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Education Of The Blind (1833)

“It has long been to us a matter of surprise that the blind have been so much neglected. Our age, compared with those that have passed away, is truly a humane one; never has more attention been paid to individual man than now; never has the imperative duty of society to provide for the wants of those whom nature or accident has thrown upon its charity, been more deeply felt, or more conscientiously discharged….”

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Annual Report Of The Trustees Of The New-England Institution For The Education Of The Blind, 1834

Annual reports to state legislatures were one of the key methods by which trustees and superintendents of schools for disabled children argued for additional government funding. In this report, the trustees of the New-England Institution for the Education of the Blind tried to appeal to legislators’ sympathies by stating that the asylum served primarily poor children, documenting the school’s extensive public support, and describing the ways in which pupils were prepared to support themselves after graduation.

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Perkins School for the Blind

Perkins School for the Blind is located on a 38-acre campus on the Charles River in Watertown, Massachusetts, with partner programs in 65 countries. The school is committed to providing education and services that build productive, meaningful lives for children and adults around the world who are blind or deafblind, including those with additional disabilities.

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Horace Mann And The Creation Of The Common School

Horace Mann (1796-1859), “The Father of the Common School Movement,” was the foremost proponent of education reform in antebellum America. An ardent member of the Whig Party, Mann argued that the common school, a free, universal, non-sectarian, and public institution, was the best means of achieving the moral and socioeconomic uplift of all Americans.

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The G.I. Bill of Rights

“The Servicemen’s Readjustment Act of June 22, 1944—commonly known as the G.I. Bill of Rights—nearly stalled in Congress as members of the House and Senate debated provisions of the controversial bill. Some shunned the idea of paying unemployed veterans $20 a week because they thought it diminished their incentive to look for work. Others questioned the concept of sending battle-hardened veterans to colleges and universities, a privilege then reserved for the rich. Despite their differences, all agreed something must be done to help veterans assimilate into civilian life.”

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Effect of Economic Conditions Upon the Living Standards of Negroes (1928)

Presentation by Forrester B. Washington, Director, Atlanta School of Social Work, given at the 55th Meeting of the National Conference on Social Welfare, 1928. “The problems which I will discuss are health, education, delinquency, crime and family disorganization. They follow logically those discussed by Mr. Thomas. In addition, I will attempt to summarize his paper and my own and present our combined recommendations.”

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Washington, Booker Taliaferro

During his era, Booker T. Washington exerted much power on behalf of the African American community. Though many Black intellectuals disagreed with him and his tactics, his way of thinking appealed to many middle and working class Blacks. His connections with the prominent White Americans allowed him to serve as a conduit for funds that served African American community.

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Frazier, Edward Franklin

Edward Franklin Frazier (September 24, 1894 – May 17, 1962) — Advocate for social justice, administrator, author and
social work educator. Written by Angelique Brown, MSW

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