St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1884-07-13

| ~ i" AaooSiS tOVOiOpo ~ uoC3 VI "hSeAoA shAio
is an education Of the brain to perceive
sounds heard but not understood, or both, is
a question for the future to decide, and
| which will not here discuss This much
will say, however, that this sense of hearing
which has lain dormant up to this time is
now sufficiently developed to be Of great
benefit to these children, and no one is more
conscious of it than they themselves. They
know that heretofore they heard not, and
that now they do hear. They know that it
has not been done miraculously, but that it
has been brought about by patient hard work
on the part of their teachers and themselves.
My experience and observation In reference
to this question has led me to this opinion,
that large majority Of this class can be grad
uated from our schools as hard of hearing
| speaking people OF deaf mutes, as heretofore,
and that it is our own duty to so graduate
them. By this do not mean an exceptional
case here and there, but as a class. The
class OF hard OF hearing speaking people in
society is large, but hard of hearing speak
ing child, or one using artificial aid to hear
ing, is rare sight. The reason for this may
be found in this fact: The hard of hearing
child became so before he learned to speak;
the other learned to speak before he became
hard of hearing. The child is too deaf to be
| SNuSocCo III uuC puoiiC oCuOOlSs nc Is ICpOfIcu
| as deaf mute and sent to an institu-
ton for the deaf and dumb, and graduated
as deaf mute. He goes through life deaf
and dumb, while his elder brother is in no
way different from the great mass of the
| people, other than he is hard of hearing;
and yet the former may have a greater per
| cent. of hearing than the latter. ManifestIy
this is not right. What is the remedy? My
! opinion is that the remedy is to be found in
what have termed the aural system. By it
this class can be taught to hear, and receive
instruction through the medium of the hear
| ing, and eventually be placed upon an equal
footing with the hard of hearing class. AS
to the number that can be benefited by this
system | have no doubt but that Is per cent
can be aided. We have more than this num-
Der under aural instructions, and fully this
number are benefited. The question has
arisen as to what amount of hearing pupil
| should have to be "a fit subject
for this system. In answer to this
would say know of no test by which this
can be dstermined; of no point at which a
line of demarkation can be drawn, and all
upon this side be educated by this system,
and all on that side by that system. A trial
OF each individual case where any hearing
exists will determine the matter for him, and
this believe to be the only satisfactory test.
If the number who can be benefited by this
system is found to be as great throughout
the country as have suggested, the question
assumes vast proportions. These semi-deaf
children are in our schools to-day, and will
continue to come and be instructed with the
totally deaf until other provision is made for
them. They do not hear enough to be edu-
Gated in the public schools; they have too
much hearing to be lost by being in
structed with those who have none. It
must not be lost. We must recognize a new
subdivision of the so-calcd deaf and dumb.
We should have schools intermediate between
the public schools and schools for the deaf
For this class I must earnestly favor aural
| departments OR branches in connection with
our institutions. do not recommend that
| this work be carried on as an accom- lish-
ment; that instruction be given by signs or
| lips reading-but that from the beginning it
be made the system Of instruction; that
mmunication between teacher and pupil,
and among the pupils as far as possible be
aural and oral. have no fault to find with
those Of the profession who regard the
sign and manual system the best
nor with those who consider the oral system
as the only one to be tolerated. The signs
of the times indicate that we are ready to
yield somewhat from our former views on
both sides. We are all more ready to con-
cede that there is something to comment on
the opposite from which we stand. We are
getting closer together. Whatever may be
our preference, and whatever we can use to
the best advantage let us use it, Let us
make all contribute to the aural system by
which the semi-deaf shall be taught to hear -
The discussion upon the paper presented
| nv Mr. Gi11acria oo11od ont
sion after which supplementary
paper, entitled approved instru-
ments for use in aural
education''was presented by Prof. Wing. The
latter paper was read by Prof. Hammond,
and pointed out the instruments invented
for use in aural training, examining the
merits of each.
Prof. Noyes discussed the "monitoria
| system" in an able paper. He explained
the system as used in the Minnesota insti-
tute, and called attention to the advantages
of the monitoral system in general educa-
| ton. After discussion upon the paper pre-
sented by Mr.. Noyes, the chairman an
nounced the questions to be discussed were
next in order.
The first question, "what plan should be
recommended to boards of trustees and leg
islatures in providing increased accommo-
dations of mutes in the erection of new
buildings" was called. President
Mott opened the discussion, and
was followed by Professors Pratt, Bell, Gal
lendet McIntire, Crouter, and others. Du-
ring the discussion the convention adjourned
until 2:30 p. IN.
AFTERNOON SESSION.
The convention assembled at 2:45, Presi-
dent Mott in the chair, having under dis
cussion the question: "What plan should
be recommended to boards of trustees and
legislatures in providing inceased accommo-
dations for mutes in the erection of new
buildings
1t seemed to be the opinion of the major
ity of the delegates that building cottages
would be the best plan to recommend. All
considered four or five story buildings as I'M
| safe.
Hammond of Iowa, opened the discus
sion upon the second question. The pre-
vailing opinion seemed to be that not over
one-haf the teachers in the institution
should be deaf mutes.
The third question was opened by McIn.
tyre, who objected to the separation of the
sexes in the schoolroom.
One or two of the delegates favored the
separation of the sexes.
The fourth question was also opened by
Mcintyre. There seemed to be diversion
as to how best to avoid friction in arranging
articulation and manual classes.
AS there was no other business before the
house five new questions were submitted.
The first question, SIS divided response
bility in an institution adyisablel" was warm
ly discussed. Several members took adyan-
tage of the question to condemn in unmis-
table terms appointments in an institution
for political reasons.
Gillespie, of Nebraska, presented the fol-
lowing: