- 32 lb id. , p. 76 his family,.the boy felt obliged to contribute to his family's support and took the only means then open to the blind youth, namely, begging. He frequented the church doors where he begged for alms. Alternating his hours of begging with short hours of study, he soon became very much interested in his studying and made such progress that Nauy felt confident of the ultimate results And ven- tured an exhibition of his pupil's skill before a learned assembly. hauy also read a paper to this audience on the education of the blind. Because of the success of this first exhibition, he gave a second one from which he gained not only interest but substantial financial aid. At this time the "Societe of Philanthropique," which was taking care of twelve blind children, turned the education of its children over to Hauy. Thus was founded the first class for the education of the blind. Because of Eauy's keen desire to make the arts and sciences more accessible to the blind, he thought out and invented embossed printing. Hauy has the honor and fame of this far-reaching invention, the greatest single step in the improvement of the con- [J dition of the blind.) he went on with more experiments 5 Richard 8. French, From Homer to Helen Kalle; (New York: American Foundation for the Blind, 1932), p- 83 "I. ’1 - and exhibits until he was able to get government approval and aid. his small class grew into a school of fifty pupils. In this age of chaotic conditions, new ideas were born relative to the weak and oppressed, and a revolution was in the making. Then the revolution broke, the financial aid was lost and his school, along with many others, fared badly. hauy finally took sides with the Revolutionists and appealed to the government for aid which he received in 1791. The Assembly set aside the Convent of Cilestines for the use of both the blind and the deaf. Iauy was not a good executive, and during these revolutionary times the school went down morally. He made improvements in writing and in the teaching of arithmetic, geography, and music. He was vocationally minded—-sometimes teaching too many trades to one person. But the fact that vocational training both in music and the handcrafts was a recognized aim of the institution is of prime importance. Even though there were wars and bickerings of kings and governments, the intellectual contact between England and France was real and intimate. Because of this rela- tionship, it was but natural that there should be much interest in Europe in hauy's work with the blind. An "Essai" written by Kauy had found its way to England where it was translated into English by Thomas Babcock, a blind poet. In England, as in France, the time seemed right for the beginning of specific philanthrophies. As early as 1774 there had been a letter in the "Edinburgh magazine and Review” proposing a system of education for the blind.6 hauy's ideas found their way into England only to help a cause already started. The first institution for the education of the blind in England was started in Liverpool in 1790 or 1791. Its aim was "to render the blind happy in themselves and useful to society."7 The Edinburgh "Blind Asylum" followed in 1793. In the same year the “Asylums or Industrial School for the Blind” was founded. fhe object at this time was "not to employ the blind after being educated, but to teach them the means of getting a living by work.”8 In 1799 the Suuthwork School for the Indigent 31ind was founded for a similar purpose.9 The Richmond National Institution of Dublin was founded in 1810.10 The education of the blind in Austria and Germany was of high caliber. The first institution was founded by £23533 , 13° 98 \‘JO\ Ibid., p. 98 IbiQ°$ Po 99 \OCD Ibid., p. 99 10 Ibid., p. 99 Johann Wilhelm Klein, a lawyer, at Vienna in 1804; and the second, at Berlin in 1806,12 under the direction of Valentine Hauy. Klein had seen blind children grow up without any training or education and decided to help them in some effective way rather than by giving them aid through charity. Like Kauy, Klein began with one very intelligent pupil. Again, like Nauy, when Klein felt that his pupil had made sufficient progress, he presented him in an exhibition which proved to be unusually successful. Through these exhibitions, Klein awakened public interest and received the much-needed royal patronage. Klein‘s school was the beginning of the now famous Vienna Institute for the Education of the Blind. Numerous European institutions sprung up in rapid succession following the tradition of Hauy and Klein. much experimentation was carried on both in Europe and in America relative to reading by the blind. Many steps transpired between the invention of embossed printing by Hauy and the invention of Braille, a dot system, in 1829 . . 1 . . . . by Louis Braille, 3 an instructor in the Paris school. 13 The Education 2i the Blind, A survey report of the joint committee of the College of Teachers of the Blind. (London: Edwin Arnold and Company, 1936), p. 2 10 Early in the twentieth century a new "Revised Braille" was universally adopted.14 Schools for the Blind in the United States Numerous visitors from America inspected the schools of Europe and brought back reports of the wonderful things being done for the blind. These reports in a young country where the people were very charitable created a desire to do something positive for the blind. Consequently between 1825 and 1835, schools for these handicapped children were opened in Boston, New York, and Philadelphia. A young medical student, John D. Fisher of Boston, visited Eauy's scnool. He became so interested and sym- pathetic that he conceived the idea of starting a similar institution in New England. He was able to interest his friends and a meeting was called February 10, 1829.15 Among those who attended this meeting were not only men of educational influence but also members of the legislature. Through the efforts of these men, an act of incorporation for the scnool was introduced in the legislature and was passed unanimously. Resolutions were also introduced and passed 14 harry Best, Blindness and the Blind in the United States (New York: The Macmillan Company, 1934), p. 415 Richard S. French, From homer to Helen Keller (New York: American Foundation for the Blind, 1932), pp. 110 - 112 11 for the purpose of financing such an institution and obtaining information regarding the number and condition of the blind in New England. Three years later the services of Samuel Cridley howe were secured as secretary. he was the right type of person--young, enthusiastic, and philanthropically minded. He was‘given time and funds to visit the European schools where he received much inspiration and help. He not only brought back ideas and apparatus but also secured the services of two assistants, one a graduate of the Paris institute to teach literary subjects, the other from the Edinburgh school to take charge of the handicrafts.l7 The school was first opened in the home of J. Rowe's father, 140 Pleasant Street, Boston, in July, 1832.1 Six pupils were secured for the educational experiment. After six months, though funds were exhausted, Howe's decision to give an exhibition of his pupils before the legislature met with an enthusiastic response. Public exhibitions of blind pupil talent were given. Women in many cities gave fairs which netted several thousand dollars. These money-raising ventures were followed by an offer from Colonel Thomas H. Perkins of his mansion and grounds on 16 Ibid., p. 113 l 7 n.1,... p. 121 18 12 Pearl Street, Boston, for a school on the condition that an endowment of S50,000 be raised. This amount was realized through state aid and the generosity of the public. at .1. Howe's idea for education of the blind was b0 enable them, in spite of their handicap, to become active, self- ' . ‘ "‘- _- "19 supporting and happy nembers 01 society. From 1833 to 1835 the growth of the Boston school was so rapid that in 1839 it moved to a new location in South Boston, and the name became the "Perkins Institution .. . . 