Does a Thorough School Course for the Blind, Tested by Regents Examinations, Induce Dependence? - Vocations After School Period - By WM.B.WAIT, Emeritus Principal The New York Institution for the Blind

Sep 21, 2026

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The document argues that a thorough school course for blind students, tested through Regents Examinations, strengthens self-reliance rather than creating dependence. It describes the historical standing of blind schools within the U.S. education system, emphasizes the value of reputational gains from examination performance, and lists coverage of forty-five high-school subjects. It supports claims with comparisons across time and outcomes, including attendance rates and results leading to high-school placement, followed by census-based evidence on post-school vocations for those who lost sight before age twenty.

LanguageEnglish

CategoryHealthcare

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Pages10

Reading Time25 min

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Does a Thorough School Course for the Blind, Tested by Regents Examinations, Induce Dependence?

REGENTS EXAMINATIONS

VOCATIONS AFTER SCHOOL PERIOD

97-84108-15Wait,William Bell Does a thorough schoolCourse for the blind.. [S.I.] [191-] COLUMBIA UNIVERSITY LIBRARIESPRESERVATION DIVISION # BIBLIOGRAPHIC MICROFORM TARGET ORIGINAL MATERIAL AS FILMED-EXISTING BIBLIOGRAPHIC RECORD RESTRICTIONS ON USE: Reproductions may not be made without pemission from Columbia UnverstyLbrares. TECHNICAL MICROFORM DATA REDUCTION RATIO: 10:/ DATE FILMED: -.7INITIALS: 那 TRACKING\#: MSH 2329s FILMED BY PRESERVATION RESOURCES,BETHLEHEM,PA. x 1x i2 # Does a Thorough School Course for the Blind,Tested by Regents Examinations,Induce Dependence? Vocations After School Period By WM.B.WAIT, Emeritus Principal The New York Institutionfor the Blind. Does a Thorough School Course for the Blind,Tested by Regents Examinations,Induce Dependence? Vocations After School PeriodBx WM.B.WAIT,Emeritus Principal The New York Institutionfor the Blind. 称与 w R·UeJ 103·25 # Does a Thorough School Course for the Blind,Tested by Regents Examinations,Induce Dependence? REGENTS EXAMINATIONS. Schools for the blind and for the deaf have always been regarded asseparate from the general school system.To hold the leading placeamong the schools for the blind in the United States is an object worthyof effort,but to take rank with the high schools,academies,and even withthe colleges of the State through doing similar work,as proved by thesame tests to which they are subjected in literature and in music,is anobject of much greater significance and importance. The high reputation gained through the examinations is a mostvaluable asset,and should it be lost the injury would not only be greatbut irreparable,except through the same long sustained efforts andachievements by which this reputation has been acquired. In addition to the usual branches of the elementary course,forty-fivesubjects of the high school curriculum have been covered in our Regentsexaminations. A comparison covering the period since I8gI,when the examinationswere introduced,gives the following results:Sate Schools.Iustitntion. Per cent.claimed of number examined……………7479Per cent allowed of number examined…………6379Per cent.allowed of number claimed……………8499 These are the aggregate results for all subjects and for the entireperiod;but the comparison by separate subjects is uniformly in our favor. At the State Department of Education,whose inspectors regularly visitus,this Institution enjoys an excellent reputation,and the answer papersof its pupils have been used effetively in reply to the criticism that theexaminations were too difficult A statement has been made to the effect thatour main objecthas been toprepare pupils to take the Regents examinations,and that as a consequencethey are obliged on leaving school to enter a home for the blind. 4 As it is generally known that these examinations are prescribed by the highest educational authority of this State,as a tniform test of the methods and results of school work, such a statement would not call for notice except to remove any misapprehension in regard to the objects and resuits of our work, and to show by comparison that our practice is much more productive of self-reliance, self-help and all around good work than would be possible without these examinations. In New York there are three homes for the blind and in Philadelphia two homes. The number of imates reported at the time of inquiry, 1906, was as follows; Home for the Blind, New York………………………………………………97 Working Home, Brooklyn……………………………………………27 Church Home, Brooklyn………………………………………………17 141 The number who have at some time attended this school was: Home for the Blind……………………………………………………20 Church Home for the Blind……………………………………………6 Working Home for Blind Men……………………………………I3 39 Of these,21 left school before examin

FAQs

What is the main purpose of the document's argument?

It argues that Regents-tested schooling for blind students produces self-reliance, self-help, and long-term vocational strength rather than dependence.

How does the document support its claims about academic standing?

It cites Regents examination performance, describes coverage of high-school subjects, and compares results and reputation gained through the examinations with the broader education system.

What evidence is provided about employment after school?

It uses U.S. Census data on people engaged in gainful occupations and focuses on those who lost sight under twenty, linking education to vocational success.

Sep 21, 2026

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