The Deaf Part 27

Only 1.4 per cent were over nineteen. _Volta Review_, xiv., 1912, p.

177.

[536] See Report of Western New York Inst.i.tution, 1888, p. 28; Kentucky School, 1889, p. 14. In the regular schools 85 per cent of the pupils are said to drop out between the twelfth and fifteenth years. F. M.

Leavitt, "Examples of Industrial Education", 1912, p. 54. See also Report on Condition of Women and Children Wage Earners in the United States, 1910, vol. 7.

[537] In some cases it happens that the school is already crowded, but the need is no less, and it should be the business of the state to provide sufficient accommodations for all those who seek an education.

[538] Great credit is often due to the schools for their efforts to get all the children in. Of the Kentucky School it is said that "there remain but few deaf children whom we have not seen personally". Report, 1907, p. 14.

[539] We do not have sufficient data to enable us to make comparison between the attendance in states with a compulsory education law and those without it, though the former have in general apparently the better record. In Michigan it is stated that the compulsory education law has brought in many who otherwise would not have come. Report, 1908, p. 14.

[540] See Proceedings of National Conference of Charities and Corrections, 1907, p. 498; Report of Commissioner of Charities and Corrections of Oklahoma, 1912, p. 430; Proceedings of Convention of American Instructors, vii., 1870, p. 137; x., 1882, p. 164; xi., 1886, p. 34; Conference of Princ.i.p.als, ii., 1872, p. 178; National a.s.sociation of the Deaf, iii., 1889, p. 52; _Annals_, xv., 1870, p. 216; xliv., 1899, p. 152; liv., 1909, p. 356; lviii., 1913, p. 347; _a.s.sociation Review_, v., 1903, p. 181; Report of Clarke School, 1888, pp. 8, 19; North Carolina School (Raleigh) 1896, p. 6; Illinois School, 1898, p.

13; Colorado School, 1898, p. 18; Indiana School, 1900, p. 20; Oregon School, 1901, p. 9; Nebraska School, 1912, p. 9; and current reports of schools generally.

[541] In a certain number of states, moreover, as Connecticut and West Virginia, town and county authorities are required to make report of the deaf at fixed times, and this may sometimes have the effect of a regular law. In addition, in some states with the full law, as Wisconsin, Michigan and North Carolina, it is the duty of certain county officials, as superintendents of education, a.s.sessors, etc., to send in the names of possible pupils to the schools. In North Carolina many county superintendents of education are said to take an interest in thus getting the children in. Report of North Carolina School, 1908, p. 10; 1910, p. 9. By the secretary of the state board of charities of California, however, we are advised that the state does not compel a parent to send his deaf or blind child to an inst.i.tution.

[542] As in Kansas, Maryland, Michigan, Minnesota, Nebraska, Ohio, and Oregon.

[543] The fines in some of the states are as follows: $5 in Maryland, $5-$20 in Minnesota, $5-$25 in Montana and Oregon, $20 in Rhode Island, $25 in Iowa, $5-$50 in Wisconsin, $100 in Kansas, and $50-$200 in Was.h.i.+ngton. In Utah the offense is a misdemeanor.

[544] Kansas requires 5 months, Oklahoma, Oregon and Montana 6, and Maryland, North Dakota and Wisconsin 8.

[545] The number in Montana is 8, and in California 5. The limits in Wisconsin are 6 and 16, in North Carolina 7 and 17, in Indiana and Maryland 8 and 16, in North Dakota 7 and 20, in Kansas and Oklahoma 7 and 21, in Michigan, Nebraska and Rhode Island 7 and 18, in Montana, Ohio, Oregon and Utah 8 and 18, in Minnesota 8 and 20, and in Iowa 12 and 19. In Minnesota it is suggested that the law apply to those over 20 as well. Report of Board of Control, 1908, p. 356; Report of Minnesota School, 1909, p. 23.

CHAPTER XIX

METHODS OF INSTRUCTION IN SCHOOLS

THE USE OF SIGNS AS A MEANS OF COMMUNICATION

Deaf children cannot be educated as other children, and in the schools there have to be employed special means of instruction. In the present chapter it is our purpose to consider these methods only as they represent, in a complete study of the provision of the state for the education of the deaf, the means which have been found necessary to employ to attain this end.

