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TO " b’ l^^lFjflKi ^91 $- J&lp 

American Foundation for the Blind 

15 West 16th Street, New York, New York 




for the 

Gifted Blind Child 

A Division of The New York Institute for the 
Education of the Blind 

A Special Program Preparing Blind Students for College, 
Performing Arts and the Skilled Trades 

999 Pelham Parkway, New York 69, New York 

Empire State Building 

Grant’s Tomb & Riverside Church 

Public Library 

The United Nations 


Campus of the Institute 



Columbia University Library 






The New York Academy is a division of the New York Institute for the Edu- 
cation of the Blind. The Institute, founded in 1831, was the first school to open its 
doors for the blind of the New World. During its 131 years of continuous service, the 
thousands of blind children who have come under its influence have been enabled to 
live more useful, and therefore, happier lives. 

The Institute, a non-sectarian day and resident school, is maintained through 
public subscription, New York State appropriations, and is operated under the super- 
vision of the New York State Board of Regents. 

Located in Midtown Manhattan until 1924, it now occupies 30 acres in the 
Bronx fronting on Pelham Parkway and lying between Bronxwood Avenue and 
Williamsbridge Road in the Pelham Bay section of New York City. Its 15 red-brick 
buildings in Dutch Colonial architectural design are symmetrically arranged on a 
beautifully landscaped campus which is equipped with athletic fields, playgrounds, 
student gardens and other agricultural and animal husbandry facilities. 

Its current student body (ranging in age from 3 to 21 years) is drawn from 
New York City, New York State and other geographic regions of the United States 
and foreign countries. 

The New York Academy is designed to make available to gifted and talented 
blind students the complete preparation necessary for admission to college, including 
all the necessary academic subjects and qualifying entrance examinations. Talented 
and capable students will have opportunities to pursue advanced studies and take 
examinations for subjects to be presented for college credit in the college or uni- 
versity of their choice. 

The Academic Program embraces courses at all levels up to advanced placement 
courses for college, beginning with the nursery and kindergarten and continuing 
through the elementary, secondary schools and postgraduate studies. 

The Music Conservatory of the Academy provides an extensive curriculum for 
blind students who wish to enter graduate music conservatories, and gives intensive 
training in other performing arts. 

The Vocational and Industrial Arts Program of the Academy prepares gifted 
blind students for the skilled trades and business in line with the aptitudes of the 
individual. Talents and aptitudes are discovered, analyzed, and emphasized through 
scientific testing, counseling and guidance. 

The personality development and cultural attitudes of blind students are given 
special attention. Speech, social etiquette, social dancing, recreation, sports and in- 
dependent travel and other extracurricular activities are included for the purpose 
of preparing the blind student to compete scholastically and socially on the college 
campus, in the music world, and in the skilled professions. 


The extensive opportunities of the environs of New York are incomparable 
assets for experience and cultural interests. The Bronx alone has eight colleges and 
universities, the famed Botanical Gardens, the Hall of Fame, Poe Cottage and the 
Museum of the American Indian. Within walking distance of the school are the zoo, 


largest in America, and Freedomland, an historical Americana amusement park, 
the largest family entertainment center in the world. Regular field trips are made to 
the educational centers of New York City such as the American Museum of Natural 
History, Brooklyn Museum, The Cloisters, Cooper Union Museum, Museum of the 
City of New York, Metropolitan Museum of Art, Museum of Contemporary Crafts, 
the Museum of Primitive Art, New York Historical Society, Solomon R. Guggen- 
heim Museum, and the Whitney Museum of American Art. 

Frequent programs in music are attended by our students at the Brooklyn Acad- 
emy of Music, Carnegie Hall, Madison Square Garden, Town Hall, and the Met- 
ropolitan Opera House. Special events in sports, entertainment and exhibits are found 
in world-famous centers, stadiums and theatres. 

Points of national and international interest are at hand for sightseeing and 
first-hand information: the Statue of Liberty, the United Nations, the American Mu- 
seum with its Hayden Planetarium, the New York Stock Exchange, Consolidated 
Edison Atomic Energy Plant, the RCA Building and Exhibit Hall to mention a few. 
No other city in the world has so much to offer by way of educational experience for 
the blind gifted student preparing to enter college and training for competition in 
a modern world. 

New York City has always been a favorite center for national, international 
exhibits and conventions. The gifted blind students of the school have attended such 
conventions as the Electronics Industries Association, the International Musicologi- 
cal Society, International Association for the Scientific Study of Population, the 
American Rocket Society, and many other scientific, industrial, and trades exhibits 
and meetings. 

Nature speaks to the child 





The Elementary School 
Kindergarten through Sixth Grade 

The New York Institute for the Education of the Blind maintains a standard 
nursery, kindergarten and graded elementary school certified by the Education 
Department of the University of the State of New York. Blind children are admitted 
to this curriculum after approval of the Diagnostic Clinic staff and the Principal. 
The curriculum covers nursery, kindergarten and grades one through six. Courses 
offered are: 

Elementary Science Elementary Arts and Crafts Arithmetic 

Physical Education Useful Vision Instruction Language 

Chorus and Elementary Music Reading Social Studies 

Writing and Spelling 

Gifted blind students receive early attention and are provided opportunities for 
intensified individual instruction and careful individual guidance to prepare the ex- 
ceptional blind child for as early entrance into the Academy curriculum as is in the 
best interest of the child’s development. Those not intellectually capable of carrying 
the Academy program continue in the regular graded classes of the Institute, and may 
complete the regular grade school and high school diplomas of the school approved 
by the Education Department of the State of New York. 

The Elementary School is the foundation of the New York Academy. The 
gifted blind student, fortunate enough to have had such individual and professional 
attention offered here, may expect to progress normally and rapidly under conditions 
ideally suited to his physical, mental and personality development. Everything that 
happens to the child during these formative years has an important bearing on his 
entire life and the type of training and educational opportunities afforded him will 
determine his success or failure. The Elementary School is a complete unit housed 
in Van Cleve Hall. It is unique in that children work, live, eat and play under one 
roof. The two playgrounds are well equipped and offer many opportunities for varied 
outdoor activities. The building has its own gymnasium, assembly hall and library. 


The program for these children is designed spe- 
cifically to meet the needs of the gifted child. It differs 
somewhat from the ordinary kindergarten in that 
special emphasis is placed in the following areas: 

1. Introducing children to the many aspects of 
play that can provide skills and enjoyment for 
the blind child. 

2. Teaching children to handle and to use a wide 
variety of materials toward developing manual 

3. Providing many experiences in movement with 
a view to developing freedom and security in 
physical activity, and improving the child’s 
sense of direction in time and space. 

As soon as a child in kindergarten is ready to do 
so, he is introduced to a reading readiness program. 


In grades one through six, children are expected to 
cover the material specified by the New York State 
Syllabus, with special emphasis on the areas that the 


Institute feels are very important for the visually 
handicapped. Beginning in the first grade, children 
are introduced to simple map study and given many 
opportunities to handle a variety of illustrative mate- 
rials for the purpose of developing a sense of orienta- 
tion and an increasing understanding of the environ- 
ment. Visually handicapped children need especially 
to learn to examine material intelligently for the 
purpose of gathering information. Manual skills are 
stressed with a view to developing coordination and 
dexterity, fostering the child’s natural creative ability, 
introducing satisfying leisure-time activities and help- 
ing a child to look ahead to skills that may provide 
a future vocation and increase his general feeling of 

The Institute campus is so rich in trees, shrubs and 
flowers of many varieties that it provides an excellent 
laboratory for nature study for children of all ages 
and at any grade level. 

