The Deaf - free ebook by Harry Best

THE DEAF

NEW YORK THOMAS Y. CROWELL COMPANY PUBLISHERS Copyright, 1914, By HARRY BEST. —— Published April, 1914. TO THE DEAF OF THE LAND AND TO THOSE WHO LOVE THEM...

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FOREWORD

The aim of the present study is to ascertain as far as possible the standing of the deaf, or, as they are so often called, the "deaf and dumb," in society in America, and to examine the treatment that has been accorded to them—to present an account of an element of the population of whom little is generally known. In this effort regard is had not only to the interests of the deaf themselves, but also, with the growing concern in social problems, to the fixing of a status for them in the domain o

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INTRODUCTION

Society as a whole knows little of the deaf, or the so-called deaf and dumb. They do not form a large part of the population, and many people seldom come in contact with them. Their affliction to a great extent removes them from the usual avenues of intercourse with men and debars them from many of the social activities of life, all tending to make the deaf more or less a class apart in the community. They would seem, then, to have received separate treatment, as a section not wholly absorbed an

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THE DEAF IN THE UNITED STATES

By the "deaf" in the present study is meant that element of the population in which the sense of hearing is either wholly absent or is so slight as to be of no practical value; or in which there is inability to hear and understand spoken language; or in which there exists no real sound perception. In other words, those persons are meant who may be regarded as either totally deaf or practically totally deaf. [1] With such deafness there is not infrequently associated an inability to speak, or to

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THE DEAF AS A PERMANENT ELEMENT OF THE POPULATION

Are the deaf to be a permanent element in the constitution of the population? Are they always to be reckoned with in the life of the state and the regard of society? Would it not be well to inquire whether or not deafness may be eliminated, or at least reduced to an appreciable degree? These are questions that present themselves at the outset in a consideration of the relation of the deaf to society, and to them we now devote our attention. Our first inquiry in the matter is directed to the ques

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TREATMENT OF THE DEAF BY THE STATE

After examination of the question of how long the deaf are to be an element of the population, our discussion turns to their position at present as an actual part of society. The first relation to be considered is that of the state to them. The state acts on men through the law, and in the law is represented not only its authority, but its attitude as well towards the problems that confront society, including the treatment of the various elements of its population. In this chapter it is our purp

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ECONOMIC CONDITION OF THE DEAF

In the want of the sense of hearing, and with it oftentimes the faculty of speech, the deaf are deprived of most important powers, and, it might appear, of an essential equipment for work among men. It is not to be denied that the deaf start out into life severely handicapped, nor can the difficulties which they must face in meeting the world pass unregarded. Yet notwithstanding the particular adversity under which the deaf have to labor, they remain in full possession of all their other physica

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SOCIAL ORGANIZATION OF THE DEAF

The preceding chapter has dealt with the economic possibilities of the deaf, and the extent to which they stand alongside the population generally. The other side of the shield in relation of the deaf to society is now to be presented, that is, how far their want of hearing will count in their participation in the social life of the community. While the deaf man may be an active component in the economic and industrial life of society, yet his inability to hear and his frequently consequent inab

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POPULAR CONCEPTIONS CONCERNING THE DEAF

The position of the deaf in society is yet to be seen from another standpoint. The question may be asked, How does the public at large, how does "the man in the street," look upon the deaf? Are the deaf viewed merely as so many people deprived of the sense of hearing, in whom also the power of speech is often wanting? Or is there superimposed upon this a feeling, owing perhaps to the supposed isolation of the deaf, that they are in other ways a peculiar class of beings? Unfortunately, it is the

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PRIVATE ORGANIZATIONS INTERESTED IN THE DEAF

We have now considered the interest of society in the deaf in its several relations, together with the treatment that has been extended to them. It remains to be noted whether there have been any private undertakings organized in behalf of the deaf or interested in their welfare, and what has been done by such bodies. In America virtually the only organizations composed of persons not deaf and formed for the purpose of advancing the interests of the deaf have been those more or less closely rela

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THE EDUCATION OF THE DEAF PRIOR TO ITS INTRODUCTION INTO THE UNITED STATES

Among the ancient peoples generally the deaf and dumb, especially those so by birth, were deemed as of deficient mentality, and were accounted, intellectually, as little better than children, or, indeed, as idiots. Though treated, it seems, for the most part humanely, they were regarded not without some aversion; and their affliction was not infrequently looked upon as a visitation of the gods, some of the hardy races even destroying their deaf offspring. For a long period there were scarcely an

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HISTORY OF EDUCATION OF THE DEAF IN THE UNITED STATES

The first instance of which we have record in America of an attempt to teach the deaf was in 1679 [164] when a man named Philip Nelson of Rowley, Massachusetts, tried to instruct a deaf and dumb boy, Isaac Kilbourn by name, in speech, though with what success we do not know. [165] These, however, were the witchcraft days, and the work of Nelson seemed such an extraordinary thing that the ministers of the community are said to have made an investigation, fearing that witches might be involved in