20 and nassachussetts Asylum for the Blind." The New York Institute for the Blind also owes its existence to public spirited groups of menend women whose devotion to the work for the blind was almost unlimited. Dr. John D. Russ was the outstanding leader of these groups.21 He became the first superintendent in 1832. According to Dr. Richard TPrench its "history is chiefly interwoventvith the inprovenent of tactual appliances, particularly embossed 22 literature."‘ Since 1863 it has been one of America's most influential institutions.23 19 Ibid., p. 119 20 I LO, p. 121 21 Ibid., p. 121 22 Ibig., p. 121 23 Ibid., p. 121 13 The third school which came into existence about the same time was the Pennsylvania Institution for tne Instruction of the Blind at Philadelphia. Dr. Julius D. Friedlander, a German, who had experience in the instruction of the blind in Germany, England, and Prance, c me to Ehiladelphia in C 1 -. .‘v p _;__ ~ _,_~ 24' 1033 ano became a leader oi the interested groups there. he began with a class of two pupils. his experiences in Philadelphia were similar to those in the New England schools. ., 1 . D v 25 . . DGbWGGH the years oi 103/ and lhoO, twenty additional institutions for the instruction of the blind followed the founding of these three. Today, there are state schools and institutions for the education of the blind in nearly every state in the union. Many of the largest cities maintain schools for the educatio1 of their own blind and partially—sighted. The Michigan School In Michigan, as well as in other states, the interest in the education of the blind and other handicapped children was keen. Where the pOpulation was less dense than in the East, the blind and deaf were often housed in one group of buildings, and the two schools were under the same administration. The Michigan Legislature appropriated funds Ibid., p. 121 25 Ibid., p. 122 14 for the education of the blind and the deaf, and a school. The nichigan Institute for the Education of the Deaf and 26 the Blind was opened in 1854. Lie blind, however, did 2 ,, -H . . not enter until 1865. 7 ihe present 'nichigan Scrool for p. 28 n, the Blihd,‘ located at LanSing, was opened in lCQO. fine purpose of the institution is stated in an excerpt which reads: "Do educate tie blind and to ai‘iord instruction in such useful arts and tr de 3 as they are best adapted £11 to pursue, and such that will best enable tlen to maintain themselves."29 Ihe Lexislature of Iichigan declared the Lichiwan “ . - 30 School for the fillnd a public school in 1917. The subjects offered during the early days were much the same as those offered in other schools at that time. In the first biennial report of 882, broom making was spoken of as the important occupation for boys and cooking 26 hichig an Lals, 1846;:Ptb1ic Act 187, pp. 246, 463; 1849: Public Act 133, pp. 137, 327; 1850: Public Act 35, pp. 30, 334; 1853: Public Act 80, p. 119 27 Licni aw Iews, 1855: Public nCt 106, p. 23); 1857: Public Act 102, pp. 18 216 31865: Public A.ct 188, P. 318 Michigan Laws, 1849: Public Act 245, p. 257 29 Michigan Laws, 1853: Public Act 80, p. 119 30 dichigan Laws, 1917: Public Act 148, p. 109 15 for girls. Sewing, cooking, canning, weaving, shoe repairing and turning were the vocational subjects offered. Lusic was thought of as both cultural and vocational. The Commercial Department was added later. Sewing and cooking became domestic art and domestic science, and later became home ¢economics and honemaking. Agriculture and poultry raising Ivere carried on for a few years but didn't prove successful 550 they were dropped from the sclool program. The academic saubjects were thought of as a cultural background. The policy of the Michigan School for the Blind has ealways been to give its students a good cultural background 81H} to give them.experience in vocational fields that they away discover their own interests and aptitudes. The program 143 constantly being expanded to meet the needs of the students. A Inodern vocational program is being worked out and the Cixrriculum is in the state of revision to meet these needs. The suggestions made by former students for the improve- xaerit of the school will aid in changing the program. Eggational Education ligands I” Workshops and homes have been established throughout tkma country for the benefit of those who need training bebfland high school and for adults who become blind after tne3r have passed school age. According to various writers 16 this plan should be resorted to only when necessary. The more satisfactory method is the training of the blind in school or on the job. Then when they are employed they can live at home and "o to work daily as other workers do. In 1936, W. G. Scarberry, Superintendent of the Ohio EState School for the Blind, made a study of the principal ‘trades or industrial subjects taught in schools for the blind 111 the United States. They were chair caning, basketry, gkiano tuning and repair, weaving, carpentry, knitting, cro - cflieticg, broom making, home economics, brush making, mop nuaking, poultry raising, hamnock making, tennis racket re- :stringing, auto mechanics, upholstery, shoe repair, ceramics, ntillinery, rope making, assembly work, radio, leather belt nmakinf, mattress making, and mat making. he found that in Huany'schools only three or four of these trades were taught.31 However, today the leading educators of the visually haiadicapped are doing much to effect improvements in the trenfies now taught their students by offering new branches 0f :industrial training whenever they feel that the blind masr become successful operators in such industries. The trernd today is toward introducing students to possible :31 W. G. Scarberry, Vocational Training in hesidential §¥¥l§21§_for the Blind (Columbus: Ohio State University, 1935 ) , p. 27 l7 vocations earlier in their school career. In the present decade, especially in michigan, a better cooperation between the rehabilitation workers for the blind and the instructors of the blind is being realized. Tne aim now is, whenever possible, to place the blind aalong with the sighted in industry. This is being done through tflae efforts of the departments of education and services for tflge blind in the various states of the United States. In the past two hundred years, much progress has been nuade in the field of training and in the vocational placement of‘ the visually handicapped. This is very well expressed 111 a quotation by Arthur J. Ryan,32 Director of Counseling arui Service, Children's Aid Society, New York. ”The blind are no longer thrust arbitrarially into piano tuning, weaving and the making of brooms. Through a scientific approach to the problem, through sound vocational guidance, they have been helped to enter almost as wide a variety of occupations as those not visually handicapped.‘ - ;?2 Arthur J. Ryan, "Vocational Guidance for the Visually Langleaped," Occupations, p. 140, May, 1941 Cir-{A P I‘ER I I I TECIIHIQLE ASH) PROCEDURE From the days of Valentine hauy, the beginning of the education for the blind in Europe, to the present time which has been described briefly in the previous chapter, it is evident that much prorress has been made in this field of education. In a recent bulletin published by the hichigan School for the Blind, we note that The purpose of the Michigan School for the Blind is to provide a complete educational program from the Kindergarten through High School for visually handicap ed boys and girls between the ages of seven.and nineteen. To do this the school must ever be looking for means of impr vement, not only in giving its students a good educational background and vocational training, but also in guiding them to meet life's problems of today and tomorrow. The aim of the writer is to obtain information from the students which can be used as a basis for broadening the present curriculum so that the Michigan School for the Blind may better meet the needs of its students. The information sought was: l Mi§h1$§fl Schggl £33 the Blind, (Lansing, Michigan, Franklin DeKlein Company, June, 1949) p. 2 19 l. Occupations of former students. 2. School subjects most helpful as related to occupation. 3. Helpful extra-class experiences. 4. Valuable out of school experiences. 5. The extent to which education teaches one to take advantage of abilities and overcome weaknesses. 6. Suggestions for a guidance and follow-up plan of the employed. 7. methods for improving the curriculum and the teaching methods. 8. Reaction toward the educational program at the School for the Blind. Every school knows something about its graduates, especially those who are successful; but the knowledge is unorganized and therefore of little use. For this study the names of former students of the michigan School for the Blind were taken directly from the school files. The greater number attended school from the years 1937 to 1947. As it was impossible to contact these people personally, the questionnaire technique was chosen. The superintendent and teaching staff were approached for suggestions. This survey was discussed at a teachers' meeting where many suggestions were made. members of the senior class were given the opportunity to express their ideas. From all of these suggestions, the questions were formulated. 20 The questionnaire with a letter stating its purpose was sent to one hundred and five former students. Eighty-five responses were received, or 84 percent of the group contacted replied. Included in the responses is a varied list of occupa- tions ranging from professional and semi-professional, managerial, clerical and selling positions to skilled, semi- skilled, and unskilled jobs. The list also includes home- makers and family workers. Lists of school subjects and extra curricular activities that have been helpful are included. Many suggestions and ideas for improving the school to make it more functional are included in the answers. T'-ese responses will be summarized and analyzed in .A.-1 the next chapter. The implications for practical use will be discussed in a later chapter.2 The questionnaire and the letter that accompanied it as sent to former students is included in this chapter. The tabulated answers to the questions will be found in the appendix.3 2 See chapter 5 3 See appendix CHAPTER IV TABULATED EVALUATION OF THE EDUCATIONAL PROGRAM at the MICHIGAN SCHOOL FOR THE BLIND As has already been stated, the questions were formu- lated from suggestions made by the superintendent, faculty, and seniors at the Michigan School for the Blind. There 'were nine questions. Each question was carefully worded to assure correct interpretation. The number of responses to each question varies as a student may have failed to check every question or may have checked several items in answer to a given question. The original plan was to send the questionnaire to all students who were graduated from the Michigan School for the Blind from 1937-1948. Because mailing addresses were not available for this complete group, it was found neces- sary to send the questionnaire to some graduates prior to 1937 as it was deemed desirable to send out about 100 questionnaires. Actually 105 students received the ques- tionnaire, and 85 answered. This is an unusually high number of replies to receive. 22 QUESTION’ONE What is your occupation? Please give a brief description. The classification for vocations follows that used by the Federal Security Agency.1 TABLE I THE NUMBER AND PERCENTAGES OF POSITIONS AND JOBS REPRESENTED IN THE LIST2 OF FORKER STUDENTS CONTACTED Jobs and Positions Times Cited 1. Professional . . . . . . . 19 or 23.3% 2. Semi-professional . . . . . 3 or 3.5% 3. Managerial . . . . . . . 5 or 5.8% h. Clerical . . . . . . . . 8 or 8.2% 5. Sales . . . . . . . . . 5 or 5.8% 6. Personal . . . . . . . . h or h.7% 7. Building service . . . . . l or 1.2% 8. Agriculture . . . . . . . 2 or 2.4% 9. Skilled . . . . . . . . h or 4.7% 10. Semi-skilled . . . . . . . 10 or 12.0% 11. Unskilled . . . . . . . . 6 or 7.0% 12. Family workers and Homemakers . 18 or 21.2% Total 35 IOOTU% 1 Classification of Federal Security A enc (Washington, D.C.: Office of Rehabilitation, l9h7, p. 1h 2 See complete list in the Appendix 23 QUESTION TWO What school subjects do you believe were the most valuable for your present occupation? TABLE II RESPONSES TO QUESTION TWO Subject 1 Times Cited W Agriculture . . American Literature Arithmetic . . . Biology . . . . Broom Shop . . Commercial Subjects. Business Administration Business English Commercial Law . Salesmanship Typing . . Economics . . English . . . Foreign Languages Government . . Greenhouse Training History . . . . Home Economics . . Manual Training . Music, Staff Notation Physical Education Piano Tuning . . Poultry Raising . Psychology . . . 0 O O O O O O O O O O O O O O O O O O O O O O O O O C O O O p.- WWWHHHWNOCD‘P'HHHNUJNC‘OVP'P'H NPNN“ o o 0 o I 0 o o O O O 0 O O O .. . .. F’ P‘ Eooooooooooooo ff .1 L) (D OOOOOOOODOOOOOOOOOOOOO Public Speaking Social Studies . All Subjects . None..... H cocoooQOuooooooooooo F3 oooooooop’ooooooooooo (D O ooooooooh‘ooooooooooooo ‘4 0.00.... H t: oooooooomoOooooooooooo 00000000 6 m OOOOOOOIHOOOOOOOOOOOOO N Total P p \O 2h QUESTION THREE What extra-curricular experiences did ysu have that have been of help to you? TABLE III RuDLOLSES TO Q BTIOIW iREE W Extra-curricular eXperiences Times Cited —:— Athletics - Sports - all kinds of Games, Track, etc. . . . . . . . . . . . . Christian Endeavor Society . . . . . . . . . . Future Farmers of America . . . . . . . . . . . Girl Reserves - later Y-Teens . . . . . . . . . l Hi-Y o o o o o o o o o o o o o o 0 Music - Band, Orchestra, Glee Club . . . . . . . . N. Y'.A. . . . . . . . . . . Physical Education Activities - Varsity Review - Shows . . . . . . . . . . . . . Parties, Dances, etc. . . . . . . . . . . . . Plays - Taking part in . . . . . . . . . . . Plays - Lake -up, Doing Hair, Costumes . . . . . . . Public Speaking . . . . . . . . . . . Social Activities off the Campus, Example: Girl Reserve and Hi-Y . . Social Activities at the Practice House Short Course at K.S.C. . . . . . . Student Forum . . . . . . . . . Student Council . . . . Practice Teaching - Teacher' 3 Assistant Writing - Sports writing for the Beacon, M.S.B. Magazine . . . . . . . . . . . . . N NHHI—‘U‘Im HNNNN HmNWHI—‘Q lotal 59 Every extra-curricular activity that has ever been offered at the school was mentioned in the answers to question three. ‘Q QUESTION FOUR 25 What out of school eXperiences did you have that you consider very valuable? TABLE IV RESPONSES TO QUESTION FOUR Work Experience Times Cited Working in a Beauty Parlor . . . . . . . . . . 2 Working in a Factory . . . . . . . . . . 9 Working in Homes - Housework, Saturdays, Summers . . . 3 qurking in an Office 0 0 O O O O O 0 O 0 O O 1 Working on the Switchboard . . . . . . . . . . 3 Helping at Homes . . . . . . . . . . . . . h Door-to-door Selling (products students made) . . . . 