Developing good oral and silent readers is one of 
the primary concerns in every grade. As soon as a 
child is able to do so he is encouraged to avail him- 
self of other kinds of reading material beyond the 
textbook variety. This introduces him to our library 
and he begins to cultivate an interest in reading for 
information and for pleasure. A background developed 
through this procedure tends to produce excellence in 
oral reading and communication. 


Music offers to the blind child a world of beauty 
which, throughout his life, can be a source of happi- 
ness and enjoyment. All children from kindergarten 
through sixth grade attend music classes. These 
classes include general orientation in music, music 
appreciation, group and choral singing and ear train- 
ing. Piano instruction and Braille music are offered 
to children who are ready and interested. 


Children are taught to eat a balanced diet, observe 
good table manners, and abide by the accepted rules 
of health in their daily living. A concerted effort 
is made to help them overcome unacceptable 

Formal physical education classes are conducted 
in which the students are taught such fundamental 

skills as skipping, running, and all locomotor activi- 
ties. Children are taught the correct use of various 
kinds of gymnasium apparatus and are offered oppor- 
tunities to participate in organized games, folk, social 
and creative dancing. During outdoor activities, they 
are taught how to use roller skates, stilts, bicycles, 
hoops and playground equipment. 


Each day opens with a short morning assembly at 
which time the children gather to exchange experi- 
ences, talk about trips that have been taken, par- 
ticipate in short programs pertaining to festivals, 
holidays, and patriotic celebrations. Sometimes they 
sing or take part in choral speaking. School regula- 
tions are discussed and important announcements 
are made during assembly time. Children are en- 
couraged to sit well, be attentive, and to learn how to 
conduct themselves in a large group. 


Once a week religious instruction is offered to 
children of the three major faiths. In addition, chil- 
dren may listen to Bible stories that are of interest to 
the whole group. On occasion they are invited to 
share in each other’s religious festivals. Children who 
stay at school over the week-end may attend a church 
or Sunday school of their faith. 


Van Cleve Hall provides many recreational activi- 
ties outside of regular school hours. Club activities 
are offered to the older children, often with the 
emphasis on community service. 

If blind children know how to play, table games 
can be a real source of pleasure. For this reason a 
considerable amount of time is devoted to the teach- 
ing of such games. 

Living rooms, classrooms, and playgrounds are 
well equipped with toys, puzzles, and material for 
creative play. 

All of the children enjoy parties and programs at 
holiday times. Several trips are taken each year in 
connection with classroom projects, or just for fun. 
Outdoor picnics, the beach, the zoo, amusement 
parks, rides on a ferry boat, and trips to the Museum 
of Natural History and other museums of the City of 
New York seem to be the favorite visiting places. 




General Objective of the Junior High School and Contents of the 
Seventh, Eighth and Ninth Grades 

The junior high school is the middle step between the grade school and the 
senior high school with all living and classroom facilities in the central unit of the 
New York Academy. The general objective is to bridge the gulf between the set 
academic and social program of the grade school and the freedom of the elective 
system of studies in the senior high school. Here the gifted student begins to realize 
and experience a greater independence and corresponding responsibility in personal, 
social and academic activities. Special opportunities are offered in scheduled classes 
in Braille, typewriting, and industrial arts. These are listed in the respective depart- 
ments of the Upper School. In addition to the expanded program of academic sub- 
jects, the student may enter extra-curricular activities available both to junior and 
senior high school students. These are varsity wrestling, varsity crew, varsity track, 
Scouts and other school clubs. Piano lessons begun in the lower grades may now be 
continued and additional opportunities are available for lessons in voice, band in- 
struments, choral singing and music appreciation. There is also the possibility of 
being appointed, or elected by student votes, to membership on the Student Cabinet, 
thereby becoming an influence in student government. 

COURSES — Junior High School 


The primary objective is to develop an awareness 
and an understanding of the historical growth of human 
society. A secondary objective is to develop well-in- 
formed citizens by stressing the value of history, geogra- 
phy and citizenship. 

The content of social studies ranges from the study of 
primitive society, through the cradles of oriental and 
occidental civilizations to the growth of the leading 
nations in the world today. The more informal ap- 
proach in the seventh and eighth grades serves as a 
foundation for the junior and senior high school courses 
listed as follows: 

ORIENTATION (9th year — required ) 

A course designed to acquaint the student with him- 
self, the School, and with daily problems and tasks 
which will arise. It includes such important items as 
how to study, social etiquette, households mechanics, 

pencil writing, and such orientation as will aid the stu- 
dent in all his high school work and in travelling alone 
when he is graduated. A ninth grade course — three 
45-minute periods a week — one year; V2 School credit. 

( 9th year — required) 

This course is designed to give the student a back- 
ground of geographic knowledge which will enable 
him to better understand the various world civiliza- 
tions, his own national history and the problems of 
the present day world. Five 45-minute periods a 
week, one year; 1/2 School credit. 1/2 Regents credit. 


The purpose of this course is to develop arithmetical 
skills in calculation and reasoning in the seventh and 
eighth grade. The course content includes basic arith- 


metical calculations, fractions, ability to solve word 
problems, decimals, percentages, measurements and 
an introduction to elementary algebra and geometry. 
Skills are sought in the area of “new mathematics,” 
the use of the abacus and other new tools and 
methods in preparation for the more formal work 
of the ninth grade. 

(9th year — required) 

The objective of this course is to present to the 
student the fundamental concepts of abstract thinking, 
i.e., the use of letters instead of numbers to represent 
quantities. The subject is kept on a practical level 
by a constant repetition of the processes of mental 
arithmetic and by numerous problems involving per- 
centages, money and other features that are part of 
every-day life. Special appliances in this class consist 
of models of simple geometric figures and various 
boards and diagrams used to represent the rectangular 
coordinates. Five 45-minute periods a week — one 
year; 1 School credit. 

Science instruction 


The primary purpose is to develop an understanding 
and mastery of the written, spoken and listened-to 
English language. The secondary objectives stress 
the mastery of the skills of reading, writing and a 
comprehension of literature. The content of the course 
includes the art of oral and written composition, the 
mastery of the parts of speech, capitalization, punc- 
tuation, sentence structure, outlining and debating. 
The latter part of the course emphasizes an apprecia- 
tion of poetry, drama, the novel, and leads to the 
more formal course of ninth year English. 

ENGLISH I (9th year — required) 

This course covers the fundamentals of oral and 
written compositions, oral and silent reading, discus- 
sion of current events, vocabulary, weekly written tests 
and special projects consisting of book reports, re- 
ports on radio and television programs, listening and 
using tape recordings and film strips, and taking part 
in special morning assembly and school programs. 
Required of all pupils — five 45-minute periods a week, 
throughout year. 1 School credit. 


The purpose of this course is to develop a begin- 
ning understanding and awareness of the physiologi- 
cal, biological and physical world in which we live. 
It includes an introduction to astronomy, biology, 
physiology and physics on an elementary basis and 
ranges from a study of the discovery of the solar 
system to a simple analysis of the human body. It 
serves as an introductory course in the seventh and 
eighth grades in preparation for a complete investiga- 
tion of the foundations of science in ninth grade. 

GENERAL SCIENCE (9th year — required) 
An exploratory course designed to lead the pupil 
to appreciate his environment and himself. It is com- 
prehensive in covering all phases of science, with 
emphasis on the fundamentals of value to every hu- 
man being in America today in the areas of individual 
and public health, environment and heredity, the na- 
tural and physical world, with full appreciation for 
ethics and culture in human behavior through the use 
of scientific attitudes and methods. Five 45-minute 
periods a week — one year; 1 School credit; 1 Regents 
credit without State examination. 

Learning mathematical principles 


A language seminar 


Languages become elective at the junior high school 
level in the ninth grade. Publications by the New 
York State Education Department are used as a guide; 
for examples, “French for Secondary Schools” and 
“Suggested Content and Organization for Four and 
Six-Year Sequences.” 

FRENCH I (9th year — elective) 

An audio-lingual approach is used with a generous 
use of records of folksongs and plays, realia, note- 
book of cultural material, grammar, principal parts 
of verbs, dictation and reading. Five 45-minute peri- 
ods a week — one year; 1 School credit; 1 Regents 
credit without State examination. 

SPANISH I (9th year — elective ) 

An introduction to the phonology and structure of 
the language is given to train the ear and tongue for 
easy recognition of Spanish sounds. The syllabus con- 
sists of vowel and consonant values of the Spanish 
language; fundamental paradigms of verbs, pronouns, 
adjectives; mastery of simple connected prose and 
short useful sentences for simple conversation; phono- 
graph records, radio, Braille books, and tape record- 
ers. A dramatic approach is used occasionally at this 
level. Five 45- minute periods a week — one year; 
1 School credit; 1 Regents credit covered by advanced 
examination at the second or third year level. 

ITALIAN I (9th year — elective ) 

An introduction to the phonology and structure of 
the language is used, to train the ear and tongue in 
the easy recognition of Italian sounds. The course 
includes vowel and consonant values of the Italian 
language; fundamental paradigms of verbs, pronouns, 
and adjectives; mastery of simple connected prose, and 
short useful sentences for simple conversation; phono- 
graph records, radio, Braille books and special ma- 
terials. A dramatic approach is used occasionally at 
this level in connection with tape recordings. Five 45- 
minute periods a week — one year; 1 School credit; 
1 Regents credit covered by advanced examination at 
the second or third year level. 

LATIN I (9th year — elective ) 

This is an introductory course to Latin beginning 
with a review of the fundamentals of English gram- 
mar; thorough drill on Latin declensions, conjugations 
and syntax; translation of easy prose and English sen- 
tences into Latin. Five 45-minute periods a week — 
one year; 1 School credit. 

GERMAN I (9th year — elective) 

As a beginning course in German, the course seeks 
to develop aural comprehension and oral expression 
with drill in basic vocabulary, practice in pronuncia- 
tion and a study of elementary German grammar and 
sentence structure. Five 45-minute periods a week — 
one year; 1 School credit. 


Typing and office procedure 

The School orchestra 


The study of Braille is continued through the junior 
high school with special emphasis on the use of the 
slate. Class and individual instruction continues until 
the student has passed the proficiency examination as 
an indication that Braille is mastered as a tool subject. 
Braille writers are available for use in the special 
subjects of science and mathematics. The Braille 
courses taught in the New York Academy are listed 
under the senior high school courses of study. 


Typing is required of all students as a formal daily 
classroom activity beginning with the seventh grade 
of the junior high school. The course is designed to 
prepare the gifted student for passing Regents typing 
by the end of the eighth grade. However, the subject 
is listed as Typing I and may be considered as a 
ninth grade subject. 


Training begun in Van Cleve Hall is continued 
according to the talents of the gifted pupil. All courses 
are listed under the Conservatory — Division III of this 


Students are encouraged to continue at least one 
subject in this area and all courses are listed in that 
department of this catalog. 


Required of each student according to New York 
State curriculum and listed under the Physical Educa- 
tion Department. 

The busy gymnasium 


The high school of the Institute is chartered by the University of the State of 
New York and maintains close liaison with the State Department of Education in 
fulfilling the requirements of the State of New York for the completion of high 
school courses by our pupils. The Institute offers the usual high school subjects in 
the academic field and is licensed to give diplomas in the areas of music, vocational- 
industrial, homemaking, and business subjects for those students who are able to 
meet the requirements. In addition to receiving an academic diploma, for which 
twenty school units are required, the pupil may also take Regents examinations and 
receive a Regents diploma for the completion of eighteen units, most of which are 
covered by examinations given by the Board of Regents. The gifted student may 
earn special endorsements or honors on these diplomas. For example, a State Regents 
High School Diploma given by the New York Academy may be designated as 
“scientific” if the student completes 3 units in mathematics and 4 units in science. 
A State Regents High School Diploma may be issued “with honors” if the student 
has earned an average of at least 90 in the Regents examinations required for the 
diploma under Group 1 and Group 2 below. 

In order to secure a State Regents High School Diploma, the following re- 
quirements must be met: 


Constants required of all pupils 


*Citizenship Education (including one unit in grade 9 of world 
elementary economics; one unit of world history, and one c 

American History) 


Mathematics (ninth year) 

Science (ninth year) 


*An approved major sequence in one of the following fields 

Agriculture Homemaking 

Business Subjects Horticulture 

Foreign Language Industrial Arts 

Vocational Industrial Education 


Electives to complete 18 units 


*The passing of Regents examinations is required in all starred subjects in which Regents 
examinations are given. 

In addition, all other requirements established by statute or by the Commission of Educa- 
tion for approved schools are met. For example, physical education is required of all 
pupils and guidance is provided each year, through group and individual conferences. 



geography and 
■ two years of 

3 or 4 









The Walter Brooks Library contains not only a collection of inkprint and 
Braille books of fiction and non-fiction, but all inkprint and Braille text-books used 
in the Academy by teachers and students. Its purpose is twofold: to provide ref- 
erence and study resources for the advancement of the curriculum, and to encourage 
in the gifted student the development of wide reading interests as the basis for a 
life-long habit of self-education. Both the Braille and inkprint volumes are carefully 
distributed among the humanities and sciences, catalogued according to the Dewey 
system and superbly housed in the new East Wing of Schermerhorn Hall. The Li- 
brary is equipped with stacks, work-rooms, reference and reading rooms, exhibit 
cabinets and cases; and especially for the visually handicapped and others, fourteen 
sound-proof talking book booths. Special sections of the Walter Brooks Library 
consist of a reading room where historical volumes and papers are kept. This litera- 
ture concerns the history of the New York Institute and the education of the blind 
throughout written history. Another unit is the reading room where research papers 
and volumes are filed in the area of teacher-training. 

Special branches of the Walter Brooks Library are the grade school library 
housed in Van Cleve Hall, and the Music Library housed in the Music Department 
on the third floor of Schermerhorn Hall. 



The college preparatory course consists of a full four-year course in the high 
school division (or an accelerated three-year course for the exceptionally intellectu- 
ally gifted blind student). Individual programs will be designed to prepare each 
student for the college programs desired. Specific preparation for the various college 
entrance examinations and aptitude tests is provided under conditions ideally ap- 
pointed for the blind student, and all examinations are given in and by the New 
York Academy. The Academy assists gifted pupils in preparation for national and 
international scholarship examinations. 

There are five different types of scholarships available to high school graduates 
in New York State, four of which may apply to students in the New York Academy: 
( 1 ) Regents College Scholarship by competitive examination with stipends ranging 
from $250 to $700 a year for each year of college study. (Three out of ten graduates 
of the School won such scholarships in 1962.) (2) Regents Scholarship for En- 
gineering and Scientific Studies varying from $300 to $850 a year for each year 
of study in college, (3) Regents Scholarship at Cornell University, varying from 
$100 to $1,000 for no more than five years of study; and (4) Regents Scholarship 
for Children of Deceased and Disabled Veterans up to $450 a year for each year 
of college work. Areas of special interest are developed in the sciences, arts, lan- 
guages, industrial-vocational arts, home economics, business and mathematics to 
encourage the gifted to take the examinations for these scholarships and others 
throughout the United States. 


Under the College Advanced Placement program it is possible for the excep- 
tionally gifted student to complete as much as two years of college credit by enrolling 
in special courses and taking examinations under the auspices of the College En- 
trance Examination Board of Princeton, New Jersey. These examinations are given 
at the New York Academy and administered by the faculty of the Academy. The 
successful passing of these examinations makes it possible for the student to present 
credits for advanced placement in the college of his choice in the subjects of Ameri- 
can history, biology, chemistry, English: composition and literature, European his- 
tory, French, German, Latin, mathematics, physics, and Spanish. The advanced 
placement courses offered by the New York Academy makes demands on the gifted 
student equivalent to those of an introductory college course. The aim of the courses 
is not only to give the student a thorough grounding in facts but go on from these 
facts to an examination of their contexts, a full comprehension of their use and 
understanding of their cultural significance. Special tutoring and guidance, with 
liberal time in drill and practice on similar and past examinations given by the Col- 
lege Entrance Examination Board, are a part of the preparation. 


Individual guidance and tutorial service is given to all students under a care- 
fully devised plan of study, interviews and counselling, with frequent review and 
appraisal. Special attention is given to the superior student in all programs of 
acceleration and the counselling service continues for all students through the place- 
ment service of the Academy after graduation. 


Individual student personality development is enhanced by the inclusion in 
every student’s program of such subjects as public speaking, dramatics, social clubs, 
choral work, orchestra, band, general art and ceramics. While in reality these sub- 
jects are considered elective, they may be considered as required within the talents 
and ability of the student. Each student’s capabilities and potential are analyzed by 
scientific tests and measurements for accurate guidance and direction. Every gradu- 
ate is required to be proficient in at least one vocational arts subject. Sports are 
more varied at the high school level — wrestling, swimming, track, crew, camping 
and the standard physical education program is required of all students. All students 
take an active part in their student government and develop important concepts of 
social responsibilities. 

The campus social life of the students is planned by the students under the 
sponsorship of staff members and includes monthly dances, house parties, class 
parties, seasonal parties and entertainments, and all school clubs and organizations. 
Departments plan theatre parties, museum trips, attendance at sports events in New 
York City, field trips to historical points, and various outings and picnics to parks 
and points of interest. 

A group of upperclassmen 

( To which graduates of the Academy have attended and graduated ) 

College Number Graduated 

Adelphi College 4 

Albany State College 1 

Alfred University 2 

Brooklyn College 5 

California Institute of 

Technology 1 

Colgate University 1 

Columbia University 4 

City College of New York . . 14 

Drew University 1 

Fordham University 5 

College Number Graduated 

Hamilton College 3 

Harvard University 3 

Hofstra College 1 

Hunter College of the 

City of New York 6 

Iona College 1 

Ithaca College 1 

Juilliard School of Music. . . 2 

Manhattan School of Music. 1 
Manhattanville College .... 1 

Missouri Valley College ... 1 

College Number Graduated 

Mount Holyoke College ... 1 

New York School of 

Social Work 1 

New York University 5 

Newark State College 1 

University of Notre Dame. . 1 

Queens College 4 

Rensselaer Polytechnic 

Institute 1 

University of Rochester .... 2 

Roosevelt University 1 

College Number Graduated 

St. Thomas University 1 

St. John’s University 2 

St. Louis Preparatory 

Seminary 2 

Sarah Lawrence College ... 1 

Seton Hall University 2 

Syracuse University 1 

Yale University 1 


Graduate Trade Schools .... 11 



Teaching modern languages in a school for the blind requires the use of 
Braille instead of inkprint, and the substitution of concrete, palpable objects such 
as coins and costumes for pictures to illustrate realia. 

The object of language instruction at the Academy is to give the student an 
adequate pronunciation, capacity to use the language for communication, and an 
appreciation of the contributions to art and science made by the genius of the 

Standard grammars, readers and composition books are available in Braille and 
meet all requirements of the State Board of Regents. 

Tape recorders and special record collections enable the student to compare his 
own pronunciation with that which is correct. 

In the case of foreign languages, prolonged residence in the country of the 
language is recommended for those who wish to teach. 

ENGLISH II (10th year — required ) 

This course continues to cover oral and written 
compositions, oral and silent reading, discussion of 
current events, vocabulary, weekly written test and 
special projects (anticipation of such junior-year tests 
as Preliminary Scholastic Aptitude Test, National 
Merit Scholarship Qualifying Test, field trips, use of 
the library, book reports, radio and television pro- 
grams and special assemblies). 

Required of all pupils — five 45-minute periods a 
week for one year; 1 School credit. 1 Regents credit 
covered by examination in advanced Year. 

ENGLISH III (11th year — required) 

This is a plan of oral and written compositions, 
oral and silent reading, discussion of current events, 
vocabulary, weekly written tests and special projects 
(anticipation of such senior-year tests as Senior Schol- 
astic Aptitude Test, Achievement Tests, New York 
State Regents Scholarship Test, and the American 
College Testing Program; field trips, use of library, 
book reports, radio and television programs, and spe- 
cial assemblies). 

Required of all pupils — five 45-minute periods a 
week for one year; 1 School credit. 1 Regents credit 
on taking advanced examination of English IV. 

ENGLISH IV (12th year — required) 

A continuation of training in rhetoric, composition, 
and the appreciation and understanding of more ad- 
vanced literature. Work in composition includes more 
extended essays and reports on assigned reading, 
planned observation and personal experiences. 

Five 45-minute periods a week, one year. One 
School credit; four Regents’ credits contingent on pass- 
ing English Four Years Regents examination. 


The audio-lingual approach is used with some use 
of records of folksongs and plays, realia, notebook of 
cultural material, grammar, minimum vocabulary, re- 
view of former Regents tests and reading. 

Elective. Five 45-minute periods a week for one 
year; 1 School credit. 


The audio-lingual approach is continued with some 
use of records of folksongs and plays, realia, notebook 
of cultural material, grammar, minimum vocabulary, 
review of former Regents tests, and reading. 

Elective. Five 45-minute periods a week for one 
year; 1 School credit. 3 Regents credits for complet- 
ing three years of French and passing Regents exam- 
ination French III. 




Same as Spanish III with less emphasis on transla- 
tion and composition. 

Elective. Five 45-minute periods a week for one 
year; 1 School credit. 2 Regents credits by completing 
two years of Spanish and passing Regents Spanish II 


Objective to enable student to become conversant 
with Spanish idioms, literature, speech and style. The 
course covers forms and uses of the subjunctive, se- 
lected readings, passages from memorization such as 
romances, idioms and phrases of everyday conversa- 
tion, summaries, composition work and translation 
from English to Spanish. Braille books, phonograph 
records, commercial and private, constitute some of 
the material used. 

Elective. Five 45-minute periods a week for one 
year. 1 School credit. 3 Regents credits by completing 
three years of Spanish and passing Regents Spanish 
III examination. 

ITALIAN II (10th year — elective) 

A continuation of Italian I as begun in the junior 
high school. The aim is to make the student more 
conversant with Italian idioms, literature, speech and 
style. Five 45-minute periods a week, one year; 1 
School credit. 2 Regents credits by passing Regents 
examination Italian II. 

Tutorial reading service fills a great need 


The purpose of teaching mathematics at the New 
York Academy is to train students in logical thinking 
and to consider some appreciation of the role that 
mathematics plays in science and industry. Also, 
mathematics may be enjoyed as a means of recrea- 
tion and as an art form. 

In general the syllabus prescribed by the State Board 
of Regents is followed. Students majoring in mathe- 
matics may take a full four-year course. 


The student is taught to think logically and to dis- 
cover relationships between quantities by study of 
fraction equations, simultaneous equations, quadratic 
equations, determinants, progressions, binomial ex- 
pansion, logarithms, solution of trignometric problems 
by use of logarithms, formulas of investment, circular 
slide rule and graphs. 

Elective. Five 45-minute periods a week for one 
year; 1 School credit. 1 Regents credit by examination. 


The purpose of this course is to lay the basis for 
more advanced work and at the same time give stu- 
dents some idea of the basic polygons that are used 
in the world of industry and science; for example, the 

The study includes analytic geometry — distance 
formula, slope formula, mid-point formula, two-point 
formula, slope intercept formula, point slope formula, 
proportions, similar figures, basic trigonometry, use 
of tables in trigonometry and enough of Euclidean 
type geometry to demonstrate the use of deductive 

Elective. Five 45-minute periods a week for one 
year; 1 School credit. 1 Regents credit on taking and 
passing the Regents examination. 



The responsibility for the broadening of the horizon 
of many students rests largely in the hands of the 
teacher of history. History at the Academy level is 
of dynamic value in furnishing the student with some 
tools as he attempts to fashion a better world. For- 
tunately, an account of the most important acts al- 
ready played in the drama of our world have been 
carefully, critically written and weighed. This service 
we have inherited; this we may study. Indeed, history 
is the record of much that man has done and said 
in the past; it may be a guide to the complex future. 

WORLD HISTORY (10th year - elective) 

A study of pre-history, medieval background of 
modern Europe, modern times, industrial and agri- 
cultural revolutions, the growth of nationalism and 
democracy, the great wars and the postwar period to 
the present. Five 45-minute periods a week, one year; 
1 School credit; 1 Regents credit by passing New York 
State Regents examination. 

AMERICAN HISTORY (11th year-elective ) 

American History covers the Age of Exploration 
and Discovery from 1450 to 1600, the period of 
colonization and the establishing of the United States, 
the Nation’s progress, difficulties, and problems 
through war and peace up to the present time. Em- 
phasis is placed on the Nation’s responsibility for 
leadership by virtue of its natural resources, accomp- 
lishments and position in the modern world. Five 45- 
minute periods a week , one year; 1 School credit. 
1 Regents credit by State examination. 

(12th year — elective ) 

An advanced course combining American History 
and World History from the Stone Age to the present 
moment in the United States and international affairs. 
The course is designed to consider the wider concepts 
of world opinion and anthropological trends affecting 
the United States as a world power, how the Nation 
arrived in its present position and how it may meet 
the responsibilities inherent in that position. Five 45- 
minute periods a week, one year; 3 School credits. 
3 Regents credits by passing New York State Regents 

A class in history 

Map orientation 


The purpose of the Department of Science is to 
lead pupils into fundamental science experiences at 
the high school and postgraduate high school level. 

Courses offered regularly are General Science 9 in 
the junior high school, as required for all high school 
pupils by the State of New York; Biology in the 10th 
year; Chemistry for 11th year students; and Physics 
for high school seniors. Other courses are offered as 
needs may arise. These have been Photography, Earth 
Science, Zoology and Astronomy. All courses are 
elective except General Science 9. 

The Science Department is equipped to do every 
type of experiment and demonstration found in the 
State syllabi at the secondary level, and many more 
at the high school post-graduate level and in college 

The courses are also enriched by weekly experi- 
ments similar to the type used by high schools 
throughout the United States: and the laboratory facil- 
ities are second to none in any school for the blind 
throughout the world. 

BIOLOGY (10th year — elective ) 

A course of study of living things, plants and ani- 
mals; the cell the processes basic to life, the protozoa 
and metazoa, photosynthesis, the plant and animal 
phyla, man, the highest organism as an intelligent and 
moral being, with increased emphasis on heredity, 
personal hygiene, public health and human responsi- 
bility. Five 45-minute periods a week plus one labora- 
tory period when schedule allows. 1 School credit; 1 
Regents credit by passing State Regents examination. 

CHEMISTRY (11th year — elective ) 

The course begins with states of matter, continues 
with atoms, elements, molecules, compounds, chemi- 
cal formulas, equations, ionization, hydrolization, elec- 
trolysis, an acquaintance with chemicals, chemical 
and manufacturing processes, and the value and im- 
portance of chemistry in man’s life today. 

Five 45-minute periods a week, plus one labora- 
tory period a week where pupils’ schedules permit. 
1 School credit; 1 Regents credit by passing State 

A complete course in biology is offered 

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91 231 
98 226.0 
86 222 
75 186.3 
45 102.9 

37 85.4 
44 101.1 
62 150.4 

21 44.9 

34 78.9 

14 28.0 

47 107.8 
11 22.9 

38 87.6 

16 32.0 

73 180.8 

43 99 

52 127.6 
65 158.9 
81 204.3 
90 232.0 

69 168.9 
50 118.7 

22 47.9 

74 183.9 

92 238.0 

23 50.9 
54 131.3 

70 173.0- 

39 88.9. 

30 65.3i 

40 91.2 

89 227 
13 26.98 

95 243 
51 121.76 

18 39.944 

33 74.91 

85 210 
56 137.36 
97 245 
4 9.013 







At work in the chemistry laboratory 

PHYSICS (12th year — elective) 

A course of mechanics, sound, heat, electricity and 
light with a study of nuclear physics. Experiments of 
most of the fundamental phenomena of this science 
are performed by the pupils. Experiences are increased 
by teacher demonstrations. Five 45-minute periods a 
week plus one laboratory period a week when schedule 
permits. 1 School credit; 1 Regetits credit by passing 
State examination. 

EARTH SCIENCE (10th year - elective) 

A study of our planet, its possible origins, its forces 
at work, changes in earth and space, and man’s con- 
quest of its opportunities and resources. Offered as 
elected. Five 45-minute periods a week; 1 School 
credit; 1 Regents credit by passing State examination. 

ZOOLOGY (PG year — elective) 

Postgraduate high school course of study of the 
animal kingdom and offered as needed and as elected. 
1 School credit. 

ASTRONOMY (PG year — elective) 

A postgraduate high school course offered as elect- 
ed. 1 School credit. 


Braille being a tool subject, the purpose is to pre- 
pare the students to use it not only as an end within 
itself, or for self-education, but to study the other 
academic subjects necessary to qualify for graduation 
from elementary and high school. 

Upon attaining ability in the reading and writing of 
Braille, the student can go on to learning Braille 
music notation, mathematical symbols and the chem- 
ical and other scientific notations required in the dif- 
ferent subjects to complete high school. 


The beginner learns the alphabet and punctuation 


When a student satisfactorily passes a Braille pro- 
ficiency examination, he receives a certificate stating 
this fact. However, to attain this honor, a writing test 
must be passed with a grade of 95%, and a reading 
test with an “A”. To obtain the “A” he must be able 
to read 85 words per minute. To complete the subject, 
the student need only receive 75% in the writing and 
must read with a smooth thought continuity of forty 
words per minute. 