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ORGANIZATION OF THE INSTITUTIONS AND GENERAL PROVISIONS

Provision for the education of the deaf is made by the different states as a general rule in local institutions. In only four states are deaf children sent at public expense to a school outside for their instruction: Delaware, New Hampshire, Nevada, and Wyoming. In these, owing to their comparatively small populations, it has been considered more economical and satisfactory to contract with the school in an adjoining state. In each of the other states there is at least one institution, or sixty-

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THE DAY SCHOOL FOR THE DEAF

A small number of the institutions for the deaf had begun as day schools, the pupils living away from the school outside school hours, and had continued so for a longer or shorter period. The schools were then in an experimental stage, and this plan came first to hand. In the course of time it was found that this feature was not practicable, as the pupils were often far scattered, and the boarding arrangement was accordingly adopted. [285] This was the policy finally chosen in all the states hav

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DENOMINATIONAL AND PRIVATE SCHOOLS

In addition to the state institutions and the day schools, there have been established in America certain schools for the deaf which are strictly under private management, and, as a rule, not subject to the immediate control and direction of the state. These are of two kinds: 1. denominational schools, maintained by some religious body; and 2. schools conducted as purely private and secular affairs. Such schools now number twenty-one, ten denominational and eleven private, all in 1912-1913 havin

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THE NATIONAL COLLEGE

After our review of the various schools that have been created for the deaf in the United States, we come to what may be regarded as the culminative feature in the provision for their instruction—an institution for their higher education. In this particular the work in America stands unique among the nations of the world. This institution is Gallaudet College—named after the founder of the first school—which is maintained at Washington by the national government, and is open to all the deaf of t

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PROVISION FOR EDUCATION BY STATES

Having now considered the plan and organization of the several kinds of schools for the deaf in America, namely, the institutions, the day schools, the private schools and the national college, we proceed in this chapter to examine the work in the several states individually, and to note to what extent and in what manner the education of the deaf has been provided for in each. Alabama. A private school was started near Montgomery in 1854, but was discontinued after one or two years. The state sc

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CONSTITUTIONAL PROVISIONS FOR SCHOOLS

Not only has provision for the education of the deaf been consummated in all the states, but in some of them this provision has been buttressed, as it were, by a permanent guarantee in the organic law. This regard, while not necessary practically for the continuance of the schools, is none the less commendable,—and indeed is one that should be declared in every state. Such provision concerning the education of the deaf, more direct in some than in others, is found in the constitutions of twenty-

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QUESTION OF THE CHARITY CONNECTION OF SCHOOLS

In considering the relation of the state to its schools for the deaf, the question is raised as to the way they are regarded by the state, and in what scheme of classification they have been assigned. We find that with many of the states the institutions are held to be charitable, and the further question is presented as to whether this is proper and just. In times past this has been the usual classification, but of late years an increasing number of states have made a change and now regard the

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PROVISIONS CONCERNING ADMISSION OF PUPILS INTO SCHOOLS

Hitherto we have considered the several forms of provision for the schools for the deaf, and the general treatment accorded them. We now turn our examination to the schools themselves in their relation to the pupils who enter them. Our first concern is with the provisions as to the admission of pupils into the schools. We find that the schools, to all intents and purposes, are free to all applicants mentally and physically qualified to enter. [519] Usually, when started, the schools were free to

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ATTENDANCE IN SCHOOLS

The question now arises as to whether the deaf generally attend these schools provided for them. This inquiry really resolves itself into two parts: how far the deaf have at some time and for a longer or shorter period had recourse to the schools; and how far they may be found to be in attendance at a given time. The one has relation rather to how widely the schools are extending their educational opportunities, and the other to how effectively they are accomplishing their ends. As to the first

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METHODS OF INSTRUCTION IN SCHOOLS

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 tim

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COST TO THE STATE FOR EDUCATION

The various provisions for the education of the deaf have now been examined. There is to be considered but one question further. This is, what is the cost of it all? In the present chapter we are to see if we may not obtain some figures representing this cost to the state. First we shall find what the plants, that is, the grounds and buildings in actual use, are worth in dollars and cents. Taking the nearest available statistics, which are those for the year 1912-1913, we have the plants of the

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PUBLIC DONATIONS OF LAND TO SCHOOLS

To the schools in some of the states land has been donated, either as an investment, the proceeds of which should be used for their benefit, or as sites for the erection of buildings. This has been done by the national government, by the states, by cities and by individuals and corporations. The most important of such gifts have been the grants of the public domain made by Congress for the benefit of certain of the state institutions. Shortly after the work of the education of the deaf had comme

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PRIVATE BENEFACTIONS TO SCHOOLS

In our final chapter on the provision for the schools for the deaf we are to consider how far they have been assisted by private munificence. We have already seen that certain of the schools in the East—those we have called "semi-public institutions"—were started by private societies and were supported entirely by private funds till the state came to their aid, though in no instance was this dependence on private means of long duration. We have also seen that in a number of states private school

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CONCLUSIONS WITH RESPECT TO THE WORK FOR THE DEAF IN AMERICA

We have now examined the position of the deaf in society in America and the course and the extent of the treatment accorded them. It only remains for us to inquire if this treatment is well-considered, and how far it is commensurate with the real, actual needs of the deaf, and at the same time consonant with the larger interests of society. The question of paramount concern to society is in respect to the possibilities of the prevention of deafness. As yet it would seem that only a minor degree

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