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Show Blind After School Days. In the plea of Helen Keller before a Legislative committee in Boston, that th,e State provide Industrial schools for its educated ward's who cannot see, there was more than the pathos of the blind pleading for the blind. "It is terrible." said she, "to be blind and uneducated, but it Is worse for the blind who have finished their education to be idle. Their very education becomes a burden because they, cannot use it. I have sometimes thought that their condition con-dition before they go to school Is hap-pier hap-pier than the state of educated helpless- J nesa In which the school leaves themil They think, think, think, in the longI-days longI-days that are nights." f It is given to none in the possession, I of the ordinary human faculties to appreciate ap-preciate the intensity with which the eager blind in modern schools enter upon up-on their studies. The very absence of. ' sight often seems as in Miss Keller's remarkable case to lend strength to mental perceptions. With the unseeing pupil there ta no conception of schooling school-ing as a necessary evil and of the lesson les-son learned In a present hour as a thing to be forgotten in a busy future. Education Edu-cation is more than the business, it is the absorption of the ' moment the means of diversion and relief from abnormal ab-normal and tormenting conditions. The State does well to furnish to Its blind boys and girls the brightness of school days. But it must go further in tender care to guard against any post- graduate course in despair. Massachusetts Massachu-setts may learn from New York In this respect, though New York still .has much to do. New York World. |