The scholarly student is given an opportunity to 
learn Grade III, an excellent short method of writing, 
to take notes quickly and accurately. This course is 
offered to those students desiring to go to college. 
When completed, one unit of credit for an Institute 
diploma is granted. 

Teaching pencil writing 

Studying languages in Braille 

Student using Braille music 
in organ study 

Practice in vocal composition Piano instruction 





Of all the arts, music is the one which through the centuries has had the 
greatest appeal to the visually handicapped. Blindness, to whatever degree, presents 
no obstacle to its complete enjoyment. From the Medieval period onward, visually 
handicapped persons have attained excellence in music and have occupied important 
posts. Such literary figures, too, as John Milton have found solace and delight in 
the practice and performance of music. 

The emphasis on music at the Academy recognizes the importance and the 
value of music to the blind. The program is designed not only to encourage and to 
prepare those whose talents fit them for professional careers, but also to assist many 
others in the attainment of a fuller and richer life through music. 

The Academy is proud of its music department and of the many graduates 
who, through their music, have contributed a great deal to the culture and entertain- 
ment of their communities. This is particularly true of the choral groups of the 
Academy which have in recent years appeared at the White House, at Carnegie 
Hall with the Philharmonic Orchestra, at Town Hall with distinguished guest solo- 
ists, and on many radio and television programs. 

The facilities of the department include twenty-three practice rooms, a pipe 
organ, instruments to equip a twenty-piece band, a library of thousands of musical 
compositions in Braille, inkprint and on recordings. The faculty members are dis- 
tinguished musicians in vocal and instrumental fields. 

The Academy prepares students for entrance into recognized or professional 
music schools such as the Juilliard School, Curtis Institute, and the New England 
Conservatory of Music. 


A Regents credit course ( V 2 point) in Rudiments 
of Music. The course consists of Music Notation — in 
treble and bass clefs, or its equivalent in Braille, basic 
theory — major and minor scales (3 forms), intervals, 
tempo and dynamic marks, music form — binary and 
ternary, sonata allegro form, etc. Ear-training through 
reading and dictation (both melodic and rhythmic). 
Prerequisites: Some background in applied music. 


be taken in the following areas: instrumental or vocal 
solo performance, conducting, advanced theory, ar- 
ranging, composition, or in the writing of an essay in 
the field of music history. All parts of the Regents 
Comprehensive Music Examination are given by the 
local school. The passing grade is 75% . One sequence 
credit may be had after 2 or 3 units are earned in 
theoretic and practical music courses. 


One point is earned for each year of Theory for at- 
tendance five periods a week for one school year. 
There is a school examination at the end of each 
course. The student is eligible to take the Regents 
Comprehensive Music Examination after completing 
Theory II and the necessary performance require- 
ments. The performance part of the examination may 


An elective course requiring five periods a week 
for a year for one unit of credit. It offers the student 
an opportunity to further his knowledge and enjoy- 
ment of music through a guided program of listening 
and studying. The course is valuable for students who 
wish to broaden their general education as well as for 
those who are specializing in music. The course traces 
historically the development of music from its primi- 
tive stages through the 20th century. 





Instruction is begun as soon as a student demon- 
strates his readiness for the instrument and for under- 
taking the reading of music. The age level at which 
this occurs will vary with the individual. Piano is 
recommended as a basis for other music study, for 
the student’s growth and enjoyment and, where war- 
ranted, as a professional pursuit. Technical develop- 
ment is carefully fostered and emphasis on taste and 
style is increased as the student advances. Materials 
are chosen from a broad range of the excellent reper- 
tory which exists for this instrument. 


The prerequisite for organ study is the ability to 
play acceptably on the piano a Bach Two-part Inven- 
tion. Students who complete the prerequisite are given 
two private organ lessons weekly. 

Practicing and teaching are done on the 51 -rank 
Institute organ which was completely rebuilt and en- 
larged in 1958 by Austin Organs, Inc. The console 
of this instrument is unique in having the names of 
the stops brailled on vinylite. 

Organ study offers the talented student not only the 
musical experience of studying the repertoire of one 
of the oldest and most historically important modern 
instruments, but also the challenge of a demanding 
physical coordination. 


Instruction offered in: Clarinet, Bass Clarinet, Sax- 
ophone, Flute, Trumpet, Trombone, String Bass, Per- 
cussion, Band, Ensembles, and Dance Band. 

The student’s technical facility is developed through 
scales and etudes (containing various rhythms and 
articulations) in addition to characteristic pieces. 

Emphasis is placed on musicianship which is 
achieved partly in ensemble playing and in performing 
solo pieces. As soon as the fundamentals are learned 
(good tone, intonation, rhythm, etc.) the student is 
permitted to join the school band which further helps 
him gain a concept of good musicianship. 

Senior chorus 

Students who are interested in studying voice are 
auditioned. If study is recommended, instruction is 
undertaken for the development of proper techniques: 
tone, range, flexibility, agility and musicianship. 
Special attention is given to posture, breath control, 
resonance, placement, diction and hygiene of the 

The student is then taught to apply what he has 
learned in the way of vocalization to song literature. 
As he progresses, more advanced repertory is pursued, 
including German Lied, French chansons and Italian 
songs in the original languages. 


This consists of instruction in choral literature of 
high caliber and of permanent value, covering a wide 
range of repertory. Tone coloring, interpretation, 
phrasing and ensemble are stressed. In this course 
students prepare concert programs which are presented 
at the Academy and for outside organizations. 

At high school level, after one year of study, the 
student may apply for Regents credit in any of the 
above instruments or voice: Vi point per year, 2 
credits maximum, 5 hours practice per week, (with 
the exception of chorus for which 1 point per year is 
granted for four years). 

\ w 

L1l 1 




The courses in this division lead to vocational industrial high school diplomas 
and meet entrance requirements to advanced trade schools and business colleges. 
Tutorial preparation for such entrance requirements is provided for students in this 

In order to secure a State Industrial High School Diploma, a student must satisfac- 
torily meet the following requirements: 

Group 1 — Constants 9 Vi units 

Group 2 — Comprehensive industrial examination 4 — 6 units 

The examination is prepared by the local school 
and must be approved in advance by the 
Bureau of Trade and Technical Education. 

Group 3 — Related mathematics, science and other approved subjects 

as required in the curriculum 2 Vi — 6Vi units 

TOTAL 19 units 

In order to secure a State Regents High School Diploma, a vocational trade student 
must satisfactorily meet the following requirements: 

Group 1- — Constants 9 Vi units 

Group 2 — Approved trade shop subjects 4 units 

Group 3 — Approved electives 4 Vi units 

TOTAL 18 units 

Approved Industrial and Vocational Arts and Regents courses are offered as follows: 

Business Arithmetic 
Business Law 

Typewriting and Dictaphone 
Ceramics and Pottery 
Metal Crafts and Jewelry 
Modeling and Sculpture 


Homemaking — comprehensive 

General Metalwork 

Automobile Mechanics 


Home Mechanics 


General Music 3 

Music Appreciation (or history 
and appreciation, 

Theory of Music 




Class Vocal or Instrumental Study 
Private Vocal or Instrumental Study 


The purpose of General Shop is to provide ample 
opportunities for developing and exploring the phy- 
sical dexterity and craftsmanship in the total en- 
lightenment and personality growth of the pupil. 
(The School requires that each graduate be trained 
in at least one area of the vocational arts.) While 
a student may be trained for a particular work, 
there is no insurance that that work will be avail- 
able to him upon graduation. Rather, the aim of 

the program is the training of the major and minor 
muscles, the coordination for dexterity and the per- 
sonality development through contact with the out- 
side world of materials, fabrics, textures, such media 
as leather, wool, metal, paint; and the influence of 
capable instructors and fellow students working to- 
gether. The final result to be sought is a feeling of 
accomplishment, independent work, and a respect and 
appreciation of craftsmanship and work. 