From the beginning of organized instruction of the deaf in America a system of signs has been in use to a wide extent. At the time when the methods of instruction of the deaf were introduced into the first schools, the "sign language" was brought in as an essential part from France, where it had largely been formulated. Modified somewhat and considerably enlarged--and in conjunction with the manual alphabet, of Spanish origin--the system has taken its place as a recognized means of education and communication in the great number of the schools. The deaf themselves after pa.s.sing from the doors of the schools have employed the sign language mainly in their intercourse with one another, and with most of them meetings and social affairs are conducted virtually entirely in this manner. Thus the sign language has for long been one of the vehicles--usually the chief vehicle--of communication among the deaf and their instructors.

With the sign language for practical use goes the manual alphabet, or "finger-spelling," by which the several letters of the alphabet are represented on the hand, the two together really const.i.tuting the language.[546] The order of signs itself forms to an extent a universal language. It consists of gestures, bodily movements, mimic actions, pantomime, postures--and to carry a close shade of meaning, even the shrugging of shoulders, the raising of eyebrows and the expression of the face--all appealing graphically to the accustomed eye. The signs of which it is made up are partly natural, and partly arbitrary or conventional; and the whole system as now practiced has been codified, as it were, for experienced users. By the deaf it can be employed rapidly and with ease, and is readily and clearly understood. Many of them become such masters of this silent tongue that it may be used with grace, warmth and expressiveness.[547]

RISE AND GROWTH OF THE ORAL MOVEMENT

This system of signs, however, has not been looked upon with favor by all parties. The "sign language" is said to be a foreign language, known and understood by only a very small part of the population, standing as a great barrier to the acquisition of language used by people generally, and tending to make the deaf of a cla.s.s apart or "clannish." In its place in the schools would be subst.i.tuted what is known as the "oral method," and speech and lip-reading would be used as the means of instruction. It has been sought thus to give all the schools over to the oral method, and summarily to drive out the sign language.[548]

Though the system of signs has been used in America as the prevailing method from the beginning, it cannot be said that speech-teaching had not been employed at all in the early days. Several schools had started out as oral schools,[549] and in others speech had been employed to a greater or less extent.[550] But in none of the schools had the oral method been retained to the exclusion of all others.

In time, however, attempts were made to secure the adoption of a pure oral system. Attention was called especially to Germany, which had long been known as the home of this method, and it was sought to introduce it into America.[551] In 1843 Horace Mann and Dr. Samuel G. Howe visited that country, and on their return reported in favor of the oral method, though no change was then brought about.[552]

A few years later the matter was further agitated, and in 1864 an effort was made to have an oral school incorporated in Ma.s.sachusetts, but without success. A small oral school was then started at Chelmesford in 1866, which after a short time was removed to Northampton, having been very liberally endowed, and becoming known as the Clarke School. In 1867 the legislature decided to incorporate this, and to allow some of the state pupils to be sent to it.

In the meantime--in fact, seven months prior to the actual establishment of the Clarke School--a school which had resulted from a private cla.s.s had been started in New York City, known as the New York Inst.i.tution for the Improved Instruction of Deaf-Mutes. This was under a former Austrian teacher, and its stated purpose was to use the oral method as in Germany. Two years later the school board of Boston, having made a canva.s.s of the deaf children of the city, resolved to establish a day school, which was to be a pure oral one, and which not long after was called the Horace Mann School. These three schools were thus the pioneers in the present oral movement.[553]

The oral method has gained ground steadily since these times. It is now used exclusively in twelve of the inst.i.tutions, while it has always remained the prevailing method in the day schools.[554] A great extension is also found in the inst.i.tutions employing what is called the "combined system," and in them more and more attention is given to the teaching of speech.

