The Portland daily press., 1892-01-07

wide spread impression that dumbness,
physical defect, whereas it is, in the vast
majority of cases, simply the conse-
quence of deafness. The hearing child
learns to speak because his initiative
propensity leads him to repeat the
sounds which he constantly hears around
him. The deaf child has no such stinlu-
lus, but his vocal organs are ordinarily
perfectly capable of uttering language.
How is he to be taught to use them?
We must still appeal to the initiative
faculty, but eye and hand must serve in
stead of ear. To each elementary sound
correspond certain positions of the vocal
organs, and with infinite care and pa
tience the child is taught to adjust lips
and tongue, to regulate the breath,
and to utter the various sounds clearly
and distinctly. But now new
problem arises from the fact that each
vowel has at least two sounds, while the
same is true of certain consonants.
To meet this difficulty a system of
visible speech has been devised by
Professor Alexander Melville Bell, in
which each elementary sound is repre-
sented by a simple character, easily read
and written, and showing by its form
according to readily understood princi-
pies, the position of tho different organs
in uttering the sound. Words are writ
ten out in these characters for the
little pupils who thus easily acquire the
exact pronunciation, while the ordinary
English spelling is taught at the same
time, and the child's retentive memory
soon learns to connect the two.
But for grown people as for children
an object lesson surpasses in interest
any attempt at description, and there
is no pleasanter way of learning what can
be done for the development of the deaf
than to spend morning in such well
taught and well appointed institution as
the Horace Mann School in Boston, for
building on Newbury street. Going into
one of the lower rooms, the visitor finds
the youngest scholars, tiny boys and
girls who are being guided, by methods
as tender and gentle as they are wise and
firm, along the difficult first steps of their
lessonsin language. The bright, pleas
ant room is full of toys, whose names the
children delight to learn, and wonderful
skill is shown in exciting their interest,
and fixing in their minds what they are
taught. In another room the scholars, a
little older, are writing on the blackboard
sentences describing objects shown them
by their teacher, and correcting each
others mistakes with that delight in
criticizing ones neighbor which seems to
belong to us all, young or old, deaf or
hearing. In an upstairs class room a
recitation in geography is going on, and
the visitor, if he win only take pains to
speak slowly and distinctly, may himself
question the children, and hear their
ready answers, or may tell them some
story of the country about which they
are studying, their intelligent eyes catch
ing the words as he speaks. The lesson
here is over now, but the scholars are
going into the hall for their gymnastic
exercise, and very pretty are the move
ments of the Swedish system, accurately
performed at the word of command by
the little company of boys and girls. In
still another room the children are writ
ing at their desks answers to questions
on the blackboard concerning the recent
municipal election, the candidates, the
Australian Ballot system and various
political matters. That bright eyed girl
has finished her paper, and drawing
story book from her desk is quickly alb
sorbed in its contents. The teacher ex-
plains that story books are allowed as
they have finished their tasks, and that
every effort is made to foster the habit of
reading, since repetition to the eye must
supply in the acquisition of language, the
place of that REPETITION to the ear by
which the hearing child gains the l1nowl-
edge and the correct use of words Pres
emily Sarah is puzzled by an unfamiliar
word, and asks, clearly and distinctly,
'When are fetters?' The explanation is
given and Sarah, readily understanding,
goes on with her story.
1t would take far too long to describe
in any adequate manner the work accom-
p1ished in this admirable school, under
the wise and loving care of its Principal,
who for twenty-five years has devoted
herself to its interests, and has brought
it from its humble beginning to its pres
ent prosperity. Interesting as the re-
suits of such teaching are in themselves,
they become still more impressive when
we reflect that the children who are thus
preparing for happy and useful lives
among their fellows would have been
condemned, but for the introduction of
speech-reading and articulation, to COM
parative isolation, to very limited posi-
bilities employment, and to the almost
total deprivation of social intercourse.
MAGAZINE NOTICES.