6 Vfaiting on Table '0 o o o o o o o e o o o o 2 Taking care of children . . . . . . . . . . . 3 Social Work . . . . . . . . . . . . . . . 3 Total ‘56" Other Experiences Times Cited In the field of music - church choir, chorus, orchestra, solos . . . . . . 9 Contacting other clubs through Girl Reserves, Hi-Y, Scouts, etc., at Y. W. C. A. . . . . . . . . . . 8 Summer school and other schools . . . . . . . . . 2 Private teaching - piano, violin, directing choir and glee club summers . . . . . . 3 Raising plants and pets at home . . . . . . . . . 1 Helping at home on the farm, summers . . . . . . . 2 Attending the public school at one time . . . . . . 1 Doing the neighbor's hair . . . . . . . . . . . 1 Taking care of a convalescing lady . . . . . . . . 1 Visiting the legislature . . . . . . . . . . 1 Trial period before entering employment . . . . . . 1 Going to camp summers . . . . . . . . . . . . 2 TABLE IV (cont‘d.) Taking a correspondence course in Typing . . . . . Working with blind one summer in Connetticut for the Lions Club O O O O O O O O O O O 0 Living at the Practice House . . . . . . . . . Speaking to groups who are interested in leader dogs . Making sighted friendships . . . . . . . . . Traveling . . . . . . . . . . Teaching Sunday School classes . . . . . . . Selling home (agricultural) products at the city.market . . . . . . Helping in the nursery school . . Helping the school engineer . . . None . . . . . . . . . Total I l 3 1 8 l 2 l 2 l 3 27 QUESTION FIVE To what extent did your education teach you to take advantage of your abilities and to overcome your weaknesses? TABLE V RESPONSES TO QUESTION V Value of education Times Cited Through education, I gained self-confidence and self-reliance o o o o o o o o o o o o o o 20 None or very little . . . . 7 Developed self-confidence through attending college and contacts in the outside world . . . . . . . 5 Taught me to face the facts of life . . . . . . . 1 Taught me how to understand a handicap and make the most of my abilities . . . . . 2 I learned to take advantage or stress my abilities through the friendly advice and guidance from members of the faculty . . . . . . . . . . . a Total “3'9" 28 QEESTION SIX What suggestions would you make in reference to a guidance and follow-up plan when employed? TEBLE VI RESPONSES TO QUESTION SIX Suggestions Times Cited There should be a guidance and counselling program beginning in grade 9 . . . . . . . . . 27 There should be a follow-up plan for at least one year after the person is employed . . . . . . 10 The present plan of co-operation between the State Department of Social Services for the Blind and the School is very good . . . . . . . . . . 19 Total 55 29 QUESTION SEVEN Can our teaching methods at the Michigan School for the Blind be improved? If so, how? TABLE VII SUGGESTIONS FOR IMPROVEMENT Suggestions Times Cited W i Only help - show students, let them do the work . . . . 12 More study in all subjects: more oral math, spelling, reading and crafts . . . . . . . . 9 More preparation for home living for boys: teach them practical mechanics . . . . . . . . . . 7 More stress on the three R's . . . . . . . . . . 5 Stress home economics, stress table manners and personality . . . . . . . . 6 Teach.more self- confidence through contacts - with the sighted . . . . . . . . . 6 More field trips, more tactual and audial education, train the hearing; visit museums, weather bureaus, etc. In physiology make a body out of plaster paris . 5 Use the recording machine more - testing voices, use it in the commercial department . . . . . . . 3 Let students sign their names to many papers, giving every student practice in writing his own name . 3 Plan on the job eXperience during the senior year . . . 5 Teach more realistically . . . 1 Blind boys and girls should visit homes of the blind and see what they can do and the problems they have to meet . . . 2 Bring back the fifteen minute devotional period every day: read a Bible lesson and sing hymns . . . . . 5 Total -35- w 30 QUESTION EIGHT How can our curriculum be improved to make it more useful? TABLE VIII SUGGESTIONS FOR IHPROVENENT Suggestions Times Cited Teach a course in vocations: place vocational guidance in early grades . . . . . . . . . . 21 Teach penmanship . . . . 3 When planning the curriculum keep in mind the idea of teaching the blind to live in a sighted world . . . 3 Teach household mechanics . . . . . . . . . . 2 Teach more child care . . . . . . . . . 2 Foot travel should be a planned part of the curriculum . 3 Strong physical education program: stress poise . . . 5 Teach effective living . . . . . . . . . . A Practical short courses should be offered . . . . . 1 Let students take one or more subjects in the public school if possible . . . . . . . 3 Psychology and Journalism should be taught . . . . . 1 Physics should be taught . . . . . . . . . . . 2 Stress social studies . . . . . . . . . . . 1 Salesmanship should be compulsory, sell your own services . . . . . . . . 3 All blind persons should be taught some music . . . . 3 Teach styles of architecture and bird lore . . . . . l Debating should be stressed, one thing the blind can do 1 Eliminate impractical subjects . . . . . . . . . 1 NO answers 0' o o o o o o o o o o o o o o 114» Curriculum satisfactory . . . . . . . . . . . 34. Total h. ,‘l '(.sfl — . 31 QUESTION NINE Do you feel a lack of training in your job due to the program of education at our school? If your answer is yes, please explain briefly. TABLE IX RESPONSES TO QUESTION NINE Answers Times Cited . . No .' . . . . 56 No: but'wished they might have had ere training. for daily living . . . . . . . . . . . . 10 Yes . . . . . . . . . . . . . . . . . l9 CthTER V ImPLICAIIONS nVINCED BY QUESIIOEERIRE The staff of any school system is especially anxious to meet the needs of its students. The teachers of the visually handicapped would certainly welcome a list of occupations and activities that their pupils could safely and profitable undertake. The eighty-five students who answered the question— naire sent to one hundred and five graduates present chal- lenging answers which in turn make definite implications in relation to the Nichigan School for the Blind. The study of these will be worthwhile to everyone interested in the education of the visually handicapped. 33 Question I: What is your occupation? Please give a brief description. Implications shown in Table I: l. The high percentage of graduates from the Michigan School for the Blind employed in the professional fields raises the question of whether the Michigan School and educa- tion for the blind in general is meeting the needs of these children. One former student listed under "Professional" is Supervisor of Field Services for the Blind of Ontario, Canada. He feels that public speaking was one of the most valuable subjects he had while in school, and says that public Speaking and debating should be stressed. A prominent Lansing lawyer who graduated from the hhchigan School for the Blind is very forceful in his desire to see debating added to the curriculum. 2. The sampling indicates on the part of the gradu- ates an interest in many lines of work. With 21.2% of the eighty-five students interested in some phase of homemaking, it is very important that home economics in all phases be strongly emphasized. 3h Question 2: What school subjects do you believe were the most valuable for your present occupation? Implications shown in Table II: 1. Again the importance of home economics is stressed. Twenty-four studentsgfelt that the knowledge and skills gained in this field greatly contributed to the successful pursuit of their present occupation. Three boys mentioned the importance of this subject. The Michigan School for the Blind should then con- tinue and broaden its courses in home econcmics. 