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��ALPHABET OF THE DEAF AND DUMB.
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��THE
FIFTY.SECOND ANNUAL EEPORT
OF THE
Directors and Officers
OF THE
AMERICAN ASYLUM
AT HARTFORD,
FOR THE
EDUCATION AND INSTRUCTION
OF THE
DEAF AND DUMB.
PRESENTED TO THE ASYLUM, MAY 16,' 1868.
HARTFORD, CONN.:
WILEY, WATERMAN & EATON, STEAM BOOK AND JOB PRINTERS,
1868.
��PBESIDE1TT.
Hon. CALVIN DAY.
VICE-PRESIDE JSTT^.
JAMES B. HOSMER,
HENRY A. PERKINS,
BARZILLAI HUDSON,
SAMUEL S. WARD,
CHARLES GOODWIN,
ROLAND MATHER,
JOHN BEACH,
NATHANIEL SHIPMAN.
DIRECTORS.
(By Election.)
LEONARD CHURCH,
ERASTUS COLLINS,
LUCIUS BARBOUR,
JONATHAN B. BUNCE,
GEO. M. BARTHOLOMEW,
OLCOTT ALLEN,
JOHN C. PARSONS,
ROWLAND SWIFT,
PINCKNEY W. ELLSWORTH,
FRANCIS B. COOLEY.
EX-OFFICIO.
His Excellency, JOSHUA L. CHAMBERLAIN, Governor of Maine.
Hon. F. M. DREW, Secretaiy of State.
His Excellency, WALTER HARRIMAN, Governor of New Hampshire.
Hon. JOHN D. LYMAN, Secretary of State.
His Excellency, JOHN B. PAGE, Governor of Vermont.
Hon. GEORGE NICHOLS, Secretary of State.
His Excellency, ALEXANDER H. BULLOCK, Governor of Massachusetts.
Hon. OLIVER WARNER, Secretary of State.
His Excellency, AMBROSE E. BURNSIDE, Governor of Rhode Island.
Hon. JOHN R. BARTLETT, Secretary of State.
His Excellency, JAMES E, ENGLISH, Governor of Connecticut.
Hon. LEVERETT E. PEASE, Secretary of State.
SECRETARY.
JOHN C. PARSONS.
TREASURER.
ROLAND MATHER.
��©Sow an4 Teaslws
PRINCIPAL.
Rev. COLLINS STONE, M. A.
INSTRUCTOR OF THE GALLAUDET SCIENTIFIC SCHOOL.
JOHN C. BULL, M. A.
INSTRUCTORS.
DAVID E. BARTLETT, M. A.
JOHN R. KEEP, M. A.
RICHARD S. STORRS, M.. A.
EDWARD C. STONE, M. A.
JOB WILLIAMS, M. A.
ABEL S. CLARK, B. A.
WILSON WELTON.
WILLIAM H. WEEKS.
MARY A. MANN.
SARAH W. STORRS.
CATHARINE BLAUVELT.
TEACHER OF DRAWING.
Miss LOUISE STONE.
ATTENDING PHYSICIAN.
E. K. HUNT, M. D.
STEWARD.
HENRY KENNEDY.
ASSISTANT STEWARD.
SALMON CROSSETT.
MATRON.
Mrs. PHEBE C. WHITE.
ASSISTANT MATRONS.
Mrs. REBECCA A. CADY.
Miss NANCY DILLINGHAM.
RUEUS LEWIS, Master
of the
Cabinet Shop.
WILLIAM B. FLAGG, Master of
the
Shoe Shop.
Miss MARGARET GREENLAW, Mistress
of the
Tailors’ Shop.
��REPORT OF THE DIRECTORS.
To the Patrons and Friends of the American Asylum.
Since the Asylum has entered on the second half century of
its existence, we have been frequently called to deplore the death
of some of its earliest friends. But seldom has any loss been
so marked and irreparable as that which we have suffered by
the death of our late President, Hon. William W. Ellsworth,
in January, 1868. His election to the office was not a tribute
simply to his abilities, his honored name, his political and judi
cial positions, his ripe age or his moral worth, though all these
claims he had to our reverence and esteem.
But he had been, from its inception, a warm and devoted
friend of the Asylum. He was its first Secretary. He was
then a Director. Retiring from the Board under the pressure of
professional and political life, he was again brought into official
relations with the Institution, while for four years Governor of
this State., When in 1862, the office of President was vacated
by the death of Judge Williams, it seemed naturally and fitly to
devolve upon Judge Ellsworth. His associates in this body will
not soon forget with what dignity, conscientiousness, and earn
estness, he discharged his duties as President. A copy of the
resolutions on the occasion of Judge Ellsworth’s death, passed
at an informal meeting of the Directors, is appended to this
Report
At the annual meeting of this Corporation in 1867, its by
laws were so amended as to constitute the Governors and Secre
taries of all the New England States ex-officio members of the
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Board of Directors. The doubt then expressed, whether non
resident Directors would find it practicable to attend our meet
ings, has been confirmed. But, these gentlemen have generally
manifested by letter, or in personal interviews with the Princi
pal and pupils, or by visits at the Asylum, such a warm inter
est in its welfare, as greatly to gratify and encourage the officers,
instructors and pupils of the institution.
No special or extraordinary action on the part of the Board
has been required since our last Report All the departments
of supervision and instruction have been satisfactorily filled', and
the accompanying Reports show the results of patient labor in a
year of unusual prosperity.
To the Report of the Treasurer, should be added the fact that
the Asylum is still deprived of any income from its Phoenix
Bank stock. We regret that no settlement of the questions in
dispute has yet been reached, but think we may reasonably an
ticipate an adjustment at an early day.
In behalf of the Directors,
JOHN C. PARSONS, Clerk
Hartford, May 9th, 1868.
�RESOLUTIONS.
At an informal meeting of the Directors of the American
Asylum at Hartford, for the Education and Instruction of the
Deaf and Dumb, held at their office on the 18th day of January,
A. D. 1868, James B. Hosmer, Esq., Senior Vice President in
the chair,
THE FOLLOWING RESOLUTIONS WERE ADOPTED.
God in his Providence having removed by death the Hon.
William W. Ellsworth, the President of this Society, and one
of the original corporators, of the Asylum,
Resolved, That as members of this Board, we are called upon
in his decease, to mourn the loss of one of the earliest and most
efficient friends of the important charity committed to our care;
one whose intelligent interest, active labors, .and wise counsels
have contributed largely to the career of usefulness and benefi
cence with which the Institution, during fifty years of its his
tory has been crowned.
Resolved, That we desire to place on record our profound ap
preciation, derived from long and intimate association with the
deceased, of his eminent ability, his spotless integrity, his sound
judgment, his warm sympathies, his genial Christian courtesy,
and of the rare purity, simplicity and nobleness which adorned
his character, and shone forth in all the relations of his useful
life; and while we feel his removal as a deep personal bereave
ment and a great public loss, we yet recognize the fact, that, as
ripened grain, he has been gathered, full of years and honors, to
his rest and reward.
Resolved, That in testimony of our respect for his memory,
we will attend his funeral in a body; that the clerk be directed
to enter these resolutions upon the records of the Board, and to
transmit a copy of the same to the family of the deceased, and
to furnish a copy to the newspapers of the city for publication.
J. C. PARSONS, Clerk.
��REPORT OF THE PRINCIPAL.
To The Board of Directors:
Gentlemen:—The number of pupils in attendance at the
date of my last Report, was two hundred and twenty-four.
Forty-one new pupils have been admitted during the year, and
one former pupil, making the whole number under instruction
two hundred and sixty-six. Forty-one have left the school, and
the number now present is two hundred and twenty-five. These
are arranged in thirteen classes, under eight hearing, and five
deaf-mute teachers, giving each class an average of seventeen
pupils.
While the general health of the family has been excellent, we
have to record the death of two interesting pupils, Myron W.
Day, of South Royalston, Mass., and Alvah-H. Harris, of Ne
ponset, in the same State. The former died on the 13th of May,
1867, from congestion of the lungs, following an attack of mea
sles, and the latter on Feb. 18th, 1868, from erysipelas. Both
were bright, promising boys—successful in their studies, and
loved by their teachers and companions. In the bloom of youth
they were suddenly called away; yet we indulge the hope that
the instruction they were permitted here to receive served to
prepare them for that unknown future they have so unexpected
ly entered. Mr. Arthur H. Whitmore, who had been a member
of our corps of instructors somewhat less than a yean, died from
quick consumption on the 26th of August last. Mr. Whitmore,
after teaching for a year in the Pennsylvania Institution, entered
upon his duties here with characteristic ardor, and proved him
self a skillful and faithful instructor. He was a young man of
pure and lovely character, and of great promise, and his early
death is a serious loss to the profession.
>
�14.
The position thus rendered vacant was filled by the engage
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ment of Mr. Abel S. Clark, a graduate of Yale, of the class of
1867, who, by the successful experiment of several months, has
already shown a gratifying and satisfactory degree of aptness for
his new work.
The arrangements for securing the health, comfort and educa
tion of so large a family as ours, necessarily involve the most
careful attention. There are so many families personally inter
ested in these arrangements, that a detailed narration of the dai
ly routine of our household may not be unacceptable. The pu
pils, called by one of their number, rise at 5 o’clock in summer,
and at 6 o’clock in winter. Breakfast is served at half-past six,
the time before breakfast in summer being devoted to amuse
ment. At seven the boys repair to the shops (of which we have
three, a tailor’s, cabinet and shoe-shop,) where they are occupied
till a quarter before nine. The larger girls, divided into four sec
tions, engage in domestic duties. One class clear the tables, wash
the dishes in the dining hall, and make the beds; one sweep the
school rooms and halls; a third go to the laundry, while a fourth
engage in plain sewing, and mending their own garments. These
divisions alternate in their several duties once a month. The
pupils under twelve are excused from these arrangements, and
after committing a short lesson spend the time in amusement
At a quarter before nine the boys leave the shops and prepare
themselves for school. At five minutes before nine the pupils,
under the charge of a monitor, quietly, and in perfect order, pro
ceed to the chapel. The service is conducted by the principal,
or one of the instructors, and occupies about fifteen minutes. A
text of scripture is written in large characters upon a slate, so as
to be visible from all parts of the room. This is explained and
commented upon in a simple and practical manner, and a brief
prayer is offered. The entire exercise is in pantomime, or the
natural sign language of the deaf-mute, is intelligible to nearly
all in the room, scarcely excepting the youngest, and brief, sim
ple and practical, is one of great interest and profit to the pupils.
The profound stillness of the company, the fixed attention, and
the intelligent appreciation of the course of remark, as indicated
by the frequent response of the eye and head, are very impres
sive to those who witness the exercise for the first time.
�15
Making careful note of the chapter and verse of the text ex
plained, the pupils repair, in order, to the school rooms for the
instructions of the morning. These are interrupted at half-past
ten by a recess of fifteen minutes, and at 12 o’clock they go to
the dining room. The meal is eminently a social one, the diet
is abundant, varied and acceptable. After dinner comes amuse
ment, always in the open air, when the weather will allow. At
two o’clock school reassembles, and continues till four, when the
pupils go again to the chapel, in the same order as in the morn
ing. Meantime the text explained has been committed to mem
ory, and is spelled on the fingers by one of the boys, and also
by one of the girls, prayer following, and the exercise occupying
about ten minutes. The pupils are then dismissed, and the boys
go again to the shops, where they remain till a quarter before
six. All the girls engage for the same time in plain sewing,
dress-making, knitting, etc. Tea comes at six, and from tea till
study-hours—seven in winter, and till time to light the gas in
summer, is spent in playing, walking or conversation. The
younger pupils go to bed at seven, and the older pupils spend
an hour in study under the care of an instructor. At half-past
nine all retire. On Saturday we have no school, but the boys
work in the shops till eleven o’clock and the girls are busied in
sewing. Then follows the bathing, every pupil having a thor
ough warm bath at least once a week. The afternoon of Satur
day is spent in visiting objects of interest in the city, excursions
to the woods, or games upon the grounds of the Institution.
The boys are supplied with balls and quoits, and with skates and
sleds in their season, and often become quite expert in chess and
checkers. The girls have jumping-ropes, swings, sea-saws,
hoops, croquet, with sleds and skates. The little boys, when out
of school, are under the constant supervision of the AssistantSteward, who sees to their daily ablutions, mingles in their sports,
and devotes himself to their comfort and happiness. The Ma
tron and one of the Assistant-Matrons have special charge of
the girls when out of school, with the care of their clothing,
while the other Assistant superintends the kitchen department,
and house arrangements. The girls cut and make their own
dresses and under.-garments, do their own mending, make all the
�16
sheets, tablecloths, towels and napkins, and boys’ shirts, and
knit all the socks that are furnished the pupils. In the tailor’s
shop the little boys become expert in the use of the needle, and
make jackets and pants. The boys in the cabinet shop not only
learn the use of tools, but make tables, bureaus and desks of ex
cellent workmanship. Those in the shoe-shop acquire a good
knowledge of the trade, and become able to earn good wages.
Order is indispensable in such a community as ours. This is
secured almost entirely by moral means. The pupils, while out
of school are under the care of monitors, who note irregularities
of conduct, rudeness, quarrelling or graver offences. These are
entered upon a book provided for the purpose, and are reviewed
every month by the principal in the chapel. A pupil who has
received no mark of discredit for a month, thus showing entire
correctness of conduct, has his or her name entered upon the
Boll of Honor, where it will remain among the permanent re
cords of the Institution. In addition to this the pupil receives
a badge to be worn upon the person, indicating good behavior.
By this and other methods a strong influence is brought to bear
in the direction of quietness, order and correct deportment, and
the results are in the highest degree gratifying. Among one
hundred and thirty-five boys, many of whom have grown up
without the least restraint or control, ninety-three during one of
the winter months, received this honor, while the offences of the
others were mostly of a trifling character; and of the ninetythree girls eighty-five received a similar commendation. It is
believed that few schools of hearing children, of the same size,
would endure such a test with higher credit.
We have been honored during the year by visits from Gov.
Chamberlain, accompanied by his Council, from Maine, from
Gov. Harriman, of New Hampshire, from the Hon. Secretary and
members of the Board of Education, from Massachusetts, and
from the Hon. John B. Bartlett, Secretary of State, and Com
missioner for Deaf Mutes of Bhode Island. I have also had
the pleasure during the year, as Principal of the Institution, of
visiting the Legislative Bodies of all the States, of New Eng
land, accompanied by pupils in different stages of their course,
showing the proficiency they attain in the various branches of
�17
education and explaining our methods of instruction. The
Delegation was everywhere kindly received, and our rela
tions with these Bodies are of the most friendly character.
In the recent discussions respecting the best methods of edu• eating deaf mutes, we hear much of the French and of the
German schools. As these schools were the pioneers, and for
many years, the only workers in this department of education,
and as they differed materially in their fundamental principles,
as well as in their practical methods, there was an eminent pro
priety in the rival systems receiving their designation from the
countries where they originated. The work of deaf-mute edu
cation, however, has now been prosecuted in this country with
enthusiasm and with the highest success, for more than fifty
years. In no country in Christendom, are there more able and
devoted men engaged in this benevolent work, in none is it
more distinctly recognized as the unquestioned duty of the
State, no where are the pecuniary means and appliances more
liberally and cheerfully provided, and we are free to say, in no
country has the education of the deaf mute been carried to a
higher point, reached a larger class, or been prosecuted on a
broader or more practical basis than in our own. It is quite
time, therefore, and for similar reasons, that as we are beginning
to'have an American Literature, and the phases of a distinct
American nationality, we should speak of an American sys
tem of deaf-mute education. Though our methods do not dif
fer widely from some followed in other countries, they yet have
their peculiar features.
Our system is eminently eclectic.
Selecting the improvements and best features of other systems,
we weave them into one consistent whole, of the highest practi
cal utility. We challenge our brethren engaged in this profes
sion in other countries, to the noble emulation of bringing deaf
mutes to a higher plain of culture, of imparting to them a more
perfect use of the language of their country, of preparing them
more fully for the duties of intelligent citizenship, in fine, of
relieving them more completely from the pressure of their mis
fortune, than is effected in American Institutions, as the result
of the American system of instruction.
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The Report of the special Joint Committee of the Massachu
setts Legislature, (session of 1867) to whom the subject of deafmute education was referred, and before whom the rival systems
were so fully discussed, came to hand so late, that it could be
noticed only in the briefest manner in the last Report presented to
your Board. The conclusions reached by this able Committee,
after listening to a thorough discussion of the subject, were, for
the most part, those which were then advocated, and have ever
been maintained by this Institution.
Among the “ conclusions ” to which they arrive, are the follow
ing:
“ The sign language and manual alphabet can be taught to all
classes of deaf persons and deaf mutes, and are the most effect
ual means of communicating information to a large majority of
such persons.
“ Your Committee believe that to the majority of those con
genitally deaf, or who lost their hearing in infancy, it (articula
tion) cannot be successfully taught; but that it can to the major
ity of semi-mutes and semi-deaf persons.” p. 16.
The Committee place a higher value on lip-reading, and upon
the ease with which it may be acquired, than our experience will
allow us to do. Alluding, however, to the difficulties attending
it, they make the following quotation from a letter from a cler
gyman, who is himself afflicted with deafness.
“ In order to read on the lips of an individual, it is necessary
that he should speak plainly, deliberately, distinctly, and show
an expressive face. Those who wear a full beard, raise their
voices to a loud tone, speak with great rapidity, so as to run
their words together, are very verbose with long sentences, show
little or no movement of their lips, or keep the teeth closed
together, are seldom or never understood at all.”
They go on to remark:
“ That a small number only can be taught lip-reading by one
teacher, and that when learned, it can be made available only in
a favorable light, and at short distances. Your Committee
felt that at the several hearings, the deaf mutes present, if they
had been taught lip-reading only, could not have obtained any
clear idea of the proceedings, which they were enabled to do by
�■
the manual signs of Prof Bartlett, who acted as interpreter.”—
p. 17.
“
The Committee sensibly remark, with regard to the best
method of instructing deaf mutes, that “ it is a question of pro
portions.” All practical teachers allow,that while all deaf mutes
can be taught thoroughly and well, through the medium of signs, a
portion can be benefitted by instruction in articulation, and can
acquire a certain amount of intelligible speech. The vital point
upon which this controversy turns, is, What is this proportion ?
It is very clear that the line dividing those who can profitably
be taught to speak, from those who cannot, does not run
between children born deaf, and those who lost their hearing even
as late as three or four years of age. The ability to acquire
speech, is affected by other important considerations, such as
acuteness of mental perception, quickness of observation, flexi
bility of the vocal organs, and a retentive memory, any of
which may be wanting in children who have lost their hearing
at a comparatively late period. It not unfrequently happens
that when none of these disabilities exist, and the child can dis
tinguish and imitate the position of the vocal organs, the pitch
of the voice is so disagreeable as to render the speech acquired
intolerable. We are sometimes greatly annoyed by the harsh
tones of adult persons, who from a partial loss of hearing, are
unable to modulate their voices. When the loss of hearing is
total, the attempt at speech is often so discordant that it is seldom
made. We hold in the highest esteem the tones of the human
voice in all their wonderful and varied play and scope, if they
are modulated by a sensitive, delicate ear. But there are few
sounds in nature so intolerable, so grating upon every sensibility
and nerve, as those of the human voice not thus controlled.
There are some sounds in nature that we expect to be harsh and
discordant, and therefore, if unavoidable, we can endure them
with some degree of patience. But rough screeching tones of
the voice are not among these, certainly if there is a more excel
lent way of communication. When to this unpleasantness, is
added an unintelligible utterance which demands frequent repe
tition, taking into the account also, that to acquire this amount
of speech, involves a large expenditure of labor, which brings
�20
no other return, it is hardly a question whether the labor of
acquisition, is compensated by the benefit received. We hold
distinctly, that the natural signs of the deaf mute, for communi
cation on common matters, are not only more agreeable, but more
intelligible than a great mass of this imperfect speech, and where
persons can resort to writing, such speech, if acquired, should
be, in fact actually is set aside. The practical question, there
fore, and the one which in spite of all theories, will decide the
matter among sensible persons, is not what proportion of deaf
mutes can be made, by great labor, to articulate words, which
may to a certain degree be understood, but how many have
voices that will allow them to use their power of speech obtained
at such an expense. Taking into consideration the acknowl
edged loss of mental development involved in all cases in which
articulation is taught, the imperfection of the speech acquired in
many cases, and the chance that the tones may be annoying
and disagreeable, our experience has led us to the conclusion that
very few pupils, except those who are semi-mutes and semi-deaf,
can profitably spend much time in this labor. At the same time,
we fully concede that there are cases of congenital deafness,
where there is on the part of the child, a peculiar flexibility of
the vocal organs, and a bright mind, and on the part of the
friends, intelligence and abundant leisure, in which instruction
in articulation may be properly and successfully given. Even
in these cases, it is too tedious and uncertain to be made the
medium of instruction. It should be given as a means of
communication, and rather as an accomplishment, than as a par
ticularly valuable part of education.
The proposition we are considering, will be materially affected
by the language which it is proposed to communicate orally to
the deaf mute. German, Italian, or French teachers, may suc
ceed in a much larger number of cases, and to a higher degree,than
those who seek to impart the English language. If half the
number of deaf mutes can be taught to speak intelligibly in
these languages, and there is no reliable evidence that nearly
this proportion can be so instructed, it by no means follows that
a like proportion can acquire the same facility in the English
language. Our language confessedly presents peculiar difficul
�21
ties to the deaf mute; difficulties so formidable that those -who
have tried it, with scarcely an exception, agree with the views
already stated as to the number who can be successfully taught.
Mr. E. M. Gallaudet, President of the National Deaf-Mute
College at Washington, and son of the distinguished Founder of
this Institution, has recently visited the prominent schools for
deaf mutes in Europe, to notelaarefully their methods, and par
ticularly their success in teaching articulation. It has been
vauntingly asserted, and no little pains taken to spread the in
pression, that in consequence of this examination, Mr. Gallau
det has reached conclusions differing widely from those adopted
by his venerated father, and his successors in this school, that
he has returned to this country an advocate for material changes
■in the methods followed here, and finally, that his Report proves
that statements we have made respecting methods pursued in
other countries, are at variance with facts. To show how ground
less are such representations, we have only to allow the able
Report of Mr. Gallaudet to speak for itself.
We have maintained that articulation, as a medium of instruc
tion, has, with but one notable exception, been rejected by Brit
ish instructors and Institutions. What says Mr. G.’s Report on
this point?—The following is the testimony of Mr. Charles Ba
ker, the distinguished Principal of the Doncaster Institution:
“ The success hitherto attendant on the. efforts to teach articulation to
the totally deaf, is by no means flattering, and I do not believe there is one
Institution in our country which can produce a dozen pupils whose articu
lation could be understood by indifferent auditors ... I must therefore
decide against giving up the time now bestowed on the acquisition of lan
guage, and useful knowledge, by my pupils, to devote it to the specious
acquirement of articulation.” pp. 12. 13.
After remarking that at the Institution at Edinburgh, under
Mr. Kinniburgh, articulation was the original basis, Mr Baker
says:
“ To my certain knowledge, it early gave way to means more universally
applicable. Of the older Institutions of these Isles, about twenty, not one
has adopted articulation, except in the cases of those pupils who could
hear a little, or who had become deaf after they had acquired speech.” p. 50.
Mr. Hooper, of the Birmingham Institution, one of the oldest
in Great Britain,
�u Is inclined to coincide with Prof. Baker’s view, that the results of the
labor of teaching the great body of deaf mutes artificial speech, and read1ng on the lips, are not of sufficient practical benefit to compensate for the
necessary outlay of time and labor... in the case of the semi-mute and se
mi-deaf, it is the duty of instructors to see that all possible means are taken
to retain and improve what speech is possessed by the pupil. This is done
in the Birmingham school, but no more, in the direction of articula
tion.” p. 13.
Mr. Patterson, of the Manchester Institution,
“ Coincides entirely with Prof. Baker and Mr. Hopper. Although he has
in several cases taught it successfully to congenital mutes, he thinks it im
practicable for any large proportion of the deaf and dumb.” p. 121.
Mr. Buxton, of the Liverpool school, who has had several years
actual experience in this branch of instruction in the London
Institution, says:
“ Articulation was formerly taught in the Liverpool school to a greater
extent than at present. Now, only the semi-mute and semi-deaf are instruc
ted in artificial speech and bp-reading.”
Mr. Buxton mentioned that “many cases in his experience had
arisen, where parents of his pupils particularly requested that
their children should not be taught articulation. The reason for
this, is found in the fact that the artificially acquired utterances
of the deaf, are generally monotonous, and oftentimes disagreea
ble : so unpleasant evidently, in certain cases, as to lead the pa
rents of uneducated mutes to express the desire above referred
to.” p. 16.
The venerable Duncan Anderson, of the Glascow Institution,
who in former years had given much attention to this subject,
and had prepared a valuable manual for use in this branch of
deaf-mute instruction, says:
“ The experience of nearly half a century of personal deaf-mute instruc
tion had led him to abandon all efforts at articulation, save with the semi
deaf and semi-mute.” p. 16.
Again he says:
“ On looking back upon an experience of forty-one years as a teacher of
the deaf and dumb, I am free to confess that the few successful instances
of articulation by deaf mutes which I have witnessed in this and other
countries, were very inadequate to the time and pains bestowed upon
them.” ibid.
�23
The Rev. John Kinghan, of the Institution- of Belfast, Ire.
land,
“ Is as decided in his testimony against articulation as any instructor in
the United Kingdom. He deems it, to use his own words, ‘ worse than use
less in a vast majority of cases;’ including the semi-deaf and semi
mute.” p. 17.
The views of the Principals of the other schools in the British
Isles visited by Mr. Gallaudet, agree entirely with those above
presented, and similar opinions are entertained by the Masters of
several schools on the continent. The gentlemen whose testi
mony is here quoted, are among the oldest and ablest teachers of
deaf mutes in the world. Their lives have been devoted to this
work, and their writings and their labors have placed them in the
highest rank among the benefactors of this class of persons.
Mr. Gallaudet sensibly remarks:
“ The testimony of such experienced instructors as those now conducting
the eight schools declaring against articulation, coupled with the consid
eration that in the majority of them, it has been successfully taught, is en
titled to great weight, while the fact that it is where the English language
is spoken that such strong ground is taken, should not be lost sight of by
Americans.”
It will be noticed that views of British teachers as above ex
pressed, correspond with our own, that few, except the semi-mute
and semi-deaf, can profitably be taught to speak.
Although German teachers make this proportion larger than
this, it does not, in their view, embrace the whole number, or a
majority. Canon de Haerne, of the Institution of Brussels, Bel
gium, while believing “ that a decided majority of so-called deafmutes are unable to acquire any valuable facility in artificial
speech, holds that in addition to the semi-deaf and semi-mute,
about ten per-cent, of congenital mutes, may acquire fluency in
this method of communication.
Signor Tarra, of the Milan Institution, estimates the number
of deaf mutes who may succeed in articulation, at thirty per-cent.,
including the semi-mutes and semi-deaf, and also many who
could not talk readily with strangers.
Mr. Hill, of Weissenfels, who stands at the head of deaf-mute
instruction in Germany, says that out of one hundred, eleven can
converse readily with strangers on ordinary topics. Prof. Vaisse
�24
of the Paris Institution, gives the same proportion. “Out of
ten, the number who can converse with strangers on all subjects,
and with ease, will not extend to more than two, and often to no
more than one.” Of the more than one hundred teachers con
sulted by Mr. Gallaudet, only one claimed that success in arti
culation was the rule among deaf mutes.
These, it will be noticed, are the opinions of gentlemen who
are advocates of the articulating system. The usual average is
thirty per-cent., one placing it at fifty per-cent, and only one
placing it higher than this. Is it not highly probable, without
casting the least reflection on these worthy and able gentlemen,
that the unbiassed judgment of a candid and competent observer,
would make the proportion of clearly successful cases consid
erably smaller than this ?
Mr. Grallaudet states it as his own judgment, that from ten to
twenty per-cent, of the deaf and dumb can profitably be taught
articulation. As the semi-mute and semi-deaf constitute about
half this number, he would thus judge that ten per-cent, of con
genital mutes are worthy of such instruction. This we believe
to be a larger number than any experiment yet made in the En
glish language will warrant, nor do we think it desirable for the
sake of a possible benefit conferred upon this proportion, to sub
ject thd whole number to the tedious and exhausting processes
of artificial speech, during the first year of their instruction. Mr.
G. gives his final conclusions on this point, in the following de
cided language:
“ It is plainly evident from what is seen in the articulating schools of Eu’rope, and from the candid opinions of the best instructors, that oral lan
guage, cannot in the fullest sense of the term, be mastered by a majority of
deaf mutes. ... It should be regarded as an accomplishment attain
able by a minority only. . . . The numbei’ of those born deaf who
can acquire oral language is small, and their success may justly be attribu
ted to the possession of peculiar talents or gifts, involving almost preternat
ural quickness of the eye in detecting the slight variations in positions of
the vocal organs in action, and a most unusual control over the muscles of
the mouth and throat.” p. 53.
It is indeed evident from Mr. Gallaudet’s observations, that if
there has been any change in the views of teachers on the Con
tinent within the last ten years, it has been quite as distinctly a
�26
Movement towards the use of signs as towards articulation.
While in some schools in which the latter method was formerlydisused, a portion of the pupils are now taught to speak, in
others in which articulation was the sole method, signs are freely
used and highly valued. In place of the theory once quite
general among the disciples of Heinicke, that all deaf mutes of
sound mental development could be taught to speak, and that
inability to acquire speech, indicated a want of ordinary capacity,
it is now generally admitted, on the one hand, that a large class can
only be successfully instructed by signs, and on the other, that
they are an important adjunct in teaching articulating pupils.
With regard to the value of signs in the instruction of all
classes of deaf mutes, the opinion of prominent German teach
ers is emphatic and decided. Mr. Hill states his views in the
strongest terms. Speaking of proscribing every species of pan
tomimic language, he says:
“ This pretence is contrary to nature, and repugnant to the rules of sound
educational science. If this system were put into execution, the moral
life, the intellectual development of the deaf and dumb, would be inhu
manly hampered. It would be acting contrary to nature to forbid the deaf
mute a means of expression employed even by hearing and speaking per
sons. ... To banish the language of natural signs from the school
room and limit ourselves to articulation, is like employing a golden key
which does not fit the lock of the door we would open, and refusing to use
the iron one made for it. . -. . Where is the teacher, who can consci
entiously declare that he has discharged his duty, in prosponing moral and
religious education until he can impart it by means of articulation ? ”—
p. 29.
Mr. Hill acknowledges in the language of natural signs, among
a number of other particulars which he mentions, the following
excellencies:
—“ One of the two universally intelligible innate forms of expression
granted by God to mankind—a form which is in reality more or less em
ployed by every human being.
—The element in which the mental life of the deaf mute begins to germi
nate and grow; the only means whereby he, on his admission to the school,
may express his thoughts, feelings and wishes.
—An instrument of mental development and substantial instruction, made
use of in the intercourse of the pupils with each other; for example, the
well known beneficial influences which result from the association of the
new pupils with the more advanced.
I
�26
—A most efficacious means of assisting even pupils in the higher degrees
of school training, giving light, warmth, animation to spoken language,
which for sometime after its introduction, continues dull and insipid.”—
p. 30.
Of its aid in religious instruction Mr. Hill remarks:
“ It is particularly in the teaching of religion, that the language of pan
tomime plays an important part, especially when it is not only necessary to.
instruct, but to operate on sentiment and will; either because here this lan
guage is indispensable to express the moral state of man, his thoughts and
his actions, or that the word alone
too little impression on the eye of
the mute to produce without the aid of pantomime, the desired effect in a
manner sure and sufficient.” p. 30, 31.
We have no where met with a more appreciative exposition
of the real significance and value of natural signs in the educa
tion of the deaf and dumb, than these forcible paragraphs of Mr.
Hill.
We will close our quotations with the decided and emphatic
testimony of Mr. Gfallaudet in favor of the American system of
deaf-mute education.
“ It is hardly needful for me to say, after what has been said in this Re
port, that nothing in my foreign investigations has led me to question the
character of the foundation on which the system of instruction pursued in
our American Institutions is based. The edifice is built on the rock of
sound philosophy; its comer stone is universal applicability; its materials
are cemented by consistency and success, while for its crowning beauty it
has a dome of high educational attainment, loftier and more grand than
can be seen in the nations of the Old World.” p. 53.
We have made these copious extracts from this able and in
teresting Report, partly from the relation of its author to the
founder of our own school, and partly because the Report itself,
has been confidently quoted as a distinct condemnation of the
methods and principles which have been advocated here, from
the beginning to the present time.
We entered into this discussion at the outset, and have con
tinued it, with no partisan spirit, The principles upon which
our Institution was founded, and has since been conducted, were
sharply assailed. Our sole object has been to show that we are
not beating the air, but are working intelligently and success
fully to secure grand and important ends: that the methods we
adopt for this purpose, are sanctioned by sound philosophy, as
�well as by the experience of the most able men who have turned
their attention to this subject. We regard no Institution or school
as in any sense a rival in this good work, but hail with satisfac
tion every honest effort to help on the education, and consequent
elevation of the unfortunate mute. Wedded mechanically to
no system for its own sake, or for any prestige of antiquity or
association, we strive to give our pupils the best education which
science, skill and faithful instruction, under the best methods,
can impart.
The semi-mute and semi-deaf children who are sent to us, have
always received special attention. While by instruction, through
the medium of signs, their minds have been sedulously culti
vated, we have been careful to retain and improve all their pow
er of speech. This has sometimes been done by assigning to
this class a special teacher, and at other times by placing them
under speaking instructors, and holding with them constant oral
communication. We propose still to give these children every
desirable advantage, assigning to them a special instructor, if the
numbers will warrant it; if not, taking care, by other methods,
that the facility of speech which some of them possess, shall not
be lost. We deem this discussion as in all respects fortunate and
timely, as it has served to bring not only the real calamity of the
deaf mute, but also the best means of relieving it, more distinct
ly to public attention. We have no apprehension respecting the
verdict of sensible persons who will review the whole subject.
The newspapers* sent our pupils, for the most part weekly
issues from the vicinity of their own homes, contribute so mani
festly not only to their enjoyment, but also to their intellectual
progress, that they are worthy of distinct mention. Before his
education commences, the deaf mute is shut out to a great degree
from a knowledge of the events occurring in the world around
him. A happy change comes over him when, on entering the In
stitution, he is brought within the electric circle of intelligence,
and becomes informed, even through others, of what is daily
transpiring in the busy world. When his education is so far ad
vanced that he can read for himself from the columns of a pa
per the record of passing events, his interest is unbounded. It
/
* Appendix, No. TV.
�28
is often surprising to notice the extent to which even those
whose ability to use language, from the short time they have
been at school, is quite limited, yet are able to spell out the
meaning of a paragraph containing some item of news from fa
miliar localities, while the large class of more advanced pupils
read the papers with intelligent facility, and with far more enjoy
ment than is usual with hearing persons. The papers are regu
larly distributed, care being taken to supply the children with
issues from their own neighborhood. They are perused with
eagerness, and there are few communities more thoroughly posted
in the current news of the day than our own.
The walls of the Institution have received some graceful and
most acceptable decorations during the year. An excellent set
of the Cartoons of Raphael, presented by the Rev. J. D. Hull,
of New York, have been handsomely framed and placed in the
girls’ sitting room, where they are a constant joy to many observ
ing and admiring eyes. Mr. R. S. DeLamater, and Messrs. Web
ster & Popkins, have each presented us with a highly finished
photograph of the venerable Laurent Clerc, while Messrs. Prescott
& White, have furnished fine copies of the old and well engraved
portraits of those magnates of deaf-mute education, the Abbe
De 1’ Epee, and the Abbe Sicard. These pictures are finished
in the highest style of art, and as long as the Institution shall
stand, they will remain on its walls, speaking representatives of
these benefactors of the Deaf and Dumb, and of the skill of the
generous artists who have so faithfully perpetuated their memoryA citizen of Hartford, who is in the habit of such kind deeds,
but whose modesty prefers that his name shall be withheld, has
gained for himself a warm place in the hearts of our pupils by
the gift of two barrels of luscious oranges, to aid them in cele
brating the holidays.—Our acknowledgements are due to Messrs.
J. Gr. Batterson and J. W. Stancliff for the high gratification en
joyed by our pupils of repeatedly visiting the collection of beau
tiful paintings on exhibition at the Wadsworth Atheneum during
the month of March.—Miss Dix, whose generous sympathy for
the suffering and unfortunate, has gained for her so noble a rep
utation, has sent our pupils ten dollars, as an indication of her
interest in their welfare, desiring the sum to be spent in some
�29
way which shall contribute to their gratification.—Mr. J. R.
Burnet, of Newark, N. J., has sent us some carefully drawn
views of places in the Holy Land.—We are indebted to the
American Tract Society, of Boston, for the acceptable grant of
one hundred and fifty copies of the “ Child’sPaper,” and for
twenty-five copies of the “ Christian Banner.”—Hon. A. D. Ha
ger, of Proctorsville, Vt., has presented to the Library of the In
stitution two valuable volumes on the geology of Vermont.—We
are also indebted to the Hon. L. S. Foster for valuable Public
Documents.
With devout gratitude to God for His watchful care over eve
ry department of the Institution during the year that is past, we
invoke upon its future course His continued guidance and bles
sing.
COLLINS STONE,
Principal.
American Asylum, )
May 16,1868.
f
��REPORT OF THE PHYSICIAN.
The year just closed, adds another to the catalogue of those
during which the general health of this large household has
been usually very good.
•
There have been but two periods, and these of brief duration,
during which the pupils have suffered from diseases of conse
quence, or which affected any considerable number. One of
these occurred soon after my last Report was presented to your
Board, when measles made its appearance, and included in the
course of the outbreak about eighty cases. Several of them
were quite severe, and one died of congestive pneumonia, which
suddenly supervened upon the ordinary pulmonary symptoms.
The duration of this malady did not much, if at all, exceed
three weeks, ceasing, doubtless, for want of subjects.
Soon after the commencement of the fall term, an affection of
the eyes appeared in the form of acute ophthalmia, varying in
severity, but generally easily controlled, and soon terminating
favorably in most cases. It was confined principally to the
boys, very few girls comparatively, suffering from it.
The cause, though probably local, eluded the most careful
search, and still occasionally manifests its presence in a sporadic
case.
A case of malignant pustule occurred in February last, in the
person of one of the larger boys, terminating fatally in about
thirty-six hours from the time it was first seen professionally.
A single case of fracture of the fore-arm, occurring in a little
boy, concludes, it may be said with almost exact truth, the list
of ailments which have come under my observation during the
year, the usual acute pulmonary and other diseases so com
mon during Spring and Autumn, not having appeared, being
planted perhaps, by those before named.
�The Hygiene of the Institution, to which the utmost import
ance is justly attached, continues to be strictly observed in each
and all of those particulars to which reference has been had in
my former Reports, and which are so intimately connected both
with the health and the effective working capacity of the pupils.
E. K. HUNT, M. D.
Hartford, May 6th, 1868.
��,
.
“
“
“
T
T
•
•
I n s u r a n c e , .................................
a lbrf ry,
-
,
-
363.00
100.00
1,189.37
53,000.00
678.00
1.
“
“
“
“
“
1867.
April 1. By
1868.
“
P u p ils ,
—
---- 7
’
’
1
’
$104,566.86
_
Treasurer.
'
’
Ci
balance on hand,
sgp 27
Income from the fund the year past, 17 74217
Rent of Dwellings,
.
’
47500
Paying
.............................................
3 236.84
Receipts from the six N. E. States for support of Beneficiaries,
. V .
36 187 50
Receipts from Fund Account,
46 500 00
Advanced to A. Blodget Estate, repaid,
345 08
— ---- __ ------- ------------------------------------------------------$104,566.86_______________
Examined and found correct. We have also this day examined the vouch~
~
ers for the securities owned by the American Asylum, as per Inventory of
t iz x t *
-mr .
the Treasurer, and find them to agree with the same.