The growth in the number of speech-taught pupils may be indicated in the following table, showing the number and percentage of those taught speech in different years from 1884, the year we first have record; of those taught wholly or chiefly by the oral method since 1892; and also of those taught wholly or chiefly by the auricular method since 1893.[555]

NUMBER OF THE DEAF TAUGHT SPEECH, NUMBER TAUGHT WHOLLY OR CHIEFLY BY ORAL METHOD, AND NUMBER TAUGHT WHOLLY OR CHIEFLY BY AURICULAR METHOD, IN DIFFERENT YEARS

------+--------+--------+------+---------+------+------------+------ | | | | NUMBER | | NUMBER | | TOTAL | | | TAUGHT | | TAUGHT | | NUMBER | NUMBER | | WHOLLY | | WHOLLY | YEAR | OF | TAUGHT | PER | OR | PER | OR | PER | PUPILS | SPEECH | CENT | CHIEFLY | CENT | CHIEFLY BY | CENT | | | | BY ORAL | | AURICULAR | | | | | METHOD | | METHOD | ------+--------+--------+------+---------+------+------------+------ 1884 | 7,482 | 2,041 | 27.2 | | | | 1890 | 8,901 | 3,682 | 41.3 | | | | 1892 | 7,940 | 3,924 | 49.4 | 1,581 | 19.9 | | 1893 | 8,304 | 4,485 | 54.0 | 2,056 | 24.7 | 80 | 0.9 1895 | 9,252 | 5,084 | 54.9 | 2,570 | 27.7 | 149 | 1.6 1900 | 10,608 | 6,887 | 63.0 | 4,538 | 42.8 | 108 | 1.0 1905 | 11,344 | 7,700 | 67.8 | 5,733 | 50.5 | 149 | 1.3 1910 | 12,332 | 8,868 | 71.9 | 7,562 | 61.3 | 134 | 1.1 1913 | 13,459 | 10,138 | 75.3 | 8,791 | 65.3 | 135 | 1.1

It thus appears that in a little over a quarter of a century the proportion of pupils in the schools taught speech has nearly trebled; and that in a score of years the proportion taught chiefly or wholly by the oral method has more than trebled. The proportion of the pupils taught wholly or chiefly by the auricular method never rises above two per cent.

It should be stated, however, that these figures are not to be taken as meaning that all the pupils thus enumerated have become proficient in the employment of speech, or have become able to speak clearly and intelligibly, and well enough for general practical use. It would be nearest the truth to say that they are "taught articulation," or that they are instructed by the use of speech and speech-reading. Oftentimes the greatest success lies in the preservation in fair shape of the speech of those who have once had it. The speech acquired by the deaf is of varying degrees, as we have seen; but in some it may be such as to be of distinct service, as well as the lip-reading which may be said to go with it.[556]

PRESENT METHODS OF INSTRUCTION

The methods of instruction at present employed in American schools for the deaf are known as the manual, the manual alphabet, the oral, the auricular and the combined. They are thus described in the _Annals_:[557]

I. THE MANUAL METHOD.--Signs, the manual alphabet, and writing are the chief means used in the instruction of the pupils, and the princ.i.p.al objects aimed at are mental development and facility in the comprehension and use of written language. The degree of relative importance given to these three means varies in different schools; but it is a difference only in degree, and the end aimed at is the same in all.

II. THE MANUAL ALPHABET METHOD.--The manual alphabet and writing are the chief means used in the instruction of the pupils, and the princ.i.p.al objects aimed at are mental development and facility in the comprehension and use of written language. Speech and speech-reading are taught to all of the pupils in the school (the Western New York Inst.i.tution) recorded as following this method.

III. THE ORAL METHOD.--Speech and speech-reading, together with writing, are made the chief means of instruction, and facility in speech and speech-reading, as well as mental development and written language, is aimed at. There is a difference in the different schools in the extent to which the use of natural signs is allowed in the early part of the course, and also in the prominence given to writing as an auxiliary to speech and speech-reading in the course of instruction; but they are differences only in degree, and the end aimed at is the same in all.

IV. THE AURICULAR METHOD.--The hearing of semi-deaf pupils is utilized and developed to the greatest possible extent, and with or without the aid of artificial appliances, their education is carried on chiefly through the use of speech and hearing, together with writing. The aim of the method is to graduate its pupils as hard-of-hearing speaking people, instead of deaf-mutes.

V. THE COMBINED SYSTEM.--Speech and speech-reading are regarded as very important, but mental development and the acquisition of language are regarded as still more important. It is believed that in many cases mental development and the acquisition of language can best be promoted by the Manual or Manual Alphabet Method, and so far as circ.u.mstances permit, such method is chosen for each pupil as seems best adapted for his individual case. Speech and speech-reading are taught where the measure of success seems likely to justify the labor expended, and in most of the schools some of the pupils are taught wholly or chiefly by the Oral Method or the Auricular Method.[558]

Of these methods the oral and the combined are practically the only ones found. The auricular is employed only in connection with certain pupils in some of the schools; while the manual method is found in but two schools, and the manual alphabet in but one. In the inst.i.tutions the combined is by far the preponderating system, being employed in all but fifteen of the sixty-five; while the oral is employed in twelve. On the other hand, the oral method is used in the day schools almost altogether, there being but two of the sixty-five schools employing the combined system. In the twenty-one denominational and private schools the oral method predominates, fifteen employing the oral or the oral and auricular, and six the combined. In such schools, the denominational more often employ the combined method, while the strictly private are oral.

In respect to the number of pupils in the schools using the two chief methods, we find that 83.7 per cent of those in inst.i.tutions are in inst.i.tutions employing the combined system, and 13.9 per cent in oral inst.i.tutions; that of those in day schools 96.1 per cent are in oral schools, and 3.9 per cent in combined; and that of those in denominational and private schools, 54.8 per cent are in combined schools, and 45.2 per cent in oral. Of all the pupils in the schools, 72.4 per cent are in schools employing the combined system of instruction, and 25.6 per cent in schools employing the oral. The percentage taught by the manual or manual alphabet method is 2.0. The percentage given auricular instruction is 1.1.

COURSES OF STUDY AND GRADATIONS OF PUPILS

Schools for the deaf have courses of study corresponding in general with those in regular schools, although special emphasis and drill have to be put upon language--something the congenitally deaf child in particular finds exceedingly difficult to use properly. Pupils capable of taking the full course are carried through the kindergarten, primary, intermediate, grammar and high school grades; and on the completion of the prescribed course may receive diplomas, while in some cases a certificate may be granted for a certain period of attendance. Not a large proportion of the pupils, however, really graduate.[559]

In all the schools for the deaf in the United States in the year 1912-1913 there were 14,474 pupils. Of these, 11,894, or 82.2 per cent, were in inst.i.tutions; 1,942, or 13.4 per cent, in day schools; and 638, or 4.4 per cent, in denominational and private schools.[560] The instructors employed in all the schools (not including teachers of industries, but including superintendents or princ.i.p.als) number 1,419, or one instructor for every 9.5 pupils: in the inst.i.tutions, 1,090, or one to 10; in the day schools, 223, or one to 7.9; and in the denominational and private, 92, or one to 5.7.[561] The total number of pupils who have received instruction from the beginning is 72,453, of whom 89.0 per cent have been in inst.i.tutions, 7.7 per cent in day schools, and 3.3 per cent in denominational and private schools.

The following table, based on the figures given in the Report of the United States Commissioner of Education will show the number of pupils in the different grades and cla.s.ses in the schools for the year 1911-1912.[562]

GRADES OF PUPILS IN THE SCHOOLS

--------------+------------+---------------+-------------+------------- | | CLa.s.sES | CLa.s.sES | CLa.s.sES | | CORRESPONDING |CORRESPONDING|CORRESPONDING KIND OF SCHOOL|KINDERGARTEN|TO GRADES 1 TO | TO GRADES 5 | TO HIGH |DEPARTMENTS |4 IN ELEMENTARY| TO 8 | SCHOOL | | SCHOOLS | | GRADES --------------+------------+---------------+-------------+------------- Inst.i.tutions | 1,063 | 5,040 | 3,365 | 1,069 Day Schools | 134 | 1,195 | 559 | 38 Denominational| | | | and Private | | | | Schools | 63 | 244 | 163 | 16 +------------+---------------+-------------+------------- Total | 1,260 | 6,479 | 4,087 | 1,123

For 1912 there were reported 133 graduates from the schools: 130 from inst.i.tutions, 2 from day schools, and 1 from denominational or private schools.[563]