2. English, typing, and arithmetic rank high i their usefulness to a large number of students. It would be well for the staff at the Michigan School for the Blind to determine through contact with students listing the importance of these subjects the exact phases of each one used and in the light of these find- ings redirect the emphasis in the classroom to give even greater value to English, typing, and arithmetic. It would certainly seem that these subjects should be important to the former students in the professional, managerial, clerical, and sales areas of employment. 35 Question 3: What extra curricular experiences did you have that have been of help to you? Implications shown in Table III: 1. The Girl Reserves and the Y-Teens far outrank as helpful all other extra-curricular experiences; yet no activity stands out significantly. 2. Since eighty-five students responded to the total questionnaire and there were only fifty-nine responses to question three, one is certain that twenty- six never made any response; but some students checked more than one activity, so a far larger number than twenty-six out of the eighty-five questioned did not realize any value from the extra-curricular program at the Michigan School for the Blind. We all know that too often pupils do not recognize the value gained from an activity until many years have passed. 3. It would seem that the whole extra-curricular program should then be carefully studied and revamped. As it is now functioning the existence of the whole program can hardly be justified. One would certainly question the continuation of activities which have been helpful to fewer than five students. 36 Question A: What out of school experiences did you have that you consider very valuable? Implications shown in Table IV: Nothing stands out here as being significant. Again the activities at the Y.W.C.A. are mentioned by eight former students. The music activities out- side of the school are worthwhile to nine. In both of these instances students were mingling with non- handicapped students on an equal basis and this is extremely important. 37 Question 5: To what extent did your education teach you to take advantage of your abilities and to overcome your weaknesses? Implications shown in Table V: Twenty out of thirty-nine students gained self- confidence and self-reliance, but seven stated they did not gain these characteristics at the Michigan School for the Blind. Twenty-six out of the eighty-five made no answer to this question. The staff at the Michigan School for the Blind has surely failed here in its education of the blind. Visu- ally handicapped students naturally lack self-reliance and self-confidence, and activities in the school pro- gram must develop these traits in its students. Every teacherjwho likewise is a counselor,must be cognizant of the responses to question five and consci- ously work to develop self-reliance and self-confidence in its graduates. The club program could well add these goals to its program. In spite of the fact that students feel they did not gain self-confidence and self-reliance, they are now holding jobs which require these very characteristics. 38 In reality many of these activities have already been dropped. Then, too, only one pupil lists as import- ant his experiences in public speaking, yet at the pre- sent time this is one of the popular activities at the school. 39 Question 6: What suggestions would you make in reference to.a guidance and follow-up plan when employed? Implications shown in Table VI: When guidance was systematically started about l9h2 at the Michigan School for the Blind under the leader- ship of the State Department of Social Services for the Blind, work was done with the seniors only. Twenty- seven students definitely feel that the program should start in the ninth grade. Ten see the need of a follow- up program for one year after graduation. Twenty-nine of the former students made no reply to question six or said they did not have suggestions relative to guidance and follow-up. Twenty of the twenty-nine in this last group were in school when very little guidance was done in any field. In view of these observations, each member of the entire teaching staff at the Michigan School for the Blind must realize that his duty is to study each child with whom he works and then guide him into those lines of activity where he shows greatest interest and apti- tude. The school must study its testing program, too, to see whether it is up-to-date and leads to practical guidance. LO If the school develops a Strong guidance and counsel- ing program, students should leave the school with self- confidence and self-reliance, characteristics the students themselves say is so essential. #1 Question 7: Can our teaching methods at the hichigan School for the Blind be improved? If so, how? Implications shown in Table VII: Practically every answer to question seven indicates that the graduates of the Michigan School for the Blind believe with Kilpatrick, "We learn to do by doing." The program at the school must be re-evaluated with this in mind. The teachers must develop the student and not themselves. The activities of each pupil should have meaning to him in relation to his desired place in life after graduation. The school should employ a work- experience coordinator who would contact those indus- tries in Lansing that would employ students for part time work before graduation. This person should work closely with the whole staff of teacher-counselors in an effort to develop the potential abilities of each visually handicapped student enrolled in the hichigan School for the Blind. #2 Question 8: how can our curriculum be improved to make it more useful? Implications shown in Table VIII: Twenty-one graduates of the hichigan School for the Blind realize that the school failed to do enough for them in vocational guidance or did not direct them early enough. This indictment against the curriculum should be very challenging to the staff at the hichigan School for the Blind. Then, too, the fact that only four out of the eighty—five students answering the questionnaire felt that the curriculum was satisfactory indicates that the curriculum needs a careful study, evaluation, and, no doubt, revision. #3 Question 9: Do you feel a lack of training in your job due to the program of education at our school? If your answer is yes, please explain briefly. Implications shown in Table IX: It is most gratifying to note that fifty-six gradu- ates found the training at the school satisfactory pre- paration for their job after leaving school. Ten more found it almost satisfactory--tnese ten would have liked more training for daily living. here some men- tioned a need for knowing more about repairing house- hold equipment and the care of children. Some of the ten desired more knowledge of history and geography so that they could better appreciate radio news broadcasts. GnnPTLR VI PROBLEES NOW FACING Th3 MICLIGAN SOLOOL FOR TLE BLIKD The tabulated results of the questionnaire could be the basis for faculty study. Some of the criticisms of the schools no longer exist; for instance, a course in vocations was started this year; a full time counselor 18 now on the school staff; public speaking has been added to the curriculum; and the contacts between the visually handicapped and the sighted have been increased. The new Service Building,opened in September, l9h9, will play no small part in making the program at the school more meaningful; plans are now under way for a new vocational building. Better equipped buildings will definitely provide "Learn by Doing" experiences for the visually handicapped. Still there are many implications that the staff needs to study and evaluate. Some changes need, no doubt, to be made, but they must be made advisably. If the needs of each student are kept in the mind of the school staff, changes should improve the functional offer- ings of the institution. Cften tines correspondence with school staffs of the blind in other states offers new ideas which are L5 applicable to one's own scnool. The visually handi- capped who have been successxul in a sighted world can give many helpful suggestions for a more functional school program. One such a person is a wrominent blind Lansing lawyer and a graduate of the lichigan School for the Blind. The State Department of Social Service can offer valuable suggestions for improvement. New books are being published on the education of the handicapped: Tinifred hathaway-—Education and Health of the Partially Seeing Child has just been pub- lished by Columbia University Press, New York, and could serve as a basis of study. Many professors at Hichigan U) tat (D College could offer valuable suggestions to the staff at the Michigan School for the Blind, but upon the staff itself rests the real responsibility for improving an already outsthding school for the visually handi- capped. Kimbel Young1 in speaking of the visually handi- capped says, "Good physical exercise and health, voca- tional guidance and placement in a satisfactory occupa- tion, and opportunity for normal love life are the three Host important matters for the blind. With these l Kimbel Young, Personal Problems of Adjustment (New York: 8. P. Craft and Company, 19333, p. 56 ho essentials taken care of, good conduct, well-balanced emotional attitude, and civic participation ought to follow." CHAPTER VII SUMdARY OF S TDY For more than a thousand years much conscious effort has been expended to seek the right vocations and avoca- tions for the blind. In 850 A.D. guilds in behalf of the blind were organized in China and Japan; about the turn of the eighteenth century the ideas of Vanentine Hauy, a Frenchman, as expressed in "Institution Nationale des Juenes Aveugles," were furthered by England in the devel- opment of the first institution for the education of the blind. The desire to assist the blind soon spread to Austria and Germany. The famous Vienna Institute for the Education of the Blind and numerous other institutions arose in rapid succession. By the twentieth century a dot system enabling the blind to read and write was universally adopted under the name "Revised Braille" in recognition of its inventor Louis Braille. Additional schools for handi- capped children were opened in Boston, NBW’YOIK, and Philadelphia in the nineteenth century. Today nearly every state in the union offers special educational opportunities for the blind. The foregoing study is primarily concerned with the educational advantages offered Michigan's blind and any other counselling that might better enable the blind and partially-sighted to make a worthy contribution to society. u u. £8 To determine the validity of the efforts made by the Michigan School for the Blind, one hundred and five gradu- ates l. 2. 3. A. show 1. were sent this questionnaire. What is your occupation? Please give a brief des- cription. What school subjects do you believe were the most valu- able for your present occupation? What extra-curricular experiences did you have that have been a help to you? ' What out of school experiences did you have that you consider very valuable? To what extent did your education teach you to take advantage of your abilities and overcome your weaknesses? What suggestions would you make in reference to a guidance and follow-up plan when employed? Can our teaching methods at the Michigan School for the Blind be improved? If so, how? How can our curriculum be improved to make it more useful? Do you feel a lack of training in your Job due to the program of education at our school? If your answer is yes, explain briefly. The replies received from eighty-five of those contacted the following implications: Much training for both boys and girls should be pro- vided in all phases of home life, such as cooking, serving, repairing ordinary home appliances, and social usages. Many opportunities should be provided for the visually handicapped pupils to make sighted friends. The Girl #9 Reserves, HiAY, Scouts, and YéTeens are the types of activities fully appreciated by the visually handicapped. 3. The education of the visually handicapped must provide experiences which develop self-confidence and self- reliance. h. Vocational guidance for the visually handicapped should start in the grades. 5. The school should employ a work-experience coordinator. 6. A strong teacher-counselor program should be set up. 7. The visually handicapped should be given the oppor- tunity to "learn by doing." 8. Debating should be added to the curriculum. 9. The extra-curricular program should be re-evaluated. 10. "Follow-up" work should trace the success and failure of every visually handicapped pupil. ll. The school should provide training in the Jobs open to the visually handicapped. The results of this venture convinces all those inter- ested in the blind and the partially-sighted that the united efforts of school staffs, students, graduates and the State Department of Social Service must be pooled to help solve each personal adjustment. At the present time the Michigan School for the Blind has made these positive advancements: a course in vocations; a testing program under the direction of one trained in the administration and use of tests; public speaking as a part of the curriculum; increased contacts between the visually 50 handicapped and the sighted; a new Service Building; and plans for a new vocational building. This combined interest of public minded citizens, pupils, graduates, and school staff cannot but lead to greater func- tional services of an already nationally known school, The Michigan School for the Blind. BIBLIOGRAPI'Y 52 A. BOCKS Best, Harry, Blindness and the Blind in the United States. New York: nacmillan Company, 1934 French, Richard 8., From Homer t9 helen Keller. A Social and Education Study of the Blind. New York: American Foundation for the Blind, Inc., 1932 Scarberry, W. 0., Vocational Training in Residential Schools for the Blind. Columbus, Ohio: Ohio State University, 1932 Wilburn, Louise, Vocations for the Visually Handicapped. New York: American Foundation for the Blind, 1937 loung, Kimball, Persgnality Problems 9: the Handicapped, New York: 8. P. Craft and Company, 1946 3. LAWS: SlAQE OF MICHIGAN 1848, Public Act 187, Bogg and Earmon, Printers for the State, Lansing, Michigan, 1848 1848, Public Act 46, Hunger and Pattison, Printers for the State, Lansing, Michigan, 1848 1849, Public Act 133, hunger and Pattison, Printers for the State, Lansing, Michigan, 1849 1850, Public Act 35, R. W. Ingalls, Printer for the State, Lansing, Michigan, 1850 1853, Public Act 80, George W. Peck, Printer for the State, Lansing, Michigan, 1853 1855, Public Act 106, George W. Peck, Printer for the State, Lansing, Michigan 1855 1857, Public Act 73, Hosmer and Fitch, Printers for the State, Lansing, Michigan, 1857 1857, Public Act 102, Hosmer and Fitch, Printers for the State, Lansing, Michigan, 1857 1805, Public Act 188, Kerr and Company, Printers for the State, Lansing, Michigan, 1865 1879, Public Act 250, W. S. Gregory and Company, tate Printers and Binders, Lansing, nichigan, 1879 1917, Public Act 180, Wynkoop, Hallenbeck Crawford Company, State Printers, Lansing, michifan, 1917 C. PERIODICAL ARTIC ES Ryan, Arthur J., "Vocational Guidance for the Visually handicapped," Occupations. Lay, 1941 D. BULLETIHS Hichigan School for the Blind. Lansing: Franklin DeKlein Company, 1949 The Education 93 the Blind. A survey report of the Joint Committee of the College of the Teachers for the Blind and the National Institute for the Blind. London: Edward Arnold and Company, 1936 ' APE: ‘JDII‘L 55 CLASSIFICATION OF DATA 6.1 UTSTION O? L“) What is your occupation? Please give a brief descrip- tion. Classification used here is that used by the Federal . 1 Security Agency. Professional Teacher - Music and Supervisor of Jusic Department Teacher - music and Voice, first through twelfth grades Teacher - Piano Tuning Teacher - Shoe Repairing Teacher - Canning, Weaving and Broom making Teacher - Braille and correction braille reading Teacher - Braille classes Teacher - Private lessons, Piano Teacher - Private lessons, Voice, Concert oratorio Social Work - Case-aid in a city system Five Senior college students - Field of Social work Lawyer and Court Commissioner Sportswriter - Newspaper 1 Classification of Federal Security Agency (Washington, D.C.: Office of hehabilitation, 1947) 56 News Reporter - Newspaper Supervisor of Field Services for the Blind Semi-Professional Blind trainins stand officer Supervisor of Boys - Michisan School for the Blind Ianagerial manager - music Store Proprietor - Shoe Store Business manager for an old Lady ShOp - Sloe repair Five stand operators Clerical Clerk in a grocery store Telephone receptionist and typist Answers telephone, typist, takes orders for blind products Dictaphone operators Dictaphone transcribing operators Clerk in a music store, selling records and instruments Sales Salesman for blind products. There are several salespeople in each of Lichigan’s largest cities. 57 Personal Service Beauty Operator Cosmotologist p Food service helper Buildigg Service Janitor at the michigan School for the Blind Avriculture Poultry raising Farming and Dairying §ki lled Piano and organ repair and tuning Piano tuning - there are several people in this group who cod service assistants do piano tuning on the side. One works in a piano factory tuning new pianos. Semi-Skilled Factory workers Press Operator Punch press - processes piston rings Removes rough edges — thrust plate - Chevrolet Material control - keeps track of incoming stock, takes care of it and knows its location for packaging (auto- motive parts) Part-time supervision and stock schedules - classifica- tion and material handler of shipping department - hanging stock (fenders, hoods, etc.) Packing room - packaging goods Helping take care of boiler, wrapping door handles for cars Glove cloth spreader 58 Lifting and boxing of machines Baker - moulding macnine Unskilled City worker - helper on streets Food service - dishwashers Railroad repair man - rebuilding railroad bed and repair of tracks ' Assembly line worker in a factory Worker - loads trucks and cars for a leather company Warehouseman - liquor commission Family Workers and Housewives Helper in her parent's home Helper in another's home Homemaker - There are sixteen homemakers in this list. Three of these assist in husband's business. QUESTION TWO What school subjects do you believe were the most valuable for your present occupation? Tgble II Distribution of School Subjects Subject No. of times cited AgI‘iCUlture e o o o o e o o o ‘0 o o 4 American Literature . . . . -. . . . . 2 Arithmetic . . . . . . . . . . . . 12 BiOlogy O 0 O O O O O O O O O O O l Broom Shop . . . . . . . . . . . . 2 59 Commercial subjects Business administration . . . . . . . 1 Business English . . . . . . . . . 4 Commercial Law . . . . . . . . . . 4 Salesmanship . . . . . . . . . . 6 Typing. . . . . . . . . . . . . 16 Economics . . . . . . . . . . . . 2 English . . . . . . . . . . . . . 18 Foreign languages. . . . . . . . . . 2 Government . . . . . . . . . . . . 1 Greenhouse training . . . . . . . . . 1 history . . . . . . . . . . . . . 1 Fome Economics. . . . . . . . . . . 24 manual Training . . . . . . . . . . 8 Music . . . . . . . . . . . . . 5 Music, staff notation, theory, instrumental . 4 Physical Education . . . . . . . . . 2 Piano Tuning . . . . . . . . . . . 3 Poultry raising . . . . . . . . . . 1 Psychology . . . . . . . . . . . . 1 Public Speaking . . . . . . . . . . 1 Social Studies . . . . . . . . . . 5 One said - none, experience gained from home and family Two said - none, not to any valuable extent Fifteen said - all subjects - good general educational background. QFESTION THREE What extra-curricular experiences did you have that have been a help to you? Table III Distribution of extra-Curricular Experiences 1'5 1” tra-Curricular Activities No. of times cited Athletic - sports - all kinds of games, track, etc. . . . . . . . . . 9 Christian Endeavor Society . O O O O O O 1 “firm ‘1 I “s Joni.- W‘ .‘Q‘Am ‘kfim': v» !~'—‘ F.F.A. and managing business - field of Agriculture. . . Girl Reserves - later Y-Teens EZi-Yo e o o o a music - Band, Orchestra, Glee Club. IQOYOAO O O O O 0 Physical Education activities - Varsity Revue - Shows . . Parties, Dances, etc. Plays - taking parts in Plays - make-up, doing hair, costumes Public speaking . . Social activities at the Practice Rouse . Social activities off campus, Ex-Girl Reserve Short course at n.s.c. Student Council . . Student forum . . Switchboard . . . Teacher's assistant and practice teaching Writing - Sports writing for Beacon, M.S.B. Magazine . . . . Ten said - all activities were helpful Seven said - none, during the earlier days of very few or none were offered QHFSTIOH FOUR 0\ O l—‘(IDNLUH MHI—‘l—‘HWWI‘UNNNN R) the school What out-of—school experiences did you have that you considered very valuable? Distribution of Work Experience Working in a Beauty Parlor Working in a Factory Table I! out-of—schoo *- Experiences No. of times Cited 2 9 61 Working in homes, homework, Saturdays, Summers . . . . . . . . . . . . . 3 Working in an office . . . . . . . . . 1 Working on the switchboard . . . . . . . 3 Helping at home . . . . . . . . . . . 4 Door-to-door selling (products students mace) . o o . o o o o a o . . . 6 Waiting on table . . . . . . . . . . 2 Taking care of children . . . . . . . . 3 Social work . . . . . . . . . . . . Other Experiences In the field of music - Cturch choir, Chorus, Orchestra, Solos . . . . . . . . . . 9 Contacting clubs through Girl Reserves, Hi-Y, Scouts, etc. a Y.W.C.A. . . . . . . . Summer school and other schools. . . . . . 2 Private teaching - Piano, Violin, directing choir and glee club summers. . . . . . . 3 Raising plants and pets at home . . . . . l helping at home on the farm - summers. . . . 2 ttending the public school at one tine . . . l QUESTION FIVE r71 l0 what extent did your education teach you to take advantage of your abilities and overcome your weaknesses? Statements made by Students Stgtgggnt No. of times Cited Through education gained self-confidence and self-reliance . . . . . . . . . . 20 None or very little. . . . . . . . . . 7 Have learned to make the best of circumstances . . . . . . . . . . . 7 Developed a feeling of equality with the Sighted . . . . . . . . . . . . . 7 ‘-.—— J '\ 62 Learned independence and resourcefulness. . . 6 Education has taught me how to think for mlselfo o O o o o o o o o o o o o 6 have learned how to meet life successfully . . 5 Have learned how to adjust to new situations . 4 Have learned stick-to-iveness . . . . .. . 4 Developed confidence, can now carry on my own business. . . . . . . . . . . . 3 Learned to face facts of life . . . . . . 2 Education taught me how to understand a handicap and make the most of abilities . . 1 Four said that they truly felt they owed their life's success to the education received at the Michigan School for the Blind Four said they developed more self-confidence from attend- ing college and from the outside One said he had gained more from the business world Doing neighbor's hair . . . . . . . . . 1 Taking care of a convalescing lady. . . . . 1 Visiting the legislature . . . . . . . . 1 Trial period before entering employment . . . 1 Going to camp-summers . . . . . . . . . 2 Taking a correspondence course in typing. . . 1 Working with blind one summer in connection with the Lions Club . . . . . . . . . 1 Living at Practice House . . . . . . . . 3 Speaking to groups who were interested in leader dogs . . . . . . . . . . . . 1 Making sighted friendships . . . . . . . 8 Traveling . . . . . . . . . . . . . 1 Teaching Sunday School classes . . . . . . 2 Selling home (ag.) products at city market . . 1 Helping in the nursery school . . . . . . 2 helping the school engineer . . . . . . . 1 Three said - none - several in the group mentioned a number of experiences included in the above. 63 QUESTION SIX What sug estions would you make in reference to a guidance and follow-up plan when employed? Table VI of times Cited k—i ‘—-i O 0 Suggestions Adequate guidance and Counseling - Ninth Grade to twelfth - then a follow-up plan. Every blind person should be checked on by the place- ment office at least once a year, every six weeks if possible . . . . . . 27 Present plan - cooperation between the State Department of Social Services for the Blind and the school very good . . . . . . . . . . . . 19 Not much guidance necessary if the indi- vidual has learned to make the proper social adjustment. If this has not been done, it should be determined why and then proper help be given if possible . . . 5 The blind must learn to compete with the Sighted O O O O O O O O O O O O O 5 No suggestions . . . . . . . . . . . 29 QQESTION SEVEN Can our teaching methods at the Michigan School for the Blind be improved? If so, how? Table VII Suggestions No. of times Cited fii . 1 . Only help - Show students, let them do work , O O O O O O O O O O O 0 12 More study in all subjects - more oral Math, Spelling, Reading and Crafts . . . . . . . . . . . . . 9 ‘l'afih- -"‘.*- ‘3".7". '- - .;' Give more preparation for home living for boys; teach them practical household mechanics . . . . . . . . . . . More stress on the Three R's. . . . . . Stess home economics - particularly for blind girls, stress table manners and personality . . . . . . . . . . . Teach more self confidence through con- tacts with the sighted . . . . . . . dore field trips, more tactual and audial education, train the hearing; visit museums, weather bureaus, etc. In Physiology, make a body out of plaster paris . . . . . . . . . . . . . Use recording machine - testing voices, etc., also use it in the commercial department . . . . . . . . . . . Let students sign their names to many papers giving every student practice in writing his own name . . . . . . . Teach more realistically . . . . . . . Plan on the job experiences during per- haps the senior year . . . . . . . Effective living should be taught . . . . Independence should be stressed in every subject. Blind should ask no favors be- cause of blindness, students take more responsibility . . . . . . . . . . Short practical courses should be offered . Let Students take one or two subjects in the public school during their senior year. Psychology and journalism should be taught . Teach physics, let students bring in articles from magazines, or reports heard over the radio 0 o o o o o o o o o o o 0 Stress social studies . . . . . . . . Salesmanship should be compulsory, sell your own services . . . . . . . . . . All blind persons should be taught some 31111810 0 o o o o o 0 Teach blind styles of architecture and bird love. 0 O O O O O O O O 0 U1 6h Debating should be stressed - one thing blind can do . . . . School was adequate when I was there. Curriculum is satisfactory . hi- 0 a HS Vie I‘ a o O o o 0 Bring back the fifteen minute devotional period every day; read a Bible lesson and sing hymns. . . . One former student said that a great many QUEST UH EIGET row can our curriculum useful? Table of 65 [U 10 i), the former students would vote for tLis if given the opportunity. "It is inspirational - something never-to-be-forgotten. The group singing at the conventions would prove this." be improved to make it more VIII Suggestions Earlier vocational guidance earlier grades . . . . Teach a course in vocations Teach writing - penmanship When planning curriculum keep in mind 0 of teaching blind to live in a sighted world. More contacts with sighted Teach household mechanics . Teach more child care . . he curriculum . . . . Strong physical education program, stress poise . . . . . Poot travel should be planned as part of No. of times Cited . . . 15 . . . 6 o o . 3 the idea 0 o o 3 O O O 2 . . . 2 66 “2'11 1 - '. .""-TT‘1 uthiIOd Nlhn Do you feel a lack of training in your job due to the program of education at our school? If your answer is yes, explain briefly. Tablsllfi Those who answered n9 . . . . . . . . 56 Those who answered n9, but wished they might have had more training for daily living . . . . . . . . . . . . . 10 Those who answered yes . . . . . . . . 19 Five said no, but wished they might have had training for home experience such as manual H1 iraining, household mechanics and care of children. Two said no, but should have had more outside contacts while in school. One said no, but wished she had learned more geography and history when listening to news, — radio programs. One said no, but always wanted to study chemistry. One said no, but finished in public school because the school didn't offer bowling, swimming and debating at that time. Also, there was no organization of Boy Scouts. dine said yes, should have had more practical homemaking, living in a home, household mechanics, child care. One said even shoveling snow. Five said yes, need more social contacts, to know how to ~understand people and get along with them. Two said yes, should have had more math and budgeting. Two said yes, didn't have enough academic responsibilities. One said yes, but it was my own fault that I didn‘t learn more. QUESTIONNAIRE What is your occupation?~ Please give a brief description. That school subjects do you believe were the most val- ;: uable for your present occupation? our, “flat extra-curricular experiences did you have that g have been a help to you? Q “’l What out of school experiences did you have that you consider very valuable? 30 what extent did your education teach you to take advantage of your abilities and overcome your weaknesses? What suggestions would you make in reference to a guidance and follow-up plan when employed? Can our teaching methods at Michigan School for the Blind be improved? If so, how? How can our curriculum be improved to make it more useful? Do you feel a lack of training in your job due to the program of education at our school? If your answer is yes, explain briefly. Use the back for further statements 68 Michigan School for the Blind Lansing, michigan Dear Alumnus: We are working out a course in "Vocations for blind," rt ,u -. _ .. which we believe will be useful in improving our program of training here at the school in order that it may better meet the needs of the student. jhe classification for vocations will include home- makers and family workers. Your prompt co-operation in filling out the question- naire will be greatly appreciated. 1111- ihanh you. Sincerely yours, LOLA E. FLOSS 08--.. -- -- -. 3 mm US_ WU \ ‘ 0 I 5' J, , 7 ‘AI' .‘ '\ I: \ I; m" < in. MICHIGAN STATE UNIVERSITY H I! | | HI II II ”WW“ 3 1193 03051 2070 I