ROLAND MATHER,
ERASTUS COLLINS, ) A ...
T
T
JONA. B. BUNCE,
Auditors.
Hartford, May 16, 1868.
Hartford, April 1, 1868.
Sundry Expenses,
“ Reinvestments, “ Fund Account,”
“ Balance to Cr. of New Account, -
‘
u
..
‘
“
.
Paid Orders of Directing Committee, in favor
of Henry Kennedy, Steward, the
o , year past,
$28,500.00 April
“
for S a la r ie s , ....................................
20,036.42
((
Annuity to Laurent Clerc, - 700.00
.
A m e r ic a n . A s y lu m in a c c o u n t w ith . R o la n d . M a th e r , T r e a s u r e r .
u
((
1868.
April 1. To Cash
A BSTRA CT OF T H E T R E A SU R ER S ACCOUNT.
A F F E N B IX .
I.
�II. STATEMENT
OF THE FUND OF AMERICAN ASYLUM.
Invested in Bank Stocks in Connecticut,
“
on Bond and Mortgage of Beal Estate,
“
in Railroad Bonds,
“
in United States Bonds, Real Estate in Hartford,
Furniture in the Institution,
Cash on hand,
...
.
-
$94,100.00
88,500.00
23,900.00
7,000.00
, 82,522.88
5,390.00
■
678.07
$302,090.95
Hartford, May 16, 1868.
�36
III.
Dr.
ABSTRACT OF
American Asylum in account with Henry
To Flour,
“ Meal,
“ Cakes and Crackers, . “ Rice and Corn Starch,
“ Yeast, “ Hay and Straw,
“ Provender and Oats,
“ Live Stock,
“ Tools, Blacksmithing, &c.,
“ Butter,
££ Charcoal,
“ Hard Coal, “ Wood, “ Furniture, “ Groceries,
- •
“ Light and Gas Bills,
“ Meat, Fish and Fowl, ££ Medicine,
“ Miscellaneous, “ Pupils,
££ Repairs and Improvements,
£; Schools and Postage,
“ Cabinet Shop, “ Shoe
££
“ Tailor ££
“ Vegetables and Fruits,
“ Wages,
- ,
££ Washing and Soap,
££ Water Works, -
Balance to new account,
-
1 , -
$3,724.70
9.00
39.41
81.11
119.00
265.51
620.14
455.00
466.76
3.125.33
445.65
2.354.78
38.25
1,113.84
2,265.32
802.10
4,169.48
267.92
548.98
1,011.54
1.862.34
476.23
1.497.78
2,045.83
549.80
859.44
3,086.26
649.98
128.40
$33,079.88
187.83
$33,267.71
�37
CURRENT EXPENSES.
Kennedy, Steward, for the year ending April 1, 1868.
By Cash from Treasurer,
“ State of Massachusetts,
"
"
"
"
Rhode Island,
"
"
"
"
Vermont,
"
"
"
"
Connecticut,
"
"
"
"
Maine,
"
"
"
"
New Jersey,
"
"
"
"
Pupils,
"
"
"
"
Individuals,
"
"
"
"
Cabinet Shop,
"
"
"
"
Shoe
“
"
"
"
"
Tailor
“ "
"
"
"
Miscellaneous,
“ Balance from old account,
-
-
-
-
- '
-
American Asylum, Hartford, April 1st, 1868.
Cr.
$28,500.00
768.75
34.17
107.78
162.73
487.50
37.52
1,158.23
1,521.60
67.30
210.89
35.81
8.84
176.59
$33,267.71
�38
IV.
PAPERS, PERIODICALS, &o.
THE FOLLOWING PAPERS HAVE BEEN SENT TO THE PUPILS GRATUITOUSLY DURING THE
PAST YEAR.
Name.
ASgis and Gazette,
Weekly,
American Traveler,
Anamosa Eureka,
Argus and Patriot,
Boston Advertiser,
Daily,
Boston Courier,
Weekly,
Boston Journal,
Boston Transcript,
Burlington Free Press,
Burlington Times,
Christian Mirror,
Christian Secretary,
Churchman,
Columbian Register,
Congregationalist,
Connecticut Courant,
Connecticut Herald and Journal,
Deaf Mute Casket,
Monthly,
Eastern Argus,
,
Weekly,
Fitchburg Sentinel,
Hartford Courant,
Daily,
Hartford Post,
Hartford Times,
Independent Democrat,
Weekly,
Kenebec Journal,
Maine Farmer,
Maine State Press,
44
Massachusetts Spy,
44
Mirror and Farmer,
44
Natick Times,
New Hampshire Patriot and Gazette
“
“
Statesman,
“
“
Telegraph,
“ London Democrat,
‘ ‘ York Evangelist,
“
“ Spectator,
“
“ State Radii,
Northampton Free Press,
!Semi-Weekly,
Norwich Courier,
Weekly,
Portland Advertiser,
Portland Transcript,
44
Providence Journal,
41
Religious Herald,
Republican Standard,
Rhode Island Free Press,
Rutland Herald,44
Union Democrat,
Vermont Christian Messenger,
Vermont Watchman and State Journal,
Vineyard Gazette,
14
Waterbury American,
44
Willimantic Journal,
44
Worcester Palladium,
44
Zion’s Herald,
Editors and Publishers.
Where Published.
S. B. Bartholomew & Co., Worcester, Mass.
Worthington, Flanders & Co., Boston,
“
Edmund Booth & Son,
Anamosa, Iowa.
Hiram Atkins,
Montpelier, Vt.
Dunbar, Waters & Co.,
Boston, Mass.
George Lunt & Co.,
44
44
Charles O. Rodgers,
44
44
Henry W. Dutton & Son,
G. G. & B. L. Benedict,
Burlington, Vt.
George H. Bigelow,
Charles A. Lord,
Portland, Me.
E. Cushman,
Hartford, Conn.
Osborn & Baldwin,
New Haven, “
W. L. Greene & Co.,
Boston, Mass.
Hawley, Goodrich & Co.,
_______ Conn.
Hartford,______
Carrington, Hotchkiss & Co., New Haven, Ct.
W. J. Palmer,
"
Raleigh, N. C.
John M. Adams & Co.,
Portland, Me.
Garfield & Stratton,
Fitchburgh. Mass.
Hawley^Goodrich & Co..
Hartford, Conn.
Sperry, Hall & Co.,
Burr Brothers,
Independent Press Association, Concord, N.H.
------ “ Sayward,
Augusta, Me.
Stevens & "
True & Boardman,
N. A. Foster & Co.,
Portland, “
J. D. Baldwin & Co.,
Worcester, Mass.
John B. Clarke,
Manchester, N. H.
Washington Clapp,
Natick, Mass.
William Butterfield,
Concord, N. H.
McFarland & Jencks,
Dearborn & Berry,
Nashua, N. H.
D. S. Ruddock,
New London, Conn.
Field & Craighead,
New York City.
Levi S. Backus,
Canajoharie, N. Y.
Albert R. Parsons,
Northampton, Mass.
Norwich, Conn.
Bulletin Association,
Smith & Wiltham,
Portland, Me.
Elwelf, Pickard & Co.,
Knowles, Anthony & Danielson, Prov., R. I.
’ ’ i,
Hartford, Conn.
D. B. Mosely,
John D. Candee,
Bridgeport, Conn.
Providence, R. I.
Providence Press Co.,
Rutland, Vt.
Manchester, N. H.
Campbell & Hanscom,
Montpelier, Vt.
C. W. Willard,
E. P. Walton,
Edgartown, Mass.
Charles M. Vincent,
Waterbury, Conn.
E. B. Cook & Co.,
Curtis & Jackson,
Willimantic, Conn.
J. S. C. Knowlton,
Worcester, Mass.
Boston, Mass.
Haven & Rand,
�The Presidents and Superintendents of the following Railroads will
please accept our thanks for special favors shown to the pupils of the
Institution during the year.
Boston & Albany.
Boston & Maine.
Boston & Providence.
Concord, Manchester & Lawrence.
Connecticut & Passumpsic.
Connecticut River.
Hartford, New Haven & Springfield.
Hartford, Providence & Fishkill.
Portland & Kennebec.
Rutland & Burlington.
Vermont Central.
Worcester & Nashua.
COLLINS STONE, Principal.
Hartford, May 16, 1868.
�I
I
I
�V.
LIST OF PUPILS,
IN THE SCHOOL WITHIN THE YEAR ENDING ON THE 16TH OF MAY, 1868.
MALES.
Residence.
Name.
Abbott, W. John.........
Abbott, William W...
Acheson, Charles.........
Acheson, George W..
Aldrich, Erwin E.........
Anderson, Wallace E.
Bailey, Arthur E.........
Baker, Jesse H...........
Baldwin, Charles F....
Barrett, William S....
Bastinella, Oliver.........
Blodget, Frank P.........
Bond, Thomas S...........
Bowler, Albert 0 ....
Boyington, George W.
Branch, Degrand, D. L
Brown, Alpheus E....
Butler, John.................
Cain, Cornelius............ .
Campbell, John,...........
Carter, William T....
Cary, Daniel W...........
Chapman, Albert W...
Clark, Frank H.............
Clark, John ...................
Conley, James..............
Conners, John J............
Cook, Thomas.........
Coughlin, William........
Crandall, William F...
Crane, John E...............
Cronan, Stephen..........
6
Admission.
.. Sidney, Me., ......................... Sept., 1865
..Northumberland, N. H., ..Sept., 1861
..West Randolph, Mass.,....... Sept., 1864
.. West Randolph, Mass.,... .Sept., 1864
. .Smithfield, R. I.,..........
.Sept., 1864
..South Framingham, Mass.,.Sept., 1867
.Poland, Me., ......................... Sept., 1866
.Manchester, N. H., ........... Sept., 1867
.Litchfield, Conn., ................ Sept., 1864
..Plymouth, Mass., ................ Sept., 1865
. .Pittsfield, Mass., .................. Sept., 1865
.Nashua, N. H., ............ ..Sept., 1867
..Hartford, Conn., ............ .Sept., 1860
.Rockland, Me.,..................... Sept., 1867
..Prentiss, Me.,........................ Nov., 1860
.Hartford, Conn.,.................. Sept., 1866
..North Dunbarton, N. H., ..Sept., 1867
. .East Boston, Mass., ............. Sept., 1863
.Lewiston, Me.,..................... Sept.,. 1867
.Danbury, Conn., ______
Nov., 1867
.Boston, Mass.,.......................Oct., 1866
Gardiner, Me., ................... Sept., 1860
.Cambridgeport, Mass.,........... Sept., 1865
..East Hampton, Mass.,__ .Sept., 1867
.Monson, Mass.,.....................Sept., 1865
.Newport. R. I., .................... Oct., 1861
.Mansfield, Mass., ................. Sept., 1865
.Portland, Me., .....................Sept., 1865
Fitchburgh, Mass., ............. Sept., 1862
Newport, R. I.,..................... Sept., 1860
. Whiting, Me., .......................Feb., 1868
Fitchburgh, Mass.,.............. Sept., 1862
�42
Name.
Cross, Samuel S....
Culver, Samuel L...
Cummings, Daniel...
Cutter, George F...
Damon, Frank C...
Daniels, Orson.........
Davis, Edwin A....
Day, Myron W....
Derby, Ira H...........
Dougherty, Charles
Drew, Frank H....
Drown, Carlos.........
Duran, Edward.....
Duran, Thomas........
Ellis, Manford...........
Erbe, Hermann....
Evans, Oscar H....
Fahy, Thomas.........
Ferris, John.............
Fifield, Oscar W...
Fish, Charles...........
Fitch, Henry H....
Freallick, James F..
Frisbee, Edward W
Frost, Edwin F....
Gale, Arthur F....
Gambol, John..........
Gardner, William M.
Graham, Samuel....
Halsey, Waldron H.
Hargrave, Albert C.
Harris, Alvah H....
Hawley, Levi R....
Hawley, Lewis N..
Hayden, Othello D..
Helfpenny, Martin..
Hill, Willie L.........
Jellison, Simon.........
Residence.
Admission.
Beverly, Mass.,................... Sept., 1864
.Waterville, Conn.,.............. Sept., 1866
Greeneville, Conn................ Sept., 1864
.Irasburgh, Vt.,.................. Sept., 1865
.Amherst, N. H.................... Sept., 1861
.North Adams, Mass., ....Sept., 1867
..Auburn, Me.,..................... Sept., 1867
.South Royalston, Mass., ..Sept., 1864
.South Weymouth, Mass., .Sept., 1861
.Hartford, Conn., ................. Sept., 1863
, .Boston, Mass.,.................... Sept., 1865
.Browningtori, Vt.,............ Sept., 1861
..South Boston, Mass.,........ Sept., 1865
..South Boston, Mass., ....Sept., 1865
.Belgrade, Me.,.................... Sept., 1864
. Southington, Conn.,........... Sept., 1865
.South Royalston, Mass., . ..Sept., 1861
.Pittsfield, Mass., ................ Sept., 1862
. Waitsfield, Vt.,.................... Dec., 1862
.Deer Isle, Me.,.................... Nov., 1862
.Danby, Vt.,.........................Sept., 1865
.Preston, Conn.,.................. Sept., 1860
..Provincetown, Mass., ....Sept., 1865
.Charlestown, Mass., ......... Sept., 1866
.Boston, Mass.,.................... Sept., 1861
. Charlton, Mass.,................. Sept., 1863
. South Boston, Mass.,.......... Oct., 1864
.Hardwick, Mass.,................Sept., 1864
.Newark, N. J.,................. zSept., 1866
.Newark, N. J.,
..........Nov., 1863
.East Boston, Mass.,............ Sept., 1867
.Neponset, Mass.,................ Oct., 1863
.North Amherst, Mass., .. ..Sept., 1865
.North Amherst, Mass., .. ..Sept., 1865
.Stoughton, Mass.,............... Sept., 1863
• Waterbury, Conn.,............. Sept., 1864
.Athol Depot, Mass.,........... Sept., 1864
.Monroe, Me.,.......................Sept., 1865
�43
Name.
Residence.
Admission.
Johnson, George D............ Erving, Mass.,...................... .... Sept.,
Josselyn, Andrew P......... East Foxboro, Mass.,.......... .... Sept.,
Kendall, Phillip................. Whitefield, Me.,................ .........Sept.,
King, James H................. Middletown Point, N. J., . .... Sept.,
Ladd, Amos A.................. East Haddam, Conn.,.......... .... Sept.,
Ladue, Edward................. St. Albans, Vt.,................ ... .... Sept.,
Lally, John......................... South Boston, Mass.,.......... .... Sept.,
Laplant, Peter................... West Milton, Vt.,.............. ... .Nov.,
Leary, Matthew................. Boston, Mass.,...................... .... Sept.,
Lewis, Willie H................. Providence, R. I.,.............. ......... Sept.,
Mackintosh, George........... Canton, Mass.,.................... .... Sept.,
Marr, IraR......................... North Washington, Me., ... .... Sept.,
Marston, Westley N......... Greenland, N. H.,.............. .... .Sept.,
Martin, Charles H............. Salem, Mass.,...................... ......... Sept.,
Mayhew, Jared................. Chilmark, Mass., ................ . -... Sept.,
Mayo, Hawes...................... Monroe, Me.,....................... ......... Sept.,
McCarty, John................... Andover, Mass.,.................. .... Sept.,
McDonnell, John............... West Stockbridge, Mass., . .... Sept.,
McGirr, Francis................. East Cambridge,Mass., .. ......... Sept.,
McKinney, Wm. J.............Alleghany City, Penn., ... .... Sept.,
McMaster, Hugh H. B... .Pittsburgh, Penn.,............. .... Sept.,
McMechen, James H.........Wheeling, West Virginia, .........Aug.,
Meagher, Michael............... Waterbury, Conn.,.............. .... Sept.,
Miller, George................... Providence, R. I.,.............. .... Sept.,
Mitchell, Isaac................... Brookville, Vt., .................. .... Sept.,
Morrell, Leland................. Cornish, Me.,...................... .... Sept.,
Moseley, Joseph A........... Pomfret, Conn.,.................. .... Sept.,
Moulton, Thomas... A... Buxton Centre, Me.,......... ......... Sept.,
Muth, John.......................... Hartford, Conn., ........ .... Sept.,
Negus, Edward R............ Salisbury, Conn.,................ .... Sept.,
Nelson, James. ................. Tewksbury, Mass.,.............. .... Sept.,
*
O’Harra, John................... Milford, Mass.,..................... .... Sept.,
O’Neil, John......................Thorndike, Mass.,.............. ......... Sept.,
O’Neil, Michael................. Charlestown, Mass.,............ .... Sept.,
Ould, Edward C................. Derby, Conn.,..................... ......... Sept.,
Page, Roscoe G............. .. . Augusta, Me.,.................... .........Sept.,
Pattee, Wilbur D............... Alexandria, N. H., .......... .... Sept.,
Patterson, Charles.............. Saco, Me., . ......................... ......... Sept.,
Paul, John E..................... Cambridgeport, Mass., .... .... Sept.,
1862
1868
1865
1865
1866
1864
1866
1866
1863
1867
1864
1867
1864
1863
1864
1865
1865
1865
1863
1865
1864
1865
1865
1861
1867
1865
1862
1864
1865
1866
1864
1860
1867
1866
1861
1860
1867
1864
1867
�44
Name.
Residence.
Peterson, Willie S. H......... South Plymouth, Mass., .
Philbrook, Henry 0......... Charlestown, Mass., .........
Pick, William C................. Providence, R. I.,............
Pond, Nathan L................. Milford, Mass., ..................
Porter, Wendell P............. Somerville, Mass.,............
Powers, James.................... Boston, Mass., ..................
Powers, James A........... ,. Salem, Mass.,.....................
Pratt, John W....................Middletown, Conn.,..........
Quincy, Josiah....................Munson, Mass.,...................
Richmond, Ephraim H... .Voluntown, Conn., .........
Rideout, Charles H........... Houlton, Maine,................
Roberts, Frank B............... Boston, Mass., ..................
Rudolph, William............. Boston, Mass.,..................
Ryan, John.......................... Rutland, Vt.,....................
Sachse, Charles F............... Waterbury, Conn., ..........
Sackett, Charles E..............South Glastenbury, Conn.,
Saul, Willie H ..................Salem, Mass.,......................
Scoles, William M........... Augusta, Me.,.....................
Seamen, Mortimer W.... Rockville, Conn.,.............
Sharts, Herman H........... Hudson, N. Y.,...................
Skelly, Edwin J............... Rochester, N. H.,...............
Slattery. Patrick............... Boston, Mass.,................... .
Small, Albert A................. Auburn, Me.,......................
Small, George B............... Hartland, Vt.,.....................
Small, Walter R........ Hartland, Vt.,.................
Smith, Freeman N............. Chilmark, Mass.,.................
Smith, George................. Springfield, Mass.,.............
Smith, Orlando A............. Roxbury, Mass.,.................
Soper Isaac N................... Lowell, Mass.,....................
Sparrow, Wilber N........... Eastham, Mass.,.................
Stevens, William.............. Stonington, Conn.,...............
Sullivan, Patrick J........ Boston, Mass.,...........
Tufts, Samuel A................. Malden, Mass.,...................
Walker, Freddie............... Norwich, Conn.,.................
Wardman, Samuel ........... Ballardvale, Mass.,.............
Waters, Warren L......... .. Hartford, Conn.,........
Watts, Francis A........... Rockville, Conn,,...............
Weaver, Jonathan........... South Woodstock, Conn.,.
Webb, Clarence A............. Canterbury, Conn.,............ ,
Admission.
. Sept., 1862
. Sept., 1864
. April, 1863
. Sept., 1862
.Nov., 1858
. Sept., 1865
. Mar., 1862
. Sept., 1861
. Sept., 1865
. Sept., 1865
. Sept., 1863
. Sept., 1866
.Sept., 1866
. Sept., 1865
. Sept., 1861
. Sept., 1865
. Sept., 1866
. Sept., 1863
. Sept., 1866
. Sept., 1865
. Sept., 1867
. Sept., 1862
. Sept., 1863
. Sept,, 1865
.. Oct., 1862
. Sept., 1861
. Sept., 1864
. Sept., 1863
. Sept., 1861
. Sept., 1864
. Sept., 1867
, Sept., 1860
. Sept., 1865
. Sept., 1864
Sept., 1866
, Sept., 1865
Sept., 1860
Sept., 1866
Sept., 1864
�45
Name.
Residence.
Admission.
Wellington, Elbridge A .. Wayland, Mass.,........................ Sept.,
Wentworth, Sylvester W. Ipswich, Mass.,............................ Sept.,
Wheeler Staunton F..... Plymouth, Vt.,............................ Sept.,
White, Henry,................... Roxbury, Mass., .......................... Sept.,
Wilkinson, John................. West Lubec, Me., .. ..................... Sept.,
Winslow, John N............. Putnam, Conn.,............................. Sept.,
Wood, Eugene W........... Webster, Mass.,................. .......... Sept.,
1863
1864
1863
1866
1861
1867
1861
FEMALES.
Adams, Alda M.......... ... Charlestown, Mass.,............. .. .Sept., 1866
Annan, Josephine A...... Manchester, N. H.,.............. .. .Sept., 1864
Atkins, Sylvia B.......... ... Chatham, Mass.,................... ...Sept., 1862
Axt, Matilda................ . ... New Haven, Conn.,............. ... Sept., 1866
Ayshers, Mary........... . ... Hartford, Conn.,................... ....Feb., 1867
Barnard, Ada J........... ... Lowell, Mass.,....................... .. .Sept., 1865
Barry, Anna B........... . ... Baltimore, Md.,.................... .. .Sept., 1867
Bishop, Stella M.......... ... East Avon, Conn.,............... . . .Sept., 1866
Bond, Juba P................ ,.. Hartford, Conn.,.................... .. .June, 1865
Brown, Emily C.......... ... North Stonington, Conn.,... .. .Sent., 1864
Brown, Susan F...........,.. North Dunbarton, N. H., .. .. .Nov., 1865
Carey, Mary................... ,.. Boston, Mass.,...................... .. .Sept., 1863
Carroll, Mary E.......,.. South Boston, Mass.,............ ...Sept,, 1867
Case, Lillie A............... ... East Avon, Conn.,............... ... .Oct., 1867
Chaffin, Abbie L........... ... Worcester, Mass.,................ ...Sept., 1865
Champion, Ellen J .... .. Westmore, Vt.,.................... ...Sept., 1863
Clapp, Elmina D.............. Newburgh, N. Y.,............... . ..Sept., 1860
Clark, Millie H............. .. Biddeford, Me.,........ . .......... ... Sept., 1867
Cole, Lizzie M............... .. Concord, N. H.,................... ...Sept., 1867
Colley, Mary E............. .. Falmouth, Me.,..................... .. ..Oct., 1862
Corcoran, Ellen............. .. East Boston, Mass.,............. .. .Nov., 1865
Daley, Nancy J............. .. Chester, Conn.,.................... .. .Sept., 1865
Darghan, Joanna........... .. New Haven, Conn.,............. ...Sept., 1867
Dewsnap, Clara............. .. Lakeville, Conn.,.................... .. .Jan., 1863
Driscoll, Julia A........... .. East Boston, Mass.,............... . ..Nov., 1865
�46
Name.
Residence.
Dube, Adeline ....
Orono, Me.,...............
Duffy, Ellen.............
Boston, Mass.,...........
Dummer, Caroline L
Weld, Me.,.................
Dunnell, Manila ...
Buxton Center, Me.,.
Durbrow, Carrie B..
New York City,....,
Eaton, Mary E........
East Salisbury, Mass.,
Emerson, Gertrude A.... Danby, Vt.,......................
Fahy, Bridget..................... Pittsfield, Mass., ..............
Flagg, Clarinda J............. Natick, Mass., ................ .
Foley, Bridget................... Bristol, Conn., ................
Foley, Mary A...........
Bristol, Conn.,.................
Frost, Harriet E................. Bucksport, Me.,................. ,
Gardner, Rosa.................... Greeneville, Conn., ...........
Gray, Leonora C............... New Haven, Conn., ....
Hall, Elizabeth................. Portland, Me., ..................
Harper, Sarah L................. New London, Conn.,....
Hartshorn, Anna S......... .'. Boston, Mass., ..;............
Hichens, Mary W............. "Wellfleet, Mass., ..............
Howe, Eldora M............... Marlboro, Mass.,..............
Hull, Ida A........................ Plainville, Conn.,..............
Hull, Josephine D............. Farmington, Conn.,..........
Knapp, Sophia A............... Winchester, N. H.,..........
Lee, Mary J...................... East Longmeadow, Mass.,
Linnehan, Mary A........... Boston, Mass., ..................
Lovejoy, Lydia A............. Augusta, Me., ..................
Lummis, Delia A............... Pomfret, Conn., ................
Lyons, Ellen....................... Ludlow, Mass., ................
Marks, Sarah C.................Providence, R. I.,.............
Marr, Anna M....................North Washington, Me., .
Martes, Elizabeth.............. Charlestown, Mass.,..........
Mason, Flora S................. Bangor, Me.,......................
Mattson, Elizabeth............ New York City,................
McDonald, Catharine........ Boston, Mass., ..................
McDonough, Elizabeth A.Russell, Mass.,.................
McKay, Mary A............... River Point, R. I., .........
Meacham, Mary O............. Westfield, Mass., ............
Meacham, Morcellia A.. ..Westfield, Mass.,.............
Merrill, Frances J.............. Skowhegan, Me., ..............
Milan, Catharine............... Milford, Mass.,..................
Admission.
.... Sept., 1866
.... Sept., 1867
.... Sept., 1866
........ Sept., 1866
........ Oct., 1863
.. ..Sept., 1863
.........May, 1864
.... Sept., 1864
.... Sept., 1862
.... Sept.-, 1863
........Sept., 1863
... .Sept., 1865
.... Sept., 1859
........ Sept., 1864
.... Sept., 1863
... Sept., 1867
.... Sept., 1865
.... Sept., 1861
—. Sept., 1861
.... Sept., 1864
.... Sept., 1867
.... Sept., 1861
.... Sept., 1864
.... Sept., 1866
.... Sept., 1867
.... Sept., 1866
.... Sept., 1864
... .Nov., 1863
.... Sept., 1867
.... Sept., 1867
... .Sept., 1865
........ Oct., 1865
.... Sept., 1866
......... Oct., 1864
....Feb., 1862
.... Sept., 1866
.... Sept., 1866
.... Sept., 1864
.... Sept., 1865
�47
Name.
Residence;
Miller, Catharine W......... Thompsonville, Conn., ...
Monahan, Anna................. Lowell, Mass., ................ .
Moore, Eliza A............... .Derby, Conn., ..................
Moulton, Florette........... Biddeford, Me., ... ...............
Mulcahy, Mary E.............. Salem, Mass.,....................
Munroe, Betsey A............. Rehoboth, Mass.,.............
Murphy, Mary E............... Boston, Mass.,...................
Nichols, Marietta C........... Roxbury, Mass.,............. .
O’Brien, Mary................... East Cambridge, Mass., ..
O’Donnell, Catharine.........Stonington, Conn.,.......... .
O’Hearn, Eliza.................. Tewksbury, Mass., ..........
Peltier, Ella M............... * Cambridge, Mass.,............
.
Prince, Mary E............... Camden, Me.,....................
Perron, Clara.................... Yantic, Conn., ..................
Platt, Sarah E.................... Hinsdale, Mass., ................
Proctor, Emma J............... West Gloucester, Me., ...
Putnam, Almedia M......... Oxford, Me., .....................
Quin, Mary A................... Hartford, Conn.,...............
Richardson, Amelia A.... Mansfield, Mass.,.............
Richardson, Lauretta J... Mansfield, Mass.,..............
Robinson, Hattie J............. Freedom, Me., ..................
Rounds, Sylvia D............... Greene, R. I.,..................
Sanborn, Hester E............. East Wilton, M^e.,.......
Sargent, Lizzie M.............. Concord, N. H.,................
Scoles, Rachel A............... Augusta, Me.,....................
Smith, Mary J................... East Hartford, Conn., ...
Soper, Ella J..................... Lowell, Mass.,...................
Spillane, Mary................... East Boston, Mass.,..........
Stevens, Mary A............... Gloucester, Mass.,............
Stone, Sally E.................. Natick, Mass.,.....................
Stuart, Harriet N............... Wells, Me., .......................
Swett, Persis H................. Henniker, N. JI., ............
Taft, Marion L................... Worcester, Mass.,..............
Talcott, Lillia M................. Bolton, Conn., ................ ..
Teele, Sarah F................... Somerville, Mass.,............ .
Tilton, Ellen L....................Cheshire, Mass.,................
Turner, Lucy M................ South Coventry, Conn., ..
Tisdale, Jennie M............... North Bridgewater, Mass.,
Vincent, Emma A............. South Adams, Mass., ....
Admission.
.... Sept., 1862
.... Sept., 1867
.... Sept., 1863
.... Sept., 1864
.... Sept., 1865
.... Sept., 1862
.... Sept., 1862
.... Sept., 1865
.... Sept., 1865
.... Sept., 1860
.... Sept., 1864
.... Sept., 1863
.... Sept., 1860
.... Sept., 1867
.... Sept., 1865
.... Sept., 1866
....May, 1862
.... Sept., 1861
.... Oct., 1866
.... Sept., 1862
.... Sept., 1853
.... Sept., 1862
.... Sept., 1867
.... Sept., 1867
... Sept., 1864
... Sept., 1865
... Sept., 1866
.. .Nov., 1865
... Sept., 1867
.. .Sept., 1865
.... Oct., 1867
.... Oct., 1863
... Sept., 1864
.... Oct., 1866
... .Sept., 1862
... Sept., 1864
,... Dec., 1864
... Sept., 1866
... Sept., 1863
�48
Name.
Residence.
Admission.
Walsh, Margaret........... .. .Norwich, Conn., ......... .............. Sept.,
Wentworth, Ella J... . ... Ipswich, «Mass.,............. ............... Sept.,
West, Anna J.............. ... Coventry, R. I.,........... .............. Sept.,
Westgate, Abby.......... ... Warren, R. I.,............. .............. Sept.,
Whitney, Hattie M... ... Gray, Me.,...................... ,............. Sept.,
Willey, Florence H... ... Lockport, N. Y., ......... .............. Sept.,
Wing, Nancy A........... ., .Wayne, Me.,................. ...............Sept.,
York, Mellissa J.......... ... Gilmanton, N. H., .... .............. Sept.,
1866
1866
1857
1864
1867
1866
1867
1864
SUMMARY.
Males.
10
22
8
11
67
- 6
28
3
—
155
Whole number in attendance within the year, Greatest number at any one time,
Average attendance during the year,
-
Females.
Total.
11
21
6
2
45
4
22
0
—
Ill
■
21
43
14
13
112
10
50
3
-
-
-
Supported by Friends, u
Maine,
a
New Hampshire,
u
V ermont,
u
Massachusetts,
a
Rhode Island,
u
Connecticut,
u
New Jersey,
—
-
266
266
229
226
�VI.
COMPOSITIONS.
It is a rule of the school that specimens of composition published in our annual Reports, and
also the letters sent at stated times to the friends of our pupils, shall receive no correction,
except such as their respective authors can make on a careful review when the errors they
contain are pointed out by a teacher.
STORIES.
A lady goes into a store. She buys a pretty box. She carries the box
to her home. She gives the box to her little girl. The girl opens the box.
She finds a doll in it. She is very happy.
Two boys take a large bag. They go to the woods. They see some nuts
on a tree. They throw stones at the nuts. The nuts fall. The boys put
the nuts into the bag. They leave the woods. A dog chases them. They
run. They lose all the nuts.
A girl takes a basket. She puts the basket on her arm. She goes to an
apple tree. She finds some red apples under the tree. She puts the apples
into her basket. She carries the basket into the house. She gives the
apples to her mother. Her mother makes some pies.
Harteord, May 5th, 1868.
My Dear Father and Mother:—I am very well. I am happy. The
Asylum is large. Many boys and girls are here. The boys play ball, the
girls jump rope. I like bread and butter. I like sugar and milk and cof
fee. I write in the school. Mr. S. rides on a white horse. Mr. Clark car
ries Master Clark on his shoulder. I see a lady riding on a white horse.
I am eight years old. Mrs. White gives some stockings out of a drawer to
Master Clark. Mr. Kennedy chases Master Clark. I hide behind a door.
7
�50
I see three little pigs in a barrel. I love my father and my mother. They
are very kind. I hope my father and my mother are well.
I am your affectonate son,
F. H. C.
Lost hearing at two years. In school eight months.
Hartford, May 8th, 1868.
My Dear Father and Mother :—I live in the Asylum. There are some
trees near the Asylum. It is pleasant now. The grass is green. The flow
ers are growing. I like flowers. They are very pretty. In school we write
slates. In the morning I wash my face and comb my hair. I Work in the
shop. I sew shoes. A deaf and dumb girl finds a little pigeon. She car
ries the pigeon into the Asylum. Mrs. White gives some bread to the
pigeon. Mr. Kennedy sees a rat. He calls his dog. The dog chases the
rat and kills it. Mr. S. rides on a white horse. I love my father and my
mother. I send my love to all.
I am your affectionate son,
F. P. B.
Lost hearing at three. In school eight months.
A hunter.
A few years ago a wise man went to the city. He went into a store. He
bought a gun and some powder and shot. He put the powder and shot
into his pocket. He took his gun and put the gun on his shoulder. He
went to a depot. He went into the cars. He went to A. in a steamboat.
He went to a forest. He walked through the woods. He saw a bear on a
large tree. He put the powder and shot into the gun. He loaded the gun
with a ramrod. He shot the bear. The bear fell to the ground. He was
very glad that the bear fell to the ground. He went to the bear. He car
ried the bear to a river and threw it into the river. He went to the woods.
He saw a deer sleeping. He put the powder and shot into the gun. He
loaded the gun with the ramrod. He shot the deer. He went to the deer.
He carried it to the steamboat. He put it on the steamboat. He went
into the steamboat. He went to Boston in the steamboat. He took the
deer out of the steamboat. He put the deer on a wagon. He rode in the
wagon home. He took the deer out of the wagon. He carried it into a
house. He showed the deer to my mother and brother and sister and
father. My brother and sister and mother and father were very glad that
the deer was dead. His wife cooked some venison. My brother and sister
and father and mother liked to eat some venison. He gave the deer to my
father.. My father thanked the wise man. He was very glad that the wise
man gave the deer to my father.
‘yy. p
Lost hearing at 2 years. In school 16 mos.
�51
Stories ok monkeys.
Several years ago a man lived in South America. He made some baskets.
One day he picked them and tied them together. He carried them to the
city and sold them. He got money. He went into another store. He
bought some hats and caps. He started for home. He walked through
the woods. After walking one or two hours, he was very tired. He put
the hats and caps on the ground under a cocoa-nut tree. He lay on the
ground and fell asleep. While he was sleeping some monkeys saw the man
sleeping. The monkeys climbed down the tree and went to him. The
monkeys stole them and took them. The monkeys put them on and
climbed up. When he awoke he looked for his hats and caps. Soon he
saw the monkeys put them on. He was provoked. He shook his fist at
the monkeys. The monkeys shook their fists at the man. He threw some
stones to the monkeys and the monkeys threw cocoa-nuts to the man. He
threw his hat. The monkeys threw the hats and caps on the ground. He
picked them and tied them together. He carried them home and was very
glad to get them.
Many years ago a clergyman lived in England. He had a monkey. One
day he wrote a sermon to prepare for the next day. The monkey came to
him. He told the monkey that it should not go to church. The monkey
told him that it should go to church. The next day he put clean clothes
on and his wife also put clean clothes on. He offered his arm to his wife
and went to church. He told his wife to sit down. He went into the pul
pit. By and by he was warm and rested for a few minutes. He prayed to
God. Many people sang. He preached the sermon. The monkey came
up and sat on the sounding-board over the pulpit. It heard him preaching
the sermon. It saw him making his gestures. It imitated his gestures.
The people saw the monkey on the sounding-board and laughed at it. He
saw the people laughing and asked them why they laughed at him. One
of the people told him that it preached like him. He told his servant to
go up and catch it. So he went up and caught it and carried it home. At
noon the people went away.
M. J. S.
Congenital. In school three years.
A GENEROUS MAN.
Many years ago, there were two students in a College in Athens. One ,
student was named Septimius and he was a native of Rome. The other
student was named Alcander and he was a native of Athens. Alcander
was the most eloquent speaker. Septimius’ was a strong reasoner. Al
cander saw a beautiful lady. Her name was Hypatia. He wished to marry
her. He admired her. He wished to introduce Septimius to Hypatia.
«
�52
*
They visited Septimius and came into the house. The next day Septimius
was very sick with a fever and laid on a bed. Alcander and Hypatia
wished to visit Septimius. But the doctors told them that they should not
go to see Septimius. Alcander understood that Septimius was jealous of
Hypatia. Alcander gave Hypatia to Septimius to marry her. He was
very glad to marry her and the fever left him. He was very well and mar
ried her. They went to Rome. Hypatia’s friends were very angry with
Alcander. They seized him, robbed him of his property. He became a
slave. His master was very cruel to him. Alcander determined to run
away. He ran away and went into caves and slept all day. At last he
came to Rome. Septimius sat in a chair at court. Alcander walked
among many people. Septimius did not know Alcander. In the night
he took anum and went into the cave. He fell into a sound sleep.
Two robbers came near Alcander and quarrelled about some plunder.
One robber killed the other. He lay bleeding on the ground. The other
robber ran away. Many people saw the dead man near Alcander. They
seized Alcander and brought him into the court. They showed him to
Septimius. He found that Alcander was guilty. Septimius was going to
sentence him, when Septimius knew Alcander and kissed him. Many
people were surprised to see him. He went home with Alcander. The
other robber was found and sentenced.
R. A. S.
Lost hearing at two. In school four years.
AUTOBIOGRAPHY.
My name is Gertie Robin. Early this spring I built a new nest in the
branches of a tall ever-green tree, and I began to live in it, in the state of
Vermont. I am very glad to live in my new nest in safety. I always make
a nest in the country every spring, because it is pleasanter in the country
than in the city. I would be afraid of many bad boys in the city. I am
sorry that I begin to be old, and am tired of flying around the trees all
day. I often fly to my nest and sit in it and rest and sing sweetly. I am
proud that I sing sweetly. When I am hungry, I fly and get some worms
and eat them and then I sit in my nest again. Last summer I had four
little eggs in my nest and I sat on them a long time. In a few weeks they
hatched and I had four little birds. Then I flew away to get some worms
for them, and I fed them to my young ones. In the evening I put my
young ones in my nest and they slept under my wings and they were warm
enough because I have many feathers on my body. In a few weeks I
taught them how to fly and then they flew away, and I missed them very
much. How foolish I was to teach them to fly. But I lived with them
again in South Carolina, which is a warm country. We all went there last
Fall. They do not live near me now. I told them that I must make a
new nest here this spring. Perhaps I shall have four more eggs by and by.
�53
I shall be glad to have some new young ones. But I almost died yester
day. I happened to sit on the fence in the garden. How careless I was I
A wild grey cat came near me and caught me, but I pecked his head with
my sharp bill and he was afraid and I flew away. By and by I shall fly
away to South Carolina again and I shall see my friends. They will be
very glad to see me. I shall ask them “ Do you wish me to tell you about
the North?” They will say “Yes.” Then I shall tell them about the
grey cat. I shall be very happy to see them again. I am very proud be
cause I have two black and beautiful eyes. I am proud because you ad
mire me. Will you please to give me some crumbs of bread, and I will
sing to you.
G. A. E.
Congenital. In school three years.
DREAMS.
Our dreams are not sure and they do not tell us truly—But they are
sometimes funny. Our Heavenly Father, who is very wise and good,
makes us dream. It is very wonderful. I suppose our souls go out of our
bodies and work and travel, as we do, while we are lying on our beds at
night. We do not know what our dreams will be, and we cannot stop the
dreams because God makes us dream steadily. Our dreams tell us many
lies and many funny stories in the night. I will tell you some of my
dreams. About a month ago I dreamed that it snowed very much, so that
it was very deep, and I took my books in a little leather bag, and put on a
pair of my Father’s boots and bade my family good-bye and said to them
that I was going to school on the top of the snow. While I was walking,
I saw a large bear following me. I tried to walk very fast, but I fell many
times for I dreamed that the road was perpendicular, so that the bear
caught me and bit my body. I screamed very loudly, and my Father
heard me and shot the bear. By and by I awaked and my dream was aw
ful. I would like to dream my own dreams.
About a year ago I dreamed that many letters were in my bureau, and I
was very glad to get them but I awaked and found that my handkerchief
was in my hand, it seemed to be a letter. I was disappointed. Last
night I dreamed that I was walking along the bridge near my home and
met my friends. They were all surprised for I told them that Mr. S. had
expelled me, but I awaked and I was here in my bed. I was very glad. If
x Mr. S. should expel me truly, I should be very much ashamed.
MY WISH.
If I could have my wish, I would be a book. I would be a very large
book:—larger than these books. I would not be printed, but I would be
created, and would put language on it myself. I would never be worn out.
�54
If any person did hot take care of me, and keep me clean, I would not al
low him to read me. I would run to the good people and let them read
me always. I would be one of the wise books, and would cause the people
to admire me for my language which would be very simple and good. I
would be very useful, and would not want to have any person dislike to
read me. I would walk to people and speak my language, so that they
could hear me. I would shut myself when they had done reading me. I
would have one trillion of pages so that the people would never finish
reading me. I would not want to be on a shelf, but I would be on a table.
If any person forgot me, I would follow him, and walk with him, for I
would not want to be put in a trunk. I would never want to eat nor
drinkK but I would breathe and walk with people. I would want to have
people believe me, that I always tell them truly about everything which
happens in ancient or modern times. I would wish to live one thousand
years. I would want to go to heaven. I would not want to have any fable
books go to heaven. I would let the Bible go to heaven, because it always
tells the people truly about important things. Before I died, I would go
up and down, and would tell every person that this was the last time to
read me. I would let good persons go with me to heaven and read me in
heaven.
P. S.
Congenital. In School five years.
A WEDDING.
One day a bird whose name was Jenny Wren, stood on a tree. A bird
whose name was Cock Robin, came to her. He said to her “ Please may I
marry you ? ” She said “Yes.” Robin flew away and bought a yellow
dress for Wren. He came to Wren’s house and knocked at the door. She
went to the door and opened it. She led him to the parlor and he sat by
the window and told her that he had brought a yellow dress to her. She
blushed behind her fan. He went away and met Lark and Sparrow and
said to them “please come to see me this afternoon for I shall be married.”
They told many birds. Rook, who was a preacher walked with Jenny
Wren. Many birds came to their wedding party. Rook said to Robin
“Will you marry Wren?” Jenny Wren sung very sweetly. Robin mar
ried her and they were happy. They went to their house. Some birds
were on the tree and sung to honor Robin and Wren. Robin and Wren
ate cherry pies which were very sweet. After supper, they walked in the
woods. Sparrow was jealous of them. He had his arrows and bows and
shot Robin so that he died. Jenny Wren wept for him. She pulled the
arrow from his heart. When the birds heard that Robin was dead, they
mourned. They carried him to his house and put him in a beautiful coflin
and had a funeral. Then they caught Sparrow and hanged him. Poor
Widow Jenny Wren.
E. H.
Lost hearing at two and a half years. In school five years.
�55
MY WISH.
If I could have my wish, I would be a noble oak tree. Yes ! Such as
shelters the weary traveller from the mid-day sun. Such as the weary cat
tle find rest under, and such a tree as is honored above all trees. I would,
on first coming into the world, be a small shoot, not one-third as thick as
my little finger, then I would grow on year by year until I became in gen
eral sense a tree, but only a quarter the size I intended to be. I should not
be much thought of until I had lived about one generation, then I should
begin to be honored. The oldest inhabitants, would tell their children and
grand-children of my life, of my nobleness, and how often they had
played under me in their youth, and fastened their swings to my thick
branches. Now they being too old to enjoy such things, should still love
to sit under me, and watch the young children play. Yes ! I should often
bring tears to their eyes, when I reminded them of their happy youth. I
would in summer clothe my branches with the thickest and greenest of fol
iage, and in winter give my greatest strength to my limbs, to help them
bear the stormy winds and heavy snow and ice. I should learn to bear the
cold winds and storms which would beat against me. I would learn to
bear them all as a young man his temptations, a Christian his difficulties.
I would show myself so proud and noble that every one would say “ Noble
oak! honored above all.”—Yes ! I would do all this and more; I would
show still greater ambition. I would spread forth my branches to the
North, to the South, to the East and to the West. I would outgrow all
the other trees in height, thickness and strength. I would grow on until
no body knew how old I was. I would be the grand old oak which could
bear a hurricane. I would be so great and fine that all who knew my age
and nobleness would say—“ woodman! spare that tree.” I would be the
noble oak under which many had told their tales of love, and confessed
their broken vows. Under which merry children had played and the aged
had rested their limbs weary with cares. The tree which birds could build
their nests in with out fear. The largest birds should rest upon me and build
their nests in my branches. I would spread my root out in the earth a great
distance. I would tell all the other trees, who had not lived half my age
of the past generations, of their frivolous fashions, their modes of living and
of their goodness and wickedness. I would teach them all to be good and
noble, and to shun all evil. None should want for shelter from the raging
blast or the scorching heat while I lived. I would do wonders if I was an
oak tree—such wonders as an oak has never been known to do before and
never will do hereafter.
C. D.
ASTRONOMY.
t
No one can look at the heavenly bodies through a powerful telescope,
without experiencing feelings of mingled wonder and awe. To the naked
�56
eye, the stars appear to be but mere specks dotted here and there in the
blue canopy far above us. Considering the immense distance of the stars
from the earth, it seems almost incredible that they can shine with such
brilliancy. But the stars are not in reality the insignificant objects that
they appear to be. When viewed through telescopes they are seen to be
very large bodies.
The planet Jupiter is said to be a thousand times larger than the earth,
and consequently is of great size. The earth itself is but a mere atom in
comparison with the enormous size of the sun. It has been proved to be a
million times smaller. A pinhead placed by the side of a large ball, would
be a good illustration of the different sizes of the sun and earth.
With the aid of large refracting telescopes and other powerful instru
ments the stars and heavenly bodies have been examined and studied. The
results of these observations arb truly wonderful, instead of the few thou
sand stars visible to the naked eye many millions can be discerned. The
faint misty specks resembling fog seen among the constellations are discov
ered to be composed of innumerable stars, very small in appeararance and
close together. The numerous stars called “ Double Stars” which are so
near to each other that to the naked eye they seem as one star are seen by
the telescope to be separated by immense distances.
By close inspection spots have been discovered on the surface of the sun
much larger than the earth. The light and heat which appear to us to
come directly from the sun do in fact proceed from self-luminous clouds
far above its body. These clouds bestow upon the earth more heat in sum
mer than in winter. This arises from the fact that the North pole of the
earth is turned towards the sun in the summer months and is turned away
from it in winter. Consequently this not only allows us longer days but
gives us more heat in summer than in winter. The sun which is really a
star, appears to move in a vast circle around the earth. But the earth in
reality turns about on an axis and completes a rotation in a day and night.
The sun is attended on its course by a system of planets. The planets are
movable stars which revolve around the sun, but the fixed stars are sup
posed to be suns which bestow upon other planetary systems the genial in
fluences of their light and heat.
Some of the planets shine with great splendor and brilliancy. There are
eight planets of which Venus and Jupiter are the brightest and most beau
tiful. These two planets are the most conspicuous of the whole planetary
system. The planet Saturn shines with a dull pale light, and-is of a dull
red color. Around Saturn and wholly detached from the body of the
planet, is a vast luminous ring, many thousands of miles in diameter.
When we consider the enormous size of Jupiter we are filled with great
wonder. It is difficult and perhaps absolutely impossible to realize the
fact of one of the stars being larger or even as large as the earth. Venus
which is the most beautiful planet in the whole heavens, is a little smaller
than the earth and can easily be discerned with the naked eye.
�57
Upon the surface of the planet Mars, large bodies of water and continents
have been discovered. The bright beautiful moon, by whose generous
light we are enabled to distinguish objects by night, though appealing no
larger than a ball, is of great size and has been discovered to contain
numerous mountains, by which its surface is much diversified.
The light and heat which the sun and other heavenly bodies bestow upon
the earth, furnishes a striking illustration of the goodness and benevolence
of our blessed Creator.
W. L. H.
IS IT RIGHT TO MARRY FOR MONEY ?
\Scene I.—A young lady's boudoir in a handsome mansion.—Afternoon.—
Lily seated in a deep bay window, embroidering.—Enters her intimatefriend
Mabel, in a high state of excitement.']
Mabel. Oh Lily! I have the greatest little piece of news to tell you.
The beautiful Miss M. is going to be married to that horrid Mr. T. and
nearly all the fashionable world is at the height of excitement, and only
think, there is a whisper that it is all for money!
Lily. Mabel! for money ! did you say it is all for money ? Well, it is
very foolish to marry for money. Isn’t it so, ma chere ?
M. Ah ! my dear, I am sorry to say I must differ with you in this. I
am in favor of marrying for money, provided the man is old and of a weak
constitution, and not likely to survive long !
L. Why, Mabel, for shame! How heartless you have grown—you who
used to have such romantic notions when at school. What has caused such
a change in you, darling ?
M. My dear girl, I have learned that such a thing as love, is well enough
for a brief time, but when you come to real life, you will find that it is a
different thing. How absurd it is to think of such a thing as love in a cot
tage, without the means to procure the common conveniences of life. Such
billing and cooing will do well enough for the sentimental,
“ But give me a sly flirtation,
By the light of a chandelier,
With music to play in the pauses,
And nobody very near.”
L. Indeed you are greatly mistaken about love. You talk as if you
never felt the pangs of true love. But if you knew what love was, you
could not help echoing my words: “ How sweet it is to love and to be
loved.”
\Enter a servant bea/ring a silver tra/y with a perfumed note for Lily.]
M. (Eagerly) is it from Miss M. ?
L. (Reading.) Oui, ma aime.
M. What does she say ?
L. She asks the favor of my company at her wedding.
8
�58
Jf. Shall you not go, my darling ?
L. No, dear, I must decline it, as I do not want to see her take upon
herself the burden of future misery, as I know this marriage will produce.
Jf. Well, then, my dear, I must go without you. You have such queer
ideas about marriage. Good evening.
[Exit Mabel.]
Scene II.—same room—five months after the wedding.
L. Now, Ma chere, hear what I am going to say. Well, I heard a rumor
that Mrs. T. is very unhappy and miserable because of her husband, who is
getting cross and unlovable as he is getting older every day, though he will
probably live many years, for he has such a strong constitution. What is
your opinion of marrying for money now ? [with a sneer.]
I am really sorry if it is true, but notwithstanding it has not yet
weakened my faith in money. Mrs. T. who was present at the late grand
ball at Music Hall, looked as happy as any one in the room ! besides she was
covered with jewels the gifts of her devoted lord. I am sure I did not see
the least traces of grief or misery upon her face. I think the rumor must
have been false.
L. But if you could see behind the curtain, you would think differently.
I suppose “ to keep up appearances” is her motto. I do really pity her, but
she knew better when $he sold herself for money.
Scene III.—five months later—Mabel and Lily driving down Fifth ave
nue.
L. Now, Mabel, did you see Mrs T. just now, in her splendid mansion,
flattening her nose against the window of the drawing room, with such a
despairing look—such a wild longing in her eye, that I know she has not
lived a happy life, in spite of wealth which could buy anything she wished.
The riches which she thought would buy happiness, are like the apples of
Sodom. Mabel, what do you think of marrying for money ?
M. hlLy dearest girl, I must confess that I have made a fatal mistake in
thinking that money without love can give happiness. According to Mrs.
T.’s confession which she made to me a few days ago, she says money, with
out love, is the source of the greatest unhappiness. She says that she would
rather be the wife of a poor man whom she loved, than the rich man’s dar
ling whom she hates. Therefore I hope we shall never be so foolish as to
marry for money.
Lily, E. D. C.
Mabel, M. A. McK.
�TERMS OF ADMISSION.
I. The Asylum will provide for each pupil, board, lodging and washing,
the continual superintendence of health, conduct, manners and morals, fuel,
lights, stationery and other incidental expenses of the school-room; for
which, including tuition, there will be an annual charge of one hundred
;and seventy-five dollars.
II. In case of sickness, the necessary extra charges will be made.
III. No deduction from the above charge will be made on account of
vacation or absence, except in case 01 sickness.
IV. Payments are always to be made six months in advance, for the
punctual fulfillment of which, a satisfactory bond will be required.
V. Each person applying for admission, must be between the ages of
eight and twenty-five years; must be of a good natural intellect; ca
pable of forming and joining letters with a pen, legibly and correctly; free
from any immoralities of conduct, and from any contagious disease.
Applications for the benefit of the legislative appropriations in the States
of Maine, New Hampshire and Massachusetts, should be made to the Sec
retaries of those States respectively, stating the name and age of the pro
posed beneficiary, and the circumstances of his parent or guardian. Ap
plications as above should be made in Vermont, Rhode Island and Con
necticut, respectively, to his Excellency, the Governor of the State. In all
cases, a certificate from two or more of the selectmen, magistrates, or other
respectable inhabitants of the township or place to which the applicant
belongs, should accompany the application.
Those applying for the admission of pa/ying pupils, may address their
letters to the Principal of the Asylum; and on all letters from him respect
ing the pupils, postage will be charged.
The time for admitting pupils is the second Wednesday of September, and
at no other time in the year. Punctuality in this respect is very import
ant, as it cannot be expected that the progress of a whole class should be
retarded on account of a pupil who joins it after its formation. Such a
pupil must suffer the inconvenience and the loss.
�60
It is earnestly recommended to the friends of the deaf and dumb, to have
them taught to write a fair and legible hand before they come to the
Asylum. This can be easily done, and it prepares them to make greater
and more rapid improvement.
When a pupil is sent to the Asylum, unless accompanied by a parent or
some friend who can give the necessary information concerning him, he
should bring a written statement embracing specifically the following par
ticulars :
1. The name, in full.
2. Post office address, and correspondent.
3. Day, month and year of birth.
4. Cause of deafness.
5. Names of the parents.
6. Names of the children in the order of their age.
7. Were the parents related before marriage ? If so, how ?
8. Has the pupil deaf-mute relatives ? If so, what ?
The pupil should be well-clothed; that is, he should have both summer
and winter clothing enough to last one year, and be furnished with a list of
the various articles, each of which should be marked. A small sum of
money should also be deposited with the Steward of the Asylum, for the
personal expenses of the pupil not otherwise provided for.
Careful attention to these suggestions is quite important.
There is but one vacation in the year. It begins on the last Wednesday
of June, and closes on the second Wednesday of September. It is expected
that the pupils will spend the vacation at home. This arrangement is as
desirable for the benefit of the pupils, who need the recreation and change
of scene, as for the convenience of the Institution, thus affording opportu
nity for the necessary painting, cleansing, &c. The present facilities for
travel, enable most of the pupils to reach home on the evening of the day
they leave Hartford. Every pupil is expected to return punctually at the
opening of school, on the second Wednesday of September.
On the day of the commencement of the Vacation, an officer of the
Asylum will accompany such pupils as are to travel upon the railroads be
tween Hartford and Boston, taking care of them and their Baggage, on
condition that their friends will make timely provison for their expenses on
the way, and engage to meet and i eceive them immediately on the arrival
of the early train at various points on the route previously agreed on, and
at the station of the Boston and Worcester Railroad, in Boston. A similar
arrangement is made on the Connecticut River Railroads, as far as to
White River Junction. No person will be sent from the Asylum to accom
pany the pupils on their return, but if their fare is paid, and their trunks
checked to Hartford, it will be safe to send them in charge of the Con
ductor.
�
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Victorian Blogging
Description
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A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
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Conway Hall Library & Archives
Date
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2018
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Conway Hall Ethical Society
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The fifty-second annual report of the directors and officers of the American asylum at Hartford for the education and instruction of the deaf and dumb
Creator
An entity primarily responsible for making the resource
American Asylum at Hartford for the Deaf and Dumb
Description
An account of the resource
Place of publication: Hartford, Conn.
Collation: 60 p. : ill ; 23 cm.
Notes: With illustration of the building and the deaf and dumb alphabet. Contains list of pupils. From the library of Dr Moncure Conway.
Publisher
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Wiley, Waterman & Eaton
Date
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1868
Identifier
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G5186
Subject
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Disability
Education
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<a href="http://creativecommons.org/publicdomain/mark/1.0/"><img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /></a><span> </span><br /><span>This work (The fifty-second annual report of the directors and officers of the American asylum at Hartford for the education and instruction of the deaf and dumb), identified by </span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk"><span>Humanist Library and Archives</span></a><span>, is free of known copyright restrictions.</span>
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application/pdf
Type
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Text
Language
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English
Deafness
Education
Muteness
-
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PDF Text
Text
REMARKS
UPON THE
EDUCATION OF DEAF MUTES:
DEFENCE OF THE DOCTRINES
OF THE
SECOND ANNUAL REPORT OF THE MASSACHUSETTS
BOARD OF STATE CHARITIES,
AND IN
REPLY TO THE CHARGES OF THE REV. COLLINS STONE,
Principal of the American Asylum
at
Hartford.
BOSTON:
WALKER, FULLER & CO., PUBLISHERS.
1866.
�Wright & Potter, Prs., 4 Spring Lane, Boston.
�On reading the last Report of the Principal of the American
Asylum for Mutes, it seemed to me that I ought to criticize it
publicly, first, in the hope of promoting the true interest of deaf
mutes, by calling attention to the subject of their education; second,
in order to defend my colleagues of the Massachusetts Board of
State Charities from some discreditable imputations; third, to set
forth the real doctrines contained in their Second Report; and lastly,
to exculpate myself from certain charges of inconsistency, and
insinuations of selfish purposes.
I thought to do this in a newspaper article ; but my interest in the
subject, or my inability to condense the matter, made it impossible.
When the manuscript was finished, it was laid aside ; and the pur
pose of publishing it half abandoned.
A recent event has confirmed my first purpose; but leaves not
the time to recast the article. This must explain the tardiness of
its appearance, and its being written in the third person.
SAMUEL G. HOWE.
Boston, October 21st, 1866.
��REMARKS
UPON THE
*
EDUCATION OE DEAF MUTES.
The American Asylum, for the Education and
Instruction of Deaf Mutes, at Hartford, is the oldest
establishment of the kind in the United States, and
the only one in New England. It has been of
incalculable benefit to the deaf mutes of all the
country.
It enjoys, and it deserves public confi
dence and esteem. It enjoys moreover the monop
oly of educating the public beneficiaries of all the
New England States; a monopoly of which it
seems to be very tenacious.
Its Annual Reports are widely circulated; and
are considered as valuable and reliable. They are
read and regarded as entirely sound by most
persons interested in the education of deaf mutes.
The Institution is strictly conservative. Its
Directors are men of high character, pure motives,
and eminent gravity. Its system of instruction,
adopted fifty years ago, is still adhered to, with
few changes; and all proposals to modify it are
stoutly resisted.
�6
If pressed, they are repelled with sensitiveness,
and sometimes with asperity; as though they were
considered impertinent interference; and yet any
citizen of Massachusetts, at least, has a right to
press thbm, because about half the pupils of the
school are beneficiaries of this State.
The late lamented Horace Mann, Secretary of
the Massachusetts Board of Education, proposed a
great modification of the system of instruction;
and brought powerful arguments and stubborn
facts to the support of his views. But he failed
to effect any material change. The Asylum yielded
a little for a time, under his vigorous attacks, but
swung back to its old moorings; and, held fast
by the anchor of conservatism, breasts the tide of
progressive ideas which sweep by it.
In France, Dr. Blanchet, connected with the
Imperial Institution for Deaf Mutes, has long been
advocating still greater changes in the system of
educating these unfortunates. His views are inge
nious and plausible, and have found considerable
favor.
The Minister of Public Instruction, in a very
able Circular to the Prefects of all the Departments
in France, recommended Dr. Blanchet’s plan to
their favorable notice several years ago.
Some Departments and Municipalities have voted
money, and made arrangements for testing the
practicability of the proposed plan. It has been
�7
in operation in some parts of France and of Russia.
It is radical in its nature., and points to a partial
abandonment of central Institutions, and the
instruction of mutes in their several towns.
This plan seems to us impractical in its full
extent; but it certainly has very valuable features,
and deserves notice and trial. We shall watch the
experiment in France with great interest, and we
wish Dr. Blanchet all the success which his zeal
and enterprise merit.
Meantime, the Massachusetts Board of State
Charities, part of whose duty it is to visit the
Hartford school and look after the interests of the
beneficiaries placed there by the State, suggested,
in its Second Annual Report, some important
changes in the system of instructing and educating
our deaf mutes, which, if carried out, would result
in their being educated at home instead of being
sent to Connecticut.
This seems to alarm the Hartford school; and
the Principal devotes almost the whole of his last
Report to what purports to be an answer to the
suggestions of the Board.
He seems fairly roused; but not so much to the
importance of the principles in question, as of
defending the practices of the Hartford school, and
of preserving the patronage of Massachusetts. He
has at least two qualifications, which, as Byron
�8
says, always make a writer interesting, to wit,
"wrath and partiality.”
His zeal leads him, not only to overlook facts
and reasonings, but, unconsciously perhaps, to be
uncourteous to the Board, and disrespectful to the
Chairman, upon whom he makes a personal attack.
He seems to think that if he can convict him of
inconsistency, and show that he is ignorant of the
best manner of educating mutes, the matter will be
put to rest. He therefore avoids discussion of
principles, and his Beport is mainly an argumentum
ad liominem. As such, it would not call for a
public reply, because the public do not care whether
the Principal or the Chairman of the Board is right
in his theories. But our people do desire to have
our deaf mutes educated in the best manner;
though do not often have the means of knowing
much about it. The present, therefore, seems to be a
good opportunity of drawing their attention to it;
and, as most of them are rather attracted than
repelled by the smack of a controversy, we shall
yield to the temptation, and without following the
example of the Principal, in regard to personalities,
we shall assail his positions, and refute his state
ments, so far as propriety and respect for an opponent
will permit. Out of such a discussion, conducted
with the desire to elicit truth, ought to come, not
any scandal to the cause of public charity, but on
the contrary, an advance of its best interests.
�9
It will be necessary, however, first to consider
some general principles which are apt to be forgot
ten in the organization of Institutions, and of
methods for educating deaf mutes, and similar
classes of defectives. We can at the same time
show the grounds upon which the Massachusetts
Board of State Charities placed its suggestions
for a change in our present system, and which called
forth the displeasure of the Principal.
The multitude of unfortunates into whose condi
tion the Board was to inquire, and over which the
law gives it general supervision, was divided into
the Dependent class, the Destructive class, and the
Criminal class.
The first comprised destitute orphans; abandoned
children; vagrant and vicious children, and youth;
the blind, the deaf and dumb; the insane, the idiots,
the confirmed drunkards, State paupers, and the
like; making nearly twenty thousand persons in
Massachusetts alone.
The general principles to be followed in the care
and direction of these unfortunates were thus set
forth:—
1st. “ That it is better to separate and diffuse the
dependent classes than to congregate them.
2d. “ That we ought to avail ourselves as much as possi
ble of those remedial agencies which exist in society,—the
family, social influences, industrial occupations, and the
like.
�10
3d. “ That we should enlist not only the greatest possible
amount of popular sympathy, but the greatest number of
individuals and of families, in the care and treatment of
the dependent.
4th. “ That we should avail ourselves of responsible socie
ties and organizations which aim to reform, support, or help
any class of dependents, thus lessening the direct agency of
the State, and enlarging that of the people themselves.
5th. “ That we should build up public institutions only in
the last resort.
6th. “ That these should be kept as small as is consistent
with wise economy, and arranged so as to turn the strength
and faculties of the inmates to the best account.
7th. “That we should not retain the inmates any longer
than is manifestly for their good, irrespective of their
usefulness in the institution.”
The three last propositions seem sound, but they
are unwelcome to those who are wedded to public
institutions, and who believe in the doctrine of
teaching, improving, or supporting children and
adults in masses.
The Board says:—
“ Our people have rather a passion for institutions ; but
they have also a vague idea that great piles of brick and
mortar are essential to their existence and potency. They
want to see them at once, and in the concrete. Hence,
we sometimes have follies of the people as well as of indi
viduals—many stories high, too—and so strongly built, and
richly endowed, that they cannot be got rid of easily.”
In support of their principle the Board said:—
�11
“ The hideous evils growing out of the old system of
keeping men in prisons, shut up without separation, and
without occupation, are too well known to need mention
here ; but it is not enough considered that the chief evils
arose, not from the men being especially vicious or criminal,
but from the fact of their _being congregated so closely
together.
“ Let us see how it affects the pauper class.
“ Most of those belonging to the first division mentioned
above, to wit, those in whom dependence is inherent, and,
of course, permanent, are infirm mentally, morally, or
physically, perhaps in-all these respects. Neither can those
in the other class be in a normal and vigorous condition,
else they would not be dependent. There exists in them,
indeed, the innate disposition or capacity for recovering the
normal state, but as yet it is in abeyance. Now, out of
unsound and abnormal conditions there must, *of course,
grow certain mental and moral tendencies, which, to say the
least, are unwholesome. And it is a natural consequence,
(though disregarded in practice,) that if an individual with
these tendencies lives in close association with others like
himself, all his peculiarities and tendencies are intensified
by the intercourse. The greater the majority of unsound
persons in his community, the greater the intensification of
his abnormal tendencies. Each acts upon all; and the
characteristics of class, or caste, are rapidly developed.
Nothing is more contagious than evil.”
This principle is further illustrated by reference
to special classes as of the deaf mutes, and of the
blind.—
�12
“ The lack of an important sense not only prevents the
entire and harmonious development of mind and character,
but it tends to give morbid growth in certain directions, as
a plant checked in its direct upward growth grows askew.
It would be a waste of words to prove this, because a denial
of it would be a denial of the importance of the great senses.
“ The morbid tendencies, however, are not strong—cer
tainly not irresistible—at least with the blind. They are
educable, like all tendencies and dispositions, and by skilful
management may be turned to advantage. Certainly, how
ever, they ought to be lessened, not strengthened, by educa
tion. Now, they are lessened, and them morbid effects
corrected in each individual by intimate intercourse with
persons of sound and normal condition—that is, by general
society; while they are strengthened by associating closely
and persistently with others having the like infirmity.
“ Guidecbby this principle, we should, in providing for the
instruction and training of these persons, have the associa
tion among them as little as is possible, and counteract its
tendencies by encouraging association and intimacy with
common society. They should be kept together no more
closely and no longer than is necessary for their special
instruction; and there should be no attempts to build up
permanent asylums for them, or to favor the establishment
of communities composed wholly, or mainly, of persons
subject to a common infirmity.
“ Special educational influences, to counteract these special
morbid tendencies, should begin with the beginning of life
and continue to its end; and they should be more uniform
and persistent with mutes than with blind.
“ The constant object should be to fashion them into the
likeness of common men by subjecting them to common
�13
social influences, and to check the tendency to isolation and
to intensification of the peculiarities which grow out of
their infirmity.
“ A consideration of the principles imperfectly set forth
above, will show that when we gather mutes and blind into
institutions for the purpose of instruction, we are in danger
of sowing, with sound wheat, some tares that may bring
forth evil fruit. The mere instruction may be excellent,
but other parts of the education tend to isolate them from
common social influences, and to intensify their peculiarities,
and this is bad.”
These rather novel doctrines have attracted atten
tion among thoughtful persons. They have been
praised by high authorities; pronounced too radical
by others; and have been assailed by a few who
fear that the importance and usefulness of long
established institutions, to which they themselves
are honestly wedded for life, may be impaired if
such doctrines should be accepted.
The Board, after carefully setting forth the prin
ciples upon which all methods of treating special
classes should be based, went on to apply them to
the case of the deaf mutes of Massachusetts.
The present method is to send these unfortunates,
at the expense of the State, to Hartford, there to
reside with many others of the same class, in a
great asylum, and be kept closely together during
the most impressible years of their lives, deprived
almost entirely of family and social relations, except
�14
with each other. They have not even the advantage
of family relations with their teachers, who naturally
show their preference for domestic life over asylum
life, by dwelling in their own houses.
This arrangement, however saving of labor, and
sparing of money, violates the principle so strenu
ously urged by the Board of Charities, that defective
children should be associated together as little as is
possible; and with ordinary persons as much as is
possible.
The Board suggested that instead of this plan,
the deaf mutes of Massachusetts (who are quite
numerous enough to form one school as large as a
school ought to be,) should be educated at home,
that is, within the State. The plan did not contem
plate an asylum, but simply one or more schools, to
which mutes could go for instruction, as other chil
dren go to common schools; and during the rest of
the time be subjected to the ordinary family and
social influences,—not of a great deaf mute family,
but of common life.
The plan certainly had many important features.
The method proposed was in accordance with the
principles set forth by the Board, the soundness of
which has not been disproved. It avoided, as much
as is possible, the acknowledged evils of congregat
ing persons of common infirmity closely together.
It involved no great expense. It was in the nature
of an experiment; and could be abandoned with
�15
little loss, if it should fail. In fine, it seemed to
present a happy mean between the old system of the
Hartford school and the system urged by Blanchet,
which begins to find so much favor in France and
other European countries. It incorporated the
admitted advantages, and avoided the acknowledged
evils of each. But it also involved the loss to the
Hartford asylum of almost one-half its pupils, who
are maintained there by the State of Massachusetts.
It is conceivable, therefore, that it should be
opposed, both directly and indirectly.
Accordingly, the Principal of the American
Asylum at Hartford, opposes it in his way, which
is the indirect way. He devotes almost the whole
of. his last Report to this matter. First, he makes
a false issue with the Report of the Board of Chari
ties; second, he makes a personal attack upon the
Chairman.
He raises a false issue, by devoting a large part
of his Report to the subject of teaching mutes
articulation, as if that had been urged by the Board.
He sets forth forcibly and fully the advantages of
the French method of instruction used with some
modifications at Hartford, and the disadvantages of
the German method used in the German, and
many other European schools.
If there was room to go into the matter here, it
could be shown, that, with the exception of a single
sentence, which should be qualified, all that is urged
�16
in the Report of the Board of Charities in favor of
articulation, is sound, and cannot be gainsaid. "We
quote from pp. 51-55 of their Report:—
“ The inherent differences between children who are blind
or mute and ordinary children, are not so great as to form
characteristics of a class, or to remove them from the effect
of common educational influences. We are not, therefore,
to modify these influences to suit their condition, but rather
modify their condition to suit them. We must, however,
modify our method of instruction somewhat to suit the
blind, and a great deal to suit the deaf mutes.
“ It is not the purpose, now, to speak of special instruction,
further than to say that, other things being equal, the me'hod
is best which approaches most closely the approved methods
used with ordinary children.
“ But in speaking of education in a more general sense,
that is of the influences which are brought to bear upon the
development of character, -a few words may be appropriate
upon the subject under consideration, to wit,—
“ Intensification of Peculiarities Growing' out of an
Infirmity.
“ It is to be borne in mind always, that the infirmities
which characterize these classes of mutes and blind do, in
spite of certain compensations, entail certain undesirable
consequences,'which have unfavorable effects upon body and
mind both.
“ The lack of an important sense not only prevents the
entire and harmonious development of mind and character,
but it tends to give morbid growth in certain directions, as a
plant checked in its direct upward growth grows askew.
It would be a waste of words to prove this, because a
�17
!
:
>
denial of it would be a denial of the importance of the great
senses.
“ The morbid tendencies, however, are not strong—
•certainly not irresistible—at least with the blind. They are
educable, like all tendencies and dispositions, and by skilful
management may be turned to advantage. Certainly, how
ever, they ought to be lessened, not strengthened, by educa
tion. Now, they are lessened, and their morbid effects
corrected in each individual, by intimate intercourse with
persons of sound and normal condition—that is, by general
society; while they are strengthened by associating closely
and persistently with others having the like infirmity. They,
themselves, seem to have an instinctive perception of this,
and the most delicate of them feel the morbid tendency
which may segregate them from ordinary people, and put
them in a special class. Some of them struggle "against it
in a touching manner, as the fabled nymph resisted meta
morphosis into a lower form of life.
“ They seem to cling to ordinary persons, as if fearing
segregation, and strive to conform themselves to their habits,
manners, and even appearance. They wish to look, to
act, to be, as much like others as is possible, and to be con
sidered as belonging to ordinary society, and not to a special
class.
“ It is generally supposed that this feeling, especially in
the blind, arises only from the fact that blindness and
poverty are associated together, and that poverty calls forth
contempt, lightened, in their case, by pity. But the feeling
has a deeper source. It is very strong in those of delicate
and sensitive natures, and it ought always to be respected
and encouraged. Our principle in treating them should be
that of separation and diffusion, not congregation. We are
3
�to educate them, for society of those who hear and who see;
and the earlier we begin the better.
“We violate this principle when we gather them into
institutions; but we do so in view of certain advantages of'
instruction in common, which are not to be had in any other
feasible method; as we bear with an inferior common school
rather than have none. A man of wealth might, indeed—
and if he were wise, would—allow his mute or blind child
to spend a certain time in a well-regulated institution for
like children; but it would be only a short one.
“ Guided by this principle we should, in providing for the
instruction and training of these persons, have the associa
tion among them as little as is possible, and counteract its
tendencies by encouraging association and intimacy with
common society. They should be kept together no more
closely and no longer than is necessary for their special
instruction; and there should be no attempts to build up
permanent asylums for them, or to favor the establishment
of communities composed wholly or mainly of persons
subject to a common infirmity.
“ This is far more important with the mutes than with the
blind, because of their speechlessness. Language, in its
largest sense, is the most important instrument of thought,
feeling, and emotion; and especially of social intercourse.
Blindness, in so far as it prevents knowledge of and partici
pation in the rudimentary part of language, to wit, panto
mime, or signs, gestures, and expression of features and
face, tends to isolation : but the higher and far more impor
tant part of language, speech, is fully open to them. Then
their sense of dependence strengthens their social desires;
increases their knowledge and command of speech, and
makes that compensate very nearly, if not quite, for igno
�19
rance of other parts of language. The blind, if left to
ordinary social influences, are in no danger of isolation. It
is when we bring them together in considerable numbers
that the tendency to segregation manifests itself; and this
is rather from necessity than from choice, for the social
cravings become more intense with them than with us.
“ With mutes it is not so. Speech is essential for human
development. Without it full social communion is impossi
ble ; since there can be no effectual substitute for it. The
rudimentary and lower parts of language, or pantomime, is
open to mutes; but the higher and finer part, that is,
speech, is forever closed ; and any substitute for it is, at best,
imperfect. This begets a tendency to isolation; which not
being so effectually checked during youth, as it is with the
blind, by a sense of dependence, becomes more formidable.
To be mute, therefore, implies tendency to isolation. The
blind need little special instruction; the mutes a great
deal.
“ An attempt to consider different modes of instructing
mutes would lead into a wide field of discussion ; but it may
be remarked that in the plenitude of arguments and disputes
about the comparative merit of the various systems of sign
language, it has not been enough considered that, by teach
ing a mute to articulate, we bring him to closer association
with us by using our vernacular in our way, than by teach
ing him the finger language, which can never become our
vernacular. The special method tends more to segregate
him and his fellows from ordinary society. In the first case
one party adheres to the natural and ordinary method of
speech, and the other party strives to imitate it; in the
second, both use a purely arbitrary and conventional
method.
�20
. “ The favorite motto of the adherents of the method of
dactylology betrays this fault,—
4 Lingua vicaria manus ; ’
for the very vicariousness is objectionable, and ought to be
lessened as much as is possible.
“ Without pretending to metaphysical precision, it may be
said that by means of the senses we come into conscious
relations with external nature—with men and things. Sen
sation and perception are the roots of knowledge. The
wider the circle of sensuous relations, the more rapid the
acquirement of knowledge. By action and reaction between
our internal nature and external nature, character is devel
oped. But in order that there may be harmonious and
entire development of human character, there must be the
ordinary organs of human sense : no more and no less.
“ The result, then, of the lack of any one organ of sense
must be twofold; first, limitation of the circle of sensuous
relations ; second, inharmonious development of character.
“ In the education of the deaf mutes and of the blind we
are to counteract the limitation by special instruction given
through the remaining senses ; and we are to counteract the
tendency to inharmonious development by special influences,
both social and moral.
“ Special educational influences, to counteract these special
morbid tendencies, should begin with the beginning of life
and continue to its end ; and they should be more uniform
and persistent with mutes than with the blind.
“ The constant object should be to fashion them into the
likeness of common men by subjecting them to common
social influences, and to check the tendency to isolation and
to intensification of the peculiarities which grow out of their
infirmity.
,
�21
“A consideration of the principles imperfectly set forth
above, will show that when we gather mutes and blind into
institutions for the purpose of instruction, we are in danger
of sowing, with sound wheat, some tares that may bring
forth evil fruit. The mere instruction may be excellent,
but other parts of the education tend to isolate them from
common social influences, and to intensify their peculiarities,
and this is bad.”
It will be seen that the Board does not commit
itself to the system of articulation. Nay! the Report
says expressly, (p. lviii.,) ” that while some of the
members believe that articulation should be taught,
others, without pretending to decide upon the com
parative merits of different systems of instruction,
believe that many benefits would arise from having
the wards of the State taught within her borders.
They would, therefore, suggest a plan for change
in our system of educating deaf mutes.”
In this plan, the Board do not recommend that
articulation should be taught.
This is the false issue which the Principal makes.
Next, he tries to divert attention from the reason
ing of the Board, by attacking the Chairman, and
disparaging the value of his opinion.
He singles him out by name; rudely insinu
ates that he is given to riding hobby horses, and to
changing them frequently; and that moreover he
might have some personal end to gratify; and say
ing for himself, with much complacency,—■" We are
�22
not specially sensitive in this matter, we have no
hobbies to ride, and’ no personal end whatever to
gratify ! ” (p. 38.)
Considering that the Report of the Board of
Charities alluded to the Directors and officers of the
Hartford Asylum very courteously; and admitted
that the deaf mutes of Massachusetts ” have
received fair and kind treatment at their hands, and
been taught by a corps of able and accomplished
teachers; ”* such language by one of those officers,
sanctioned by those Directors, and printed in their
Annual Report, appears uncourteous and strange,
to say the least!
Again, considering that no one charged the Rev- *
erend Principal with being sensitive, or hobby
horsical, his language certainly shows neither lack
of sensitiveness nor abundance of Christian charity;
but it does suggest the French proverb,—" gui
s’ excuse s’ accuse ; ” — ” who needlessly excuses
himself, accuses himself.”
And yet again, considering that the Reverend
Principal is not sensitive, and declares (p. 29,) that
the objections urged against the Hartford system
have been repeatedly met, to the satisfaction of
committees of the Massachusetts Legislature, it is
strange he should say, ” It may be proper to give
them a passing notice: ” stranger still, that this " passing notice ” should occupy almost the whole
of his Report.
Report, p. 57.
�23
He then proceeds, not to consider the arguments
and considerations urged against the Hartford
system, but to demolish them by lessening whatever
weight they might derive from the character of the
members of the Massachusetts Board of State
Charities, in whose Report they are found.
That Board consists of seven members, six, at
least, of whom are gentlemen of character, and some
of them eminent scholars and teachers. They all
sign the Report ; and all endorse the principles
which it advocates, and the application of those
principles to the education of mutes; although
they admit< they are not all of them, competent to
decide whether mutes should be taught articulation
or not.
But the Principal regards them as mere men of
straw, who signed what they did not understand or
believe!
He says (p. 35,) with regard to the question of
teaching articulation, "On the side of educating
mutes by signs, we find every teacher in this coun
try, and in the British Isles, with the exceptions
above named, and several of these have spent
nearly forty years in the work of practical instruc
tion; on the side of teaching articulation, we find
Dr. S. GK Howe! ”
And so with all the arguments and considera
tions urged in the Report of the Board. It is,
"Dr. Howe objects;” "Dr. Howe urges;” "Dr.
�24
Howe complains;” "Dr. Howe suggests.” Dr.
Howe is everywhere, the Board nowhere!
Having deprived the principles advanced in the
Report of whatever moral support the names of the
doctor’s colleagues might give, he next tries to
demolish whatever they might get from the name
of the doctor alone.
He quotes some of his opinions, expressed many
years ago, and shows that they differ from those
put forth in the recent Report of the Board of
Charities, and then remarks,—
“ It is pleasant to notice, that as Dr. Howe’s views with
regard to the best arrangements for deaf mutes have not
been entirely settled in the past, there is reason to hope he
may come out right yet.”
Amen! but he will never come out right, if he is
afraid of inconsistency with former opinions; or
clings to doctrines because he once professed belief
in them. The doctor indeed says, in one of his
Reports, that the result of many years’ experience
and observation, both of blind and of mutes, con
vince him that he made mistakes in organizing the
Institution for the Blind, more than thirty years
ago. There was then no school for the blind in the
country, and he copied existing establishments,
among others the asylum at Hartford, merely
modifying it to meet the special condition of the
blind.
�25
He found, in a few years, that he had incorpora
ted some fundamental errors in the plan of organi
zation ; and in his Twentieth Report he states, that
having been called upon by a committee from
another State to recommend a plan for an institution
for the blind, he did recommend one differing in
important points from the Perkins’ Institution. He
would have no "commons,” no central boarding
house,—only a school-house. He would thus avoid
the error of making them board, and lodge, and
live so much together; because he finds that it
encourages a spirit of caste, and intensifies the
peculiarities growing out of their infirmity. He
would have them associate with each other less,
and with ordinary persons more, than is now done.
He would now follow out this idea in the pro
posed school for mutes in Massachusetts. He did,
indeed, follow it out in establishing the workshop
for the blind many years ago; and the most
satisfactory results have been obtained.
There are some thirty blind persons who come
together in the morning to learn trades, and to work
at them on wages, and go away to their several
boarding places in the neighborhood.
This establishment is under the general direction
of the Institution; but the inmates (some of them
young,) are not brought together except for
instruction, or for work, and not even for work in
large numbers; because the plan is to furnish work
4
�26
at their several homes whenever it is possible.
They are thus subjected to ordinary family and social
influences, and are trained to live in and take part
with ordinary society, and not trained to become
members of a special class or caste. The establish
ment is successful; and blind persons who have
been familiar with both modes of living,—asylum
life and common life,—prefer the latter.
It would doubtless be so with mutes if the exper
iment were fairly tried; for all the reasons and con
siderations in favor of such a system apply with
even more force to them than to the blind.
The first direct charge which the Principal
brings against Dr. Howe is, that he makes "an
offensive classification ” of deaf mutes.
"We object to Dr. Howe’s placing, as' he does,
the four hundred deaf mutes of Massachusetts
among the dependent classes.” (Pep. p. 29.) And
again, (p. 30,) " This offensive classification pervades
the whole Report,” &c.
He would be blameworthy indeed who should,
eve n by careless use of language, give just cause
of offence to a class of unfortunates who need all
our sympathy and kindness. But we shall show
that by no fair construction of the Report can such
a charge be sustained; and moreover, that if the
language of the Directors of the Hartford school,
and of the Principal himself, were construed as he
�27
construes the language of the Board, then they
and he are open to the charge of very " offensive
classification.”
So far from anything " offensive ” to the mutes
pervading the Report of the Board, they are spoken
of not only respectfully, but with tender interest.
Indeed, special care even is taken to combat the
common opinion, (which is really offensive to the
mutes,) that they form a special class, and must
always do so; an opinion, by the way, which the
Reports of asylums for deaf mutes, and even
those of the Principal himself, often tend, inadver
tently, to strengthen. The Board of Charities
says, (p. 50,)
“ It may be permitted, however, to draw a further illustra
tion of the principle under consideration from some persons,
(neither vicious nor criminal,) the similarity of whose
defect or infirmity causes them to be classed together, such as
the deaf mutes and the blind. It may not be improper, at
the same time, to make some remarks and suggestions upon
the mode of treating such of these classes as are at the
charge of the State.
“ It is common to regard deaf mutes and the blind as
forming special classes, though speaking strictly no such
classes exist in nature.
“ They spring up sporadically among the people, from the
existence of abnormal conditions of parentage, which produce
a pretty equal average number of cases in every generation,
among any given population.
�28
“ They abound more in some localities and some neighbor
hoods than in others; owing, probably, to ill-assorted
marriages.
“ The important points, however, are that these abnormal
conditions of parentage are not inherent and essential ones ;
that some of them are cognizable ; that with wider diffusion
of popular knowledge more of them may be known; and
that, by avoiding them, the consequences may cease, and the
classes themselves gradually diminish and finally disappear.
“We have no deaf or blind domestic animals; and the
generations of men need not be forever burdened with blind
and deaf offspring.”
The idea which pervades the Report is, that the
mutes and the blind, if left without special instruc
tion and training, tend to fall into the class of
dependents. If this gives just cause of offence,
then must the Report of all the institutions for deaf
mutes in the country be offensive; for they do
constantly express the idea that deaf mutes must be
a burden to their friends and to society, unless they
receive special instruction.
Out of the abundance of such expression we
select a few. The directors of the Hartford school
say: ” The translation indeed of one of the inferior
orders of creation to the human species, would be
only in a degree more wonderful than we have in
several instances witnessed in our scholars.” The
Principal quotes this language approvingly, in his
able paper, in the American Annals, (p. 3.)
«
�29
Nay! he himself is especially open to the charge
of what he calls " offensive classification.”
Without meaning to be "offensive,” he often
speaks of them in a way which might give pain to
sensitive persons. For instance, he says: "We do
not believe that another human being can be found,
in savage or civilized society, whose mind is so
thoroughly imbruted with ignorance and so difficult
to reach as that of many a deaf mute who has
grown up to maturity in the darkness and neglect
consequent upon his misfortune ! ” *
In many other places he speaks of them as
entirely dependent upon society for salvation from
a low and brutish life. He does not regard them
as dependent in the sense in which ordinary chil
dren and youth are, but specially and necessarily
dependent, owing to their natural infirmity; and
shows that they can be lifted out of their ignorance
and dependence only by special means and costly
training.
Nay, more! He not only considers them as a
dependent class, but he sometimes fairly puts them
down in the dangerous class. He says, eloquently:
“ It is the darkness and gloom of his mental condition that
makes him an object of commiseration, and renders him, if
uneducated, the most pitiable of all God's creatures. This
darkness is as nearly total as can well exist in the midst of
, * Thirty-Fifth Annual Report Ohio Institution for Deaf and Dumb,
p. 9. Report of Rev. Collins Stone, Superintendent.
�30
civilized and Christian society. His palsied ear shuts out
from his soul, not only the Q melody of sweet sounds,’ but also
the most familiar facts of common life and experience.
“ He knows nothing of the history of mankind, or of the
globe on which he lives, or of the immensely important truths
connected with his immortality.
“ He is also excluded by his infirmity from intercourse
with his fellow-men. He can neither make known to them
his own wants, nor understand and conform to their wishes.
But while in this uneducated state he is a very ignorant
being, he is by no means an innocuous one. His animal
nature is fully developed. His passions are fierce and
strong, and he knows no reason for their restraint. Revenge,
lust, jealousy, may have dominion over him, without the
presence of any moral considerations to lead him to repress
their promptings. He may thus easily become an uncom
fortable and dangerous member of society ! ”
Now, if the classification of these unfortunates
among the deserving but dependent members of
society is "offensive,” what must be that of the
Reverend Principal, who puts them among the
dangerous members?
But, in reality, neither meant any offence, and
none ought to be taken. The criticism is not
worthy of the Principal, whose actions speak louder
than his words; whose devotion of his life to the
education of mutes would prove him to be their
friend, let his language be what it might; and
though he has made more " offensive classifications ”
of them than the Board has done.
�31
The Principal next makes four several charges
against Dr. Howe, in one paragraph, as follows:
First, that ” a few years ago he advocated the
plan of educating deaf mutes and blind children in
one institution, on the ground that as the blind are
intellectually superior, such a union would be
especially for the advantage of deaf mutes.” The
Principal probably had been looking at the Twelfth
Report of the Trustees of the Perkins’ Institution
for the Blind, without remarking that it stated that
Dr. Howe had been in Europe most of the year,
and did not write his usual Report. But, no matter;
he stands by the Trustees’ report, and still maintains
that blind children are usually much superior to
mutes in capacity for intellectual attainment, by
reason of the gift of hearing, which is the mother
of speech; and that it would, on this and on other
accounts, be better for a mute child to be asso
ciated, while learning the English language, with
a blind child, than with another mute child.
His position is not understood by the Principal.
He has urged that certain advantages would accrue
to deaf mutes by being associated with blind chil
dren, because they would be forced to spell their
words upon their fingers, and to form distinct sen
tences, and thus to have constant practice in the
English language.
Thinking persons know well that one of the
greatest obstacles in the way of deaf mutes learning
�32
our language is the strong tendency they have to
use pantomime.
The attempt to make them use the English lan
guage in their intercourse with each other, is like
trying to make our children speak French together.
The little mutelings won’t take pains to spell out
the words when they can flash forth their meaning
with a look or a gesture.
They won’t make the letters t-a-i-l-o-r if they
can touch their forehead, and imitate the swing of
his arm; nor h-o-r-s-e if they can crook their fore
fingers by the side of their forehead to show his
ears; nor h-o-r-s-e-m-a-n if they can set two fingers
astride the other hand. They won’t restrict them
selves to the use of letters, and words, and sentences
in their intercourse with their playmates who can
see; but they would be forced to do so with
playmates who are blind.
There is hardly a mute graduate of the Hartford
school who can spell as well as Laura Bridgman
does; and nothing gave her such marvellous accu
racy, and such copious vocabulary, except the
necessity of constantly practising the use of words
which had been so painfully taught her.
It is almost a matter of certainty that she would
not have been able to spell so well as she does if she
had been merely deaf and mute. Like other mutes
she would have been tempted by the facility of
addressing signs to the eye to neglect that patient
�33
and persistent practice which is necessary to make
a good speller.
She could see no natural signs, and therefore,
persons conversing with her were forced to spell
their words; and her answers were necessarily
made not by signs, but by letters and words.
The case was a new and anomalous one, and if
the Doctor had regarded the ” consistency ” of his
record, and followed the practice of the ” schools,”
he would have declined to undertake the charge of a
child who did not come within the rules.
The passages on which, probably, the Principal
founds his first charge, merely set forth certain
advantages of the kind of instruction which the
blind mutes must have; and its applicability in a
certain extent to the instruction of ordinary mutes.
The second charge is, that " he has since been
understood to favor their education by a .new system
of dactylology of his own invention.”
The Principal has been imposed upon by a pure
invention of somebody. But should he allow himself to be imposed upon? Such a statement was
worth publishing, or it was not. If it was, then
the Principal should first have inquired if it were
true; and a letter of inquiry would have brought the
answer by return mail that it was untrue. If it was
not worth publishing, then such a statement is
unworthy a place in a Report professing to be a
5
�34
reply to the Report of the Massachusetts Board of
State Charities.
The third charge is, that " Dr. Howe once advo
cated removing mute children from home influences
and associations at a much earlier period in life than
most teachers think judicious.”
This is true; but if the Principal had gone on
and stated the whole truth, he would have made it
appear that Dr. Howe’s heretical views were finally
adopted by the Directors of the American Asylum.
As he has failed to go into the history of the
matter, which is interesting in the history of deaf
mute education in Massachusetts, we will do so.
In the Twelfth Annual Report of the Institution
for the Blind, for 1843, occurs the following:—
“ A few words must be said with regard to the two deaf
and dumb children who joined our school about a year
since, at the early age of seven years. Being too young to be
admitted into the Asylum for the deaf mutes at Hartford, .
they were placed by their parents under our direction, with
the hope that* they might, at least, gain a knowledge of
language at an earlier period than has been usually the case
with children in their condition.
“ The success which has attended the plan of instructing
Laura, by the finger language alone, has induced the
instructor of these two deaf mutes to teach them only by
the finger process, intentionally avoiding the use of the
gesture language, taught at Institutions for the deaf and
dumb. And, thus far, the plan, as in Laura’s case, has been
satisfactory.
�35
“ It is found these children not only learn to talk rapidly
with the fingers, but are able to form a precise idea of a
sentence expressed by the finger language, which cannot
always be the case in the use of their natural, or gesture
language; and in this important particular does the manual
or finger language seems to be of greater value to the deaf
mutes than the language of gesture.
“ They have made considerable progress, not only in the
acquisition of language, but also in writing, numerical cal
culations, and in a knowledge of objects which attract their
notice.
“During the last session of our State Legislature, the
Committee on Education, appointed by that body, consulted
our Board on the subject of admitting the deaf and dumb
to enjoy the privileges of our Institution. A consideration
of this proposition was urged, and encouraged, by parents of
deaf mute children, and also by educated deaf mutes, who
were anxious to have the education of their unfortunate
brethren commenced at an earlier age than was permitted
by the regulations of the American Asylum at Hartford, and
at a school nearer than that at Hartford.
“ The trustees, acting under Dr. Howe’s advice, expressed
a willingness to receive deaf mute pupils of tender years, on
the same footing with the blind, believing that it would prove
mutually beneficial to the two classes.”
The Report goes on to say,—
“ The question, we understand, was discussed at some
length by the committee, in the presence of a deputation
from the Asylum at Hartford, who protested against the pro
posed change, and it finally resulted in the arrangement that
the regulations of that Asylum should be so altered as to
�36
authorize the admission of our State deaf mute beneficiaries
at an earlier age than heretofore ! ”
It would appear from this record that most
teachers, and doubtless the deputation from Hart
ford, disagreed with Dr. Howe’s views. Neverthe
less, in order to prevent the loss of any Massa
chusetts beneficiaries, they consented to make an ’
" injudicious ” arrangement.
At any rate, they so far adopted the plan advo
cated by Dr. Howe, as to change their conditions
of admission, and admit pupils at what the Prin
cipal calls ” an earlier period of life than most
teachers think judicious.”
Dr. Howe had long before urged that deaf mute
children should begin to learn the English lan
guage as early as possible; and in 1812 he received
some young mutes into the Institution for the
Blind, partly in order to see if they could not be
taught advantageously at an earlier age than that
fixed for admission to the Hartford asylum.
From the early days of that asylum down to
1841, their Beports state that candidates for admis
sion must be not under ten years of age nor over
thirty. In 1842 they say, " State beneficiaries must
be not under twelve nor over twenty-five; other
applicants, between ten and thirty
This was not only putting the minimum age too
low, • but making besides an odious distinction
between State beneficiaries and private pupils. It
�37
was about this time that Dr. Howe was chairman
on the part of the Massachusetts House of Repre
sentatives, of the Committee on Public Charitable
Institutions, and agitated this matter.
It appears also that the Directors of the
asylum soon changed their views, and announced
that they would receive pupils between the ages of
eight and .twenty-five, thus admitting State benefi
ciaries four years earlier than they had before done,
and abolishing the odious distinction between them
and private pupils.
Nor have they stopped here; for in a later
Report, a committee of their Board says,—
•
z
“ The opinion is beginning to be quite prevalent, that a
longer time than six or eight years is requisite, thoroughly
to educate deaf mutes; and that the legislatures of the
States to which they belong should extend the term of their
instruction. Indeed, there is good reason for believing that
these legislatures will do this whenever the subject is fairly
laid before them. In that case, the objection to receiving
any pupils under ten which has hitherto been felt, would
be removed, and the number of pupils actually in the asylum
at any one time would be considerably increased, even if the
annual admissions should be the same as heretofore. As we
were the first to project and carry into effect the high class,
by means of which a portion of our pupils are enabled to
prosecute their studies much beyond the ordinary limit, we
ought also TO SECURE TO THE AMERICAN ASYLUM THE CREDIT
OF TAKING the first step in the opposite direction, and
thus offer the advantages of instruction to such young
�38
children as contemplate a thorough and extended course of
training.”
This report was approved and adopted by the
whole Board.
Dr. Howe urged the early instruction of mutes,
upon the ground that it was very important to
them; the Directors seem to have adopted it, first
to prevent the loss of the beneficiaries of Massa
chusetts; next, " to secure to the American Asylum
the credit of taking the first step,” &c.
Surely, we may fairly quote here the language of
the Principal respecting Dr. Howe, as more appli
cable to the Directors of his own institution, and
say, ” It is pleasant to notice that as the ” Directors’
" views with regard to the best arrangement for
deaf mutes have not been settled in the past, there
is reason to hope they may come out right yet.”
The Principal charges, fourthly, that Dr. Howe
" now takes the ground that deaf mutes should not
be gathered into institutions at all.”
We do not believe that the Principal would pur
posely misrepresent any one, and therefore do not
understand how, with the Report before him, he
could make such a statement!
That document [which the Principal treats as
Dr. Howe’s alone,] recommends a change in our sys
tem of educating the deaf mutes of Massachusetts,
�39
•
,
and gives the outline of a plan for an institution.
As this is an interesting matter to all humane peo
ple, and a very important one to deaf mutes, we
will sketch this outline.
The Governor and Council shall appoint three
commissioners for the education of deaf mutes,
who shall act without salary, [or they may be members of the Board of Education.] The commission1 ers are to select the children who are to be the
beneficiaries of the State.
This would certainly be an improvement on the
present system, for it is well known that the Gov
ernor and Council cannot attend to this work as
carefully as they would do, and as it ought to be
done. They have neither time nor means for doing
it thoroughly. Besides, it is a work for which per
sons should have some peculiar fitness. Some
applicants are unfit for State beneficiaries, and are
rejected after going to the asylum at the State’s
charge; some are not entirely deaf; some are
idiotic; some partially blind or deranged. How can
the Governor and Council examine a deaf mute
child and ascertain these things? But more often
the applicants are children of parents who have
some means, and who ought to pay part, at least,
of the cost, and so lessen the charge to the
Commonwealth.
These commissioners, after selecting candidates,
and deciding whether they should be taught wholly
�40
or only partly at the expense of the State, may
contract with any responsible society or organiza
tion of citizens of Massachusetts, who will under
take to instruct and train indigent deaf mutes
belonging to the State, upon a plan of which the
following is a vague outline. [It is understood
that responsible parties are ready to form an organ
ization, if the State should favor it.]
“ The society to provide a suitable building for school
house, and, if necessary, a workshop, and to employ com
petent teachers.
“ The commissioners to designate the beneficiaries, and to
allow the society for each one a sum not greater than that
now paid for beneficiaries at the Hartford school. Their
warrant should be, not for five years, as is now the case,
but from one year, and renewed, if, upon examination, the
pupil proved worthy.
“ The society to instruct and train these beneficiaries gra
tuitously in its school; to board the children of parents who
do not live in the neighborhood of the school in respectable
families, and pay--------- dollars and cents a week for at least
forty weeks in a year.
“ They shall, however, if possible, place but one mute in
any one family, and never more than three.
“ The commissioners should have power to require the
parents of beneficiaries to pay a certain part—say one third
or quarter—of the cost of the board of their children ; and
when they are manifestly unable to do so, then to require
the towns where they have a settlement to pay a sum not
exceeding one dollar in a week, for forty weeks in a year.
�41
•
“ The commissioners to have general supervision of the
school, and of the welfare of such wards of the Common
wealth as live more than two miles from the school.
“ The advantages of such a system would be many.
“ 1st. The care and oversight of these wards of the Com
monwealth would fall where they really belong—upon our
own citizens, a very large number of whom would come into
constant relations with them.
“ 2d. The children would be taught within the State, and
nearer to their homes ; and a large proportion of them might
live at home.
“ 3d. The relations of family and neighborhood would not
be interrupted so much, nor so long.
“ The importance of this is very great in all cases, but
especially so with those whose natural infirmity or peculiarity
tends to isolate them.
“ There are innumerable threads uniting us with society,
. and giving us the unspeakable advantages of home ,and of
familiar neighborhood, many of which are broken in the case
of thepe unfortunates; and we should strive to strengthen,
not to weaken, those that remain to them.
“ 4th. The disadvantages and evils arising out of congre
gation of great numbers of persons of like infirmity, would
be lessened and counteracted.
“ The Hartford school is already too large; and it is con
tinually growing. Living many years in such a congregation
strengthens that tendency to isolation which grows out of the
infirmity of mutism, and intensifies other morbid tendencies.
“ By the new plan all these would be lessened, and the
counteracting tendencies of common social life would be
greatly increased.
6
�42
“ The mutes would be together but five or six hours each
day. During the rest of the time, instead of being subjected
to the artificial restraint and influences of ‘ asylum life,’
which, at best, can be only a poor imitation of family life and
influences, they would be subjected to the average influences
of social life; which is the kind of life they are to live in
future, and for which, during all the tender years of youth,
they should be trained.
“ 5th. The whole establishment would be simplified.
There would be no need of a great building, with halls,
dormitories, kitchen, dining-room and the like; but only a
simple school-house, and perhaps a workshop. There would
be no need of superintendent, matron or steward, with their
corps of assistants ; no cooks, no domestics, and none of the
cumbrous machinery of a great institution.
“ 6th. Part of the burden of supporting the child would
fall where part of it (at least,) surely belongs, to wit: upon
the parents, and upon the neighborhood, and not all upon
the State. Moreover, besides lessening the cost and the
responsibility which now fall upon the State, it would divide
them among the people. The tendency of this would be to
cause our mutes to be educated more nearly as our other
children are. Every approach to this is very important to
the mutes, because it tends to prevent their social isolation,
and makes them to be regarded as members of society in full
communion.
“ A regular course of intellectual instruction would be
given in the school; but advantage might be taken of neigh
boring workshops for teaching some, if not all, the pupils
various handicrafts, as other youth are taught. This would
give a wider range of choice than can be given in the asylum,
where only a few trades are taught.
•
'
�43
'■
•
“ Arrangements might be made by which children of
farmers, who can be useful at home in summer, might come
to the school in winter.
“ Other advantages of such a change might be set forth,
besides the consideration that in a new school we might have
all the advantages of the long experience of the Hartford
school. We might avoid some of the errors which result
from its very organization which cannot be cured in one
generation ; and which, perhaps, stand in the way of intro
ducing new and improved systems of instruction.”
Now, if an establishment upon this plan is not
an institution for deaf mutes, then what constitutes
one? Is it eating in a common hall; sleeping in a
common dormitory; being subjected to daily chapel
devotions; taught a particular creed; and kept
cooped up in one building and yard? Are these
things essential to an institution? Then are not the
German universities institutions; nor our country
academies, nor our common schools, ” institutions.”
. Does not, then, this fourth sentence of the para
graph show, like the three preceding ones, that in
his excessive desire to put Dr. Howe in the wrong,
the Reverend Principal is led to misunderstand, and
then to misstate his views?
The conclusion that he does is strengthened by
the next paragraph, in which the Principal is led to
state what is utterly at variance with known facts,
and even with statements in his own Reports. He
says, (p. 35) :—
�44
“ Dr. Howe objects that our school is too large, and that
the cost is annually increasing. * * * The annual
charge is now $175. * * * The annual charge at the
Institution for the Blind is $200 per pupil, &c.”
This strange blending of truth and error gives
the reader an entirely false impression. The
annual charge at the Institution for the Blind
is more than the Principal states it to be; but no
matter—the animus of this sentence is clear; it
gives the impression that the cost at the Hartford
school is only $175 a year! Who, that is not
familiar with the financial condition of the Hartford
asylum, could fail to conclude, from reading this
statement,, that it cost much less to support pupils
there than at the Institution for the Blind, or at any
similar institution in the whole land? Whereas, the
actual cost is more than $175; probably nearer
$275 than $175 a year.
The Asylum has a fund given by the United
States government for the benefit of the mutes gen
erally, and the income of that, (and perhaps of
other funds,) probably amounted last year to over
$15,000. The Trustees, as in duty bound, appro
priate this, or part of it, to keeping down the
charges.
They do not tell us. how much; and the Report
of the Treasurer is marvellously condensed.
That document, however, show that the expenses
in 1865 were: for salaries $18,649.40; insurance
�45
and sundries, $1,314.21; total, $19,963.61. Other
expenses by the Steward, (p. 44,) $33,276.47; mak
ing in all $53,240.08 as the cost in 1865. This sum,
divided by 212, the average number of pupils,
gives over $250 a year for each. The printed
accounts are obscure, and there is apparent discre
pancy between the Steward and Treasurer,—so
that the actual cost may be a little less ; but
certainly it is far greater than an unsuspecting
reader would infer from the Report of the Principal;
and probably nearer $275 than $175.
There is another proof, that the eagerness of the
Principal to convict Dr. Howe of inconsistency,
leads him to contradict his own Report. He says,
(p. 38,) comparing the pupils of the Blind Asylum
with his own,—
“ It is comparatively difficult for blind children to travel in
public conveyances. They are exposed to constant danger,
and must always’ have. an attendant. Deaf mutes, however,
travel safely to all parts of the country
z
Here are several mistakes,—some excusable,
some not. It is excusable that the Principal should
not know that most of the pupils of the Institution
of the Blind travel to and from home on the rail
roads, without special attendants, and safely, and
that they are trained to do it. But it is not excusable
that he should publish a statement concerning them
without a little inquiry into its truth.
�46
Still less is it excusable that he should make state
ments, contradictory to others in the Report of his
own Institution. On page 72 of the very Report in
which he states that deaf mutes travel to all parts
of' the country safely, we find the following,
reprinted from former Reports:—
“ On the day of the commencement of the Vacation, an
officer of the Asylum will accompany such pupils as
are to travel upon the railroads between Hartford and Boston,
taking' care of them and their baggage, on condition that
their friends will make timely provision for their expenses on
the way, and engage to meet and receive them immediately
on the arrival of the early train at various points on the route
previously agreed on, and at the station of the Boston and
Worcester Railroad in Boston. A similar arrangement is
made on the Connecticut River Railroads, as far as to White
River Junction. No person will be sent from the Asylum to
accompany the pupils on their return; but if their fare is
paid and their trunks checked to Hartford, it will be safe to
send them in charge of the conductor.”
A critic writing in the spirit of the Principal’s
Report might be tempted to say that, when it is
desirable to make a point against Dr. Howe,
"the deaf mutes travel safely to all parts of the
country; ” but, when it is desirable to attract
pupils, the parents are assured " that an officer of
the Asylum will travel with them and take care of
them.”
�47
But the charitable conclusion is, that in his haste
and eagerness to make points against an opponent,
the Principal overlooked what careful thought
would have made him see, to wit: that blind people
are less exposed to danger in travelling than deaf
people. The former are made careful by their
infirmity, and their hearing is made acute by
practice; the latter are made careless, and they
have no hearing at all. Again, a little reflection
would have shown him, that one of the many
advantages of hearing, over sight, as a guardian
sense, arises from the fact that in the material
world warnings of danger come mainly through
the ear. This is, first, because, during half the
time, darkness prevails over the world, and then
the sentinel at the eye is off guard; but the
one at the ear listens during all the waking
hours; and, even when the body sleeps, is still half
awake; for the ear shuts no lid, as the eye does.
And second, because the eye receives no warning
unless the rays of light strike nearly from the front,
and therefore more than half the circle round us is
unguarded. But the ear gathers in sounds not
only from all around, but from above and below.
Unless the rattlesnake be in the direct path, the eye
sees him not, while the ear catches the first note of
warning, come it from where it may. The thinnest
substance stops light; but sound traverses thick
walls. Besides, sight is more voluntary,—hearing
�48
more involuntary; almost automatic indeed. Sights
are shut out easily; sounds with difficulty. You
can be blind at will; you cannot shut out all sound,
even by stopping the ears.
But be the philosophy of the matter what it
may, daily facts show that mutes and deaf per
sons are more exposed to the dangers of the
present mode of travel, and suffer more from them,
not only than blind persons, but than any class of
people whatever. We constantly hear of persons
being run over on the tracks; and in a large
proportion of cases they are deaf persons.
If the Principal will consult the records of rail
roads he will find many cases of mutes and deaf
persons being run over; but rarely one of a blind •
man being injured in that manner.
Nay! if he will look into the Reports of his own
Institution he will find evidence not only, of con
stant dread of danger from the rail cars, but acci
dents and deaths among the pupils, even, while
under the protecting and watchful care of the
Asylum.
The Thirty-Ninth Annual Report says,—
“ An accident occurred on the railroad to one of the .pupils
from Canada, in September last, which resulted in his death.
While walking carelessly along on the ends of the ties, out
side of the track, he was struck down by a passing train, and
so severely injured that he survived less than an hour. This
x
�49
is the first accident of the kind which has ever happened to
one of our pupils ; and we trust with the warning given to
them of the danger of a similar exposure, and the vigilance
which will in future be exercised on the part of those who
have the care of them, it will be the last. Several educated
deaf mutes have, within a few years, been killed while
walking on the track of railroads.
“ The practice of thus exposing themselves to almost
certain destruction cannot be too strongly reprobated, and
their friends should enjoin upon them, the importance of
discontinuing it under all circumstances.”
But the trust and the hope were vain; and vain
were the warnings and precautions, for we read in
the Fortieth Report, (p. 13,) as follows:—
“ A severe, but not fatal accident, happened to one of our
oldest pupils in July last, in consequence of incautiously
walking on the railroad track near the city. The warning
given in our last Report was unheeded, and • the result was
an injury, which will in a measure disable him for life.”
A still more shocking accident is related in the
Forty-Second Report, (p. 8) :—
“Two of the small boys, John Parker, from Massachu
setts, and Benjamin Dawson, from New Hampshire, were
killed by a train of cars as they were walking along the
railroad track. The caution given them but a few hours
before the accident was disregarded, and their intention of
being on the track but for a few moments, till they could
reach the crossing of a road, brought upon them this terrible
7
�50
calamity. While we sympathize with the afflicted friends of
these promising lads, and regret most sincerely their untimely
end, we cannot think there has been any want of care or
attention to the safety of the pupils in this particular, on
the part of the officers of the Asylum to whom their imme
diate oversight is entrusted. No rule of the establishment
has been more distinctly set. forth, more frequently or
more strictly enjoined, or more rigidly enforced, than
that which forbids the pupils going upon the track of a
railroad. Whenever an accident of the kind has happened
to a deaf mute in any part of the country, the fact has been
announced to them publicly, and they have been warned
never to indulge in a practice so unwise and so dangerous.
We trust that the lesson taught by this sad experience may
never be forgotten by the pupils, and that it may prompt
those who watch over them to still greater vigilance.”
The records of other Institutions show that dread
ful accidents have happened in consequence of the
infirmity of the pupils. As a matter of curiosity,
we have ascertained by the annual returns of all the
Railroad Companies of Massachusetts, that the
number of persons run over, and killed or injured
by the cars, during the last fifteen years, is 701.
This does not include passengers, nor persons con
nected with the trains, but only persons outside the
train, crossing the road, or walking or lying upon
the track. Of these, one is supposed to have been
injured in consequence of blindness, six of insanity,
and seventeen of deafness. Of course the supposed
cause is not always the real one; but, assuredly, if
�51
the real cause were ascertained, it would swell the
number of accidents to the deaf, much more than to
the blind; because the blindness is obvious, deaf
ness is not. Everybody in the neighborhood knows
who is blind, but not who is deaf. In the case of a
stranger, even, the corpse of a blind man would
reveal his infirmity; but deaf dead men tell no tales.
But even if they could, it might be useless for our
purpose, because if in the face of these reasons and
facts, the Principal persists in saying, even to make
a point against Dr. Howe, that "deaf mutes can
travel safely to all parts of the country,” he would
not believe otherwise even though one rose from
the dead.
Enough has been said to show that the charge of
ignorance and error which the Principal attempts
to fasten upon the Chairman of the Board of State
Charities, is laid at the wrong door.
If this were all, it would not be worth saying in
public. To aim at mere personal triumph would be
unworthy the cause and the parties. But there are
questions concerning the best modes of educating
and instructing deaf mutes which are very impor
tant to that class of unfortunates, and which would
deeply interest all intelligent and humane people if
they could be brought forward and fairly discussed.
It is the hope of causing them to be discussed
which decides us to print what has been written
above.
�52
While earnest and enthusiastic men like Blan
chet, in France, plead for the immediate modifica
tion of the old Central Institutions,- such as those
of Paris, London, and Hartford, and for teaching
mutes in common schools; and while eminent and
experienced, but conservative men, like the Abbe
Carton, in Belgium, admit that the modification of
the old system is only a question of time,—we of
of Massachusetts hold on to a system borrowed
from the old world, nearly fifty years ago, by a
legislative body not known to have been partic
ularly enlightened upon the subject of deaf mute
education.
This ought not to be; and our neglect of the
matter is not creditable to the Commonwealth. The
slightest examination would show that we have
not only failed to improve materially our method of
treating mutes, but have also failed to introduce
into it the system and order which characterize
other departments of the public service.
It would be a great mistake to say that the present
method of selecting the beneficiaries of the State is
a good one, for there is no real method about it;
and even the existing loose and imperfect practice
is left to officials who have not the time nor the
means to conduct it properly.
See how it works. A mother has a child who
cannot hear, and when he becomes eight or ten
years old she concludes, sadly, that he never will
�53
talk. She takes him to the common school, but the
teacher sends him home, saying he cannot do any
thing with him—cannot teach him. By and by she
learns that there is a school, somewhere, for such
children; and if she will go to the State House
she can find out all about it. There she is passed
civilly from one official to another, until she reaches
the gentlemanly clerk of the Secretary of State,
who concludes the child ought to be sent to Hart
ford, and he passes her over to the gentlemanly clerk
of the Governor, who kindly assists her in making
out the necessary papers, which are signed without
further examination. Neither of these gentlemen,
however, has any means of knowing whether the
applicant is a fit subject for the school, or not.
The child must then wait perhaps one month, per
haps eleven months, until the time of the annual
reception of pupils, and then be sent to Hartford;
provided that, in the meantime, the parents do not
change their purpose.
At Hartford, if the child is found to be a proper
subject, he is well cared for, and put under the
instruction of able and zealous teachers. But if,
as sometimes happens, the mutism is the result of
insanity, or of imbecility, or if the child is partially
blind, or otherwise defective, or is too feeble in
health, then he must be sent home again.
He has lost precious time; the poor parents have
been sadly taxed for the cost of the journey; the
7*
�54
State has perhaps been taxed for his clothing; and
all because it is nobody’s business to see that only
fit persons shall be selected as beneficiaries, and
sent out of the State at public charge.
Again, it is clear that parents who can afford to
pay part of the expenses of the child’s education
ought to do so. This would not only be just, but
really beneficial to them and to their child. It
would increase self-respect; attach more esteem to
the advantages of education; promote punctuality
of attendance; favor study at home, as preparatory
for school; and be in many ways advantageous,
besides being a saving of money to the State.
But it is now nobody’s business to attend to this
matter; consequently the pupils are, almost without
exception, at the entire charge of the State for their
board and instruction, and in some cases for their
clothing also.
Again, the Commonwealth sends about a hundred
pupils to the Connecticut school, but has adopted
no method for ascertaining whether her wards
are taught by a system well adapted to their
wants, nor even whether they have the full
benefit of the system, such as it is. There
is no examination, deserving the name, by any
official; and no means of knowing officially whether
the wards of the Commonwealth have been well
and properly treated, taught, and trained, during
their five or six years’ sojourn in another State.
�55
The whole thing is taken upon faith. Now, we our
selves do not lack faith in the honesty and ability
of those to whose care they are committed; but
officials should walk by light, and not by faith.
We say there is nothing deserving the name of
examination, for it would be a mistake to call the
present practice by such a name. The Governor
and Council, in their annual " progress ” among
State institutions, sometimes go out of our bor
ders, and visit the asylum at Hartford. The prac
tice is a good one, and certain good results follow;
but surely nobody will pretend that there is, or can
be, upon that occasion, anything like an examina
tion. It is merely an exhibition to a highly intel
ligent and sympathetic audience.
Then, once in a year, the Legislature appoints a
committee to look after public charitable institu
tions generally, and especially to see that they do
not spend too much money. This committee makes
a general inspection of all the charitable and penal
institutions in the State; and once a year they visit
the Connecticut asylum. They have reason to be
pleased by what they witness; and they generally
give the institution a complimentary notice in
their report. It is well known, however, that
members are not selected with a view to their
ability or fitness for judging the merits of a system
of instruction for mutes, and that their single flying
visit is only a general inspection. It is not, and
�56
cannot well be a thorough examination of the
merits of the system of instruction and of its
results. The reports of the Committee make no
such pretensions. They are complimentary, of
course, but very vague and general in their state
ments. Nevertheless, they are sometimes gravely
quoted by the Directors of the Hartford asylum, as
proofs that the friends of deaf mutes ought to be
satisfied with the excellence of their system, and of
its administration!
We assert with confidence that our Legislature
acts without sufficient light and knowledge upon this
subject. We assert, moreover, with sorrow, almost
with shame, that whenever an attempt is made to
bring about any change in the system of educat
ing our mutes, it is put down by considerations
not of wise economy but of mere money saving.
The whole matter is in the hands of the Legisla
ture, which are always full enough with other
business.
Whenever there is any likelihood of any action
looking to a removal of our beneficiaries from
Connecticut, a delegation of pupils is sent from
Hartford to exhibit their knowledge and acquire
ments. They make a strong appeal (not too
strong,) to the sympathy of the Legislature. Then
the Superintendent waits upon the Committee
of Public Charitable Institutions, and exhibits his
facts and figures. He makes a strong appeal (too
�57
strong, alas!) to the pocket-nerve of the State. He
shows that he can maintain our children, if we will
send them abroad, cheaper than we can do it at
home; and straightway the whole matter is left to
sleep for the year.
Perhaps there is no need of any change, and no
room for any improvement. Perhaps the great
march of improvement in all other branches of
instruction, affects not the method adopted at
Hartford nearly half a century ago, and followed
ever since, almost without change. Perhaps noth
ing can be borrowed for its improvement from the
opposite system adopted in the excellent schools
for mutes through the length and breadth of Ger
many,—the land of learned men and of able teach
ers. Perhaps Horace Mann was a dolt. Perhaps
the Board of State Charities is all wrong in
suggesting any changes in our present system of
educating our mutes. But there should be no
doubt about it. Either the Board of Education,
or of State Charities, or some competent persons,
should be specially charged to see,—
First, that all the unfortunate mutes in the
Commonwealth shall not only have the oppor
tunity of being educated, but be sought out and
encouraged to avail themselves of it.
Second, that the present method shall be prop
erly systematized and regulated, so that there shall
�58
be strict accountability, real examinations, and
positive knowledge about results.
Third, that any questions about change of the 1
present method shall be decided upon broad and
liberal grounds, and not by considerations of
dollars and cents.
Such a committee, if clothed with authority,
might procure such changes in the present method
as would satisfy all the friends of the deaf mutes;
or they might advise the adoption of a new one.
The Directors of the Connecticut asylum, which
has done so much for the mutes of New England,
ought not to object to any change which will pro
mote the interests of those unfortunates, even if it
should involve the loss of a monopoly which the
asylum has so long enjoyed.
If Massachusetts should deem it best to establish
a school of her own, she has mute children enough
to fill it as full as a good school need to be; or
perhaps ought to be. But even if there should be
competition for the beneficiaries of other States, it
would be animated only by generous emulation,
not as to who would take pupils cheapest, but who
would teach and train them best. Of such emula
tion, there surely would come good, and not evil.
�
Dublin Core
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Title
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Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
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Conway Hall Library