(9th grade) 

Comprehensive general shop or its equivalent in- 
cludes elementary work in general wood, general 
metal, general electricity, general printing and book- 
binding, general ceramics and general textiles. 

Ten 4 5 -minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 

GENERAL WOODWORK (10th grade) 

A course covering the procedures in working with 
and shaping wood, the use of tools with emphasis on 
care, safety and proper application to the medium at 
hand. Pupils select their own projects and may do as 
many as time and effort will permit. Each pupil works 
at his own individual tempo where emphasis is placed 
on work well done. It includes the use of the power 
sander and the power jigsaw. 

Ten 45 -minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 

Shopwork using metals 

(10th, 11th or 12th grade) 

Designed for the more experienced pupil and con- 
sists of more ambitious undertaking on such items as 
cabinet-making and furniture-building. Includes use 
of jointer, lathe, bandsaw, and jigsaw. 

Ten 4 5 -minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 


Includes forming and shaping of metal items by use 
of hammer and anvil, bending machine, and use of 
drill press, bolts and rivets. Includes polishing, paint- 
ing, finishing, and the addition of wood, tile and 

Ten 45 -minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 

(10th, 11th or 12th grade) 

Consists of use of metal lathe, shaper and milling 
machine in the fabrication and assembly of metal 
items. Includes finishing and use of all necessary ma- 
terials to complete items. 

Ten 45-minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 

Learning to operate a lathe 




The purpose of the work is to introduce each stu- 
dent to the various kinds and types of tools and equip- 
ment necessary to the creation of useful articles of 
commercial value, and to place a real sense of value 
on materials and time consumed in the making of an 
article of merit. The final result is to acquire ability 
and skill in preparation for a later vocation or hobby. 


This is the easiest creative medium to develop co- 
ordination and dexterity of hands using moist clay to 
be fired later. Wooden and metal ceramic tools and 
sponges are used. Beginners projects are small pinch 
bowls, free form objects by coil or slab method, and 
decorative tiles. Advanced work consists of basic 
pieces enlarged and perfected, use of slip colors, 
scrafito designs, and sanding in preparation for glaz- 
ing. Some time is given to making and use of original 
molds for small quantity production. 

Ten 45 -minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 


Beginners get acquainted with tools and methods. 
Materials used are sterling round and flat wire of 
gauges; circles, and sterling sheet silver. Jewelers’ 
hammers, bench pins and clamps, small table vise, 
files, original jigs, wooden forms, abrasive cloth, 
polishing mediums are the tools used. 

For the advanced student the fashioning of creative 
shapes is encouraged with the use of original jigs de- 
signed by instructor. Creative design, developed with 
the use of different sizes and types of pliers as applied 
to sterling wire is also encouraged, together with origi- 
nal flower motifs, created with the use of various 
sizes and shapes of jeweler’s files between masking 
tape, and later moulded with jeweler’s hammer over 
simple wooden molds. Articles usually made by ad- 
vanced students by the end of the first year are book- 
marks, paper knives, bracelets, pendants, floral pins, 
spoons and small flat dishes. 

Ten 45 -minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 

Creative work in jewelry, ceramics and weaving 



Students are introduced to a dressed loom, its ac- 
tive parts and functions, the use of heavy yarn on 
tabby weave, variety of weaves on simple twill thread- 
ing, and the choice of articles woven on same warp 
with various yarns and treadling. Perle cotton, linen, 
chenile, wool (weight and texture varieties), are used 
to make place mats, bags, belts, hangings, and ma- 
terials (yard goods). Students learn how to dress a 
loom, the choice of material, estimate of yardage for 
warp, dressing sectional warp loom, winding spools, 
the use of tension winder and yardage counter, of 
spool rack with tension board and plates, winding 
warp beam from spool rack, threading heddles, and 
reed and the down of warp. 

Ten 45-minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 

PHOTOGRAPHY (9th year - elective) 

A course of study especially designed for blind 
pupils who wish to know something about the popu- 
lar hobby of photography. Consists of a study of 
simple fixed-focus camera, loading and care of film, 
darkroom procedures, development of film, and print- 
ing of pictures. A laboratory course of actual practice. 
Offered as elected and if schedule permits. Three peri- 
ods a week for one semester plus outside work of 
taking pictures. V 2 School credit. 

At the switchboard 

Acquiring skill in weaving 


The primary objective of the course in the Animal 
Husbandry Program is to create an interest in animal 
life and to provide a working knowledge of the daily 
routines which must be carried on in the care of 
domestic animals, with special interest on the care of 
dogs. Beekeeping is also included and the Academy 
uses its own text prepared for the visually handicapped 

Ten 45-minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 


The course includes a study of tools, garden storage, 
plant environment, soil, moisture and temperature, 
propagation of plants, and control of pests and dis- 
eases. A variety of biennials and perennials are studied 
including flowering plants, lawns, shrubs, evergreens, 
vines, shade trees, vegetables, fruit and houseplants. 
Ten 45 -minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 


Purpose of the course is to train students as full- 
time operators of switchboards; to give them a good 
working knowledge of operating a switchboard in 
order that they might act as relief operators, as well 
as assurance and ease in conversing on the telephone; 


to teach students to copy messages correctly and in- 
telligently, and to instruct them to dial with accuracy 
and speed. This course is given in conjunction with 
the commercial department and the English depart- 
ment. The importance of distinct, correct speech and 
proper decorum is stressed. 

A regulation Private Exchange (P.B.X.) switch- 
board is used. All numerals on the switchboard itself 
appear in Braille along with the print numbers; and 
tiny indicators located on a Braille signaling cabinet 
inform the blind operator which lights are showing 
on the switchboard. 

Ten 4 5 -minute periods a week, one year. V 2 School 


Designed to teach the fundamentals of radio theory 
and practice through laboratory, lecture, demonstra- 
tion and discussion methods. An additional goal for 
the student is the passing of the General Class Ama- 
teur Radio License Examination and the completion 
of a short-wave transmitter and receiver. The labora- 
tory facilities consist of a code practice table, radio- 
telephone and telegraph transmitters up to one kilo- 
watt, all necessary test equipment and tools specially 
designed for the visually handicapped student. 

RADIO I (10th year — elective) 

A beginning course in radio, dealing with the fun- 
damentals of electric circuits; the chemical, thermal 
and magnetic effects of currents, Ohm’s law and the 
formulas for resistances in series and parallel; and an 
introduction to the electron tube and its application in 
radio circuits for transmission and receiving. Ample 
time is allotted in the class period for learning the 
international code and becoming acquainted with Fed- 
eral and international rules for broadcasting and use 
of the amateur radio frequencies. 

Three 90-minute periods a week, one year. 1 School 
credit; 1 Regents credit by passing State Regents 

RADIO II ( 11th year — elective ) 
Pre-requisite, Radio I. A course continuing radio 
theory, a study of wave motion, the sine curve, oscil- 
latory discharge of condensers, electrical resonance, 
tuned circuits, antennas, AM and FM promulgation 
and reception, etc. Continued work on the code is 
maintained and the laboratory work covers the Wheat- 
stone bridge and its application to instruments used 
in tests and measurements. 1 School credit; 1 Regents 
credit on passing State examination. 

Ham operators 

Radio broadcasting 


Instruction in homemaking 

Cooking techniques 


The purpose of Homemaking, Home Economics 
and related studies is to develop each student accord- 
ing to his or her needs and abilities. It includes train- 
ing in self-reliance, self-confidence, dexterity, ability 
to follow written instructions (especially in cooking), 
and coordination of the hand and mind. 


Deals with simple cooking, planning and serv- 
ing meals, equipment and care of kitchens, furniture 
and household appliances. Students learn to sew 
aprons, household linens, toys, and do simple garment 

Ten 45-minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 

Sewing methods 


Advanced cooking, advanced sewing, and art in 
every day life is taught in this course. 

Ten 4 5 -minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 


Covers factory sewing, child care and home nursing, 
home management and use of Home Economics 

Ten 4 5 -minute periods a week, one year. 1 School 
credit; 1 Regents credit on approval of State Educa- 
tion Department. 




Graduates of the Academy and of approved High Schools may take advanced 
training in the departments where such training would further enhance the possi- 
bility of vocational success or strengthen the student’s position for college. 

In the vocational field, subjects particularly feasible for continued training are: 
piano tuning, dictaphone and office practice work, power sewing, general shopwork, 
woodworking and metalwork. 

High school graduates often return for an extra year of music training and to 
study any additional subjects needed for a particular college, such as advanced 
mathematics or language. Special tutorial services are available for postgraduate 
students who wish to prepare for College Board examinations, Civil Service exam- 
inations and other standard achievement tests. 

lii - 41 

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The senior graduating class, ready for college 



The piano tuner is carefully trained 

The dramatic arts 

A two or three-year course depending on the apti- 
tudes, application and progress of the pupil A well- 
trained piano tuner might be expected to make minor 
repairs if not major ones. The success of the individual 
from a vocational viewpoint is directly proportional to 
ability both in tuning and repairing. Training an extra 
year is therefore usually profitable. 


Many graduates of the School are employed in 
Greater New York and other places as dictaphone 
operators and typists. The average high school pupil 
may take dictaphone and typing while studying regu- 
lar academic subjects. However, for the full-time aca- 
demic student sufficient time cannot be devoted to 
the intensive training desired by the pupil in the dicta- 
phone and office practice before entering the business 
field. An extra year of postgraduate work fulfills this 
need. The course may consist of advanced typing, 
dictaphone operation and actual practice work in the 
school offices. 


This course is designed to instruct the students in 
proficient stand operation, with a goal toward prepara- 
tion for employment at a public stand. 

The training consists of displaying merchandise in 
systematic rotation, learning to use the change carrier, 
handling money efficiently, courtesy in salesmanship, 
cleanliness and neatness in appearance. 

Ten 45 -minute periods a week, one year. V 2 School 

in a practice store 


The social life of the student body is encouraged by the Institute through a 
Student Cabinet to reflect the interests of the individual pupil. While the Student 
Cabinet is advisory only and relates to student problems, student discipline, and 
student opinions, it also assists the School in planning social events for the pupils, 
the sponsoring of parties, and the encouragement of clubs such as the baseball club, 
radio club, field trips, and class and school plays. All clubs, field trips, plays and 
other extracurricular activities are proctored by a teacher-sponsor. Pupils are en- 
couraged to take full advantage of these opportunities. 


Troop 198 was chartered by the Bronx Council in 
1927 and meets once a week throughout the school 
year. Badge and merit work is carried on with interest 
and enthusiasm and the Scouts assume many impor- 
tant duties in the life of the school. The Troop co- 
operates with the Bronx unit in promoting the Ameri- 
can and World Scout organization. 


The Sea Scouts of the New York Institute for the 
Education of the Blind hold a charter assigned to 
Ship No. 198. 

The Bronx Council of Sea Scouts makes available 
to us the many boats found at the Rueger Sea Scout 
base and at the Institute’s own Club House. 


The primary purpose of our Girl Scout Troop is 
to teach the girls to give service to others, to get along 
with each other, and to become better citizens. 

The girls are taught the history and purpose of 
Scouting, how the Girl Scout Council functions, the 
laws and promise and their meaning. The program 
includes handcraft, camping techniques, first-aid, and 
all activities outlined in the Girl Scout Handbook. 


Wrestling is the most popular sport in our school. 
Undoubtedly so, because it can be performed with 
the sighted on equal terms. A boy is instructed in 
this sport at an early age at the Institute. In his 
senior year he will be able to compete with the best 

The crew on the Harlem River 

Swimming instruction in the new pool 


any school has to offer. This particular sport may be 
continued after graduation, in college or with A.A.U. 
and Y.M.C.A. competition — another good reason 
for its popularity. 


Track meets are conducted according to established 
rules. A track meet consists of two dashes, 50 and 75 
yards, standing broad jumps, high jump, three con- 
secutive jumps, hop step and jump; 12 lb. and 8 lb. 
shot-put; and football throw for distance. 

For the dashes, galvanized wire is stretched 100 
yards without intervening supports. This is to separate 
the running lanes. By touching the fingers lightly on 
the wire, the blind are able to run at top speed with- 
out fear of injury. 


Since 1951 the Institute has offered rowing among 
its extracurricular activities. The boathouse is situated 
on the Harlem River at the foot of Dyckman Street 
and the course is the same as that used by Columbia 
University for its intercollegiate regattas. The equip- 
ment consists of two heavy training gigs, three four- 
oared shells, and coaching launch. Sweep-oared row- 
ing is stressed because our main purpose has been 
interscholastic competition; however, sculling provides 
greater recreational opportunities in this field. Regattas 
have been held with Hun School, Poughkeepsie High 
School, Haverford School, Pomfret School, the Gun- 
nery School, and the West Side Boat Club of Buffalo, 
New York. 


Students may apply for admission to the Academy by writing the Principal 
of The New York Institute for the Education of the Blind, 999 Pelham Parkway, 
New York 69, N. Y.; or calling KI 7-1234, and requesting an appointment for an 
interview. All students applying for admission must spend some time with the staff 
of the Diagnostic Clinic for the purpose of evaluation of the student’s background 
and previous preparation, and for the designing of a program for the Academy. 
Written application for admission is made, if desired, at the first interview, but ac- 
ceptance of the student rests upon the final decision of the Clinic and Principal. 
Students are accepted on a day or resident boarding basis depending upon the 
wishes of the parents. 

There are no fees charged to students admitted to the New York Academy 
who are residents of the State of New York and who have received State appoint- 
ments to the Academy. Non-residents of New York State are charged the following 

Resident Boarding, $2000 for school year (Room, Board and Tuition only) 

Day, $1400 for school year — 190 days (Lunches only) 

Special fees to postgraduate students are based on the number of courses taken 
and hours of instruction given. 

The Academy maintains a scholarship fund for a limited number of blind 
students whose economic situations are such that they are not able to provide the 
total costs. Application for scholarship aid should be made to the Principal. 


{ HV1795 c. 2 



Date Due (1962) 




For further information contact the principal 

999 Pelham Parkway, Bronx 69, N. Y. 
Telephone KIngsbridge 7-1234 


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