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

is an education of the brain to perceive
sounds heard but not understood, or both, is
question for the future to decide, and
which l 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 or 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 a 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
educated in the public schools. He is reported
as a 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 greater per
cent. of hearing than the latter. Manifestly
this is not right. What is the remedyl My
opinion is that the remedy is to be found in
| uyha T how n he
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 fit subject
for this system. In answer to this
l would say know of no test by which this
can be dstermined; of no point at which
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. 1t
must not be lost. We must recognize new
subdivision of the so-called deaf and dumb.
We should have schools intermediate between
the public schools and schools for the deaf.
For this class l must earnestly favor aural
departments or branches in connection with
our institutions. do not recommend that
this work be carried on as an complish-
ment; that instruction be given by signs or
lips reading-but that from the beginning it
be made the system of instruction; that
communication between teacher and pupil,
and among the pupils as far as possible be
aural and oral. I 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
|
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
by Mr.. Gillespie called out long discus
sion after which supplementary
paper, entitled approved instru.
ments for use in aura
education twas presented by Prof Wing. The
latter paper was read by Prof. Hammond
and pointed out the instruments invented
merits of each.
Prof Noyes discussed the stmonitoria
system'' in an able paper. He explained
the system as used in the Minnesota insti
tute, and called attention to the advantage
of the monitorial system in general educa-
ton. After discussion upon the paper pre-
scented by Mr.. Noyes, the chairman an
nounced the questions to be discussed were
next in order.
The first question, s'what plan should b.
recommended to boards of trustees and leg
islatures in providing increased accommo
dations of mutes in the erection of new
buildings was called. Presiden
Mott opened the discussion, ant
was followed by Professors Pratt, Bell Gal
, lendet, McIntire, Crouter, and others. Du
,, ring the discussion the convention adjourne,
!, 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: 'sWhat plan should
, be recommended to boards of trustees anC
t legislatures in providing incieased accommo
dations for mutes in the erection of new
7 buildings"
1t seemed to be the opinion of the major
/ ity of the delegates that building cottage
would be the best plan to recommend. Al
considered four or five story buildings as un
safe.
l Hammond, of Iowa, opened the discus
e sion upon the second question. The pre-
0 vailing opinion seemed to be that not owe
one-balf the teachers in the institution
z | should be deaf mutes.
, The third question was opened by McIn
f tyre, who objected to the separation Of tn
I, sexes in the schoolroom.
: One or two of the delegates favored thu
L separation Of the sexes.
5 The fourth question was also opened b.
1 Mcintyre. There seemed to be diversion
5 as to how best TO avoid friction in arranging
e articulation and manual classes.
# As there was no other business before tn
! house FIVE new questions were submitted.
e The first question, SIS divided response
It bility in an institution advisablel'' was warm
: IL discussed. Several members took advan
t tage of the question to condemn in unmis
: table terms appointments in an institution
c for political reasons.
# Gillespieyof Nebraska, presented the fo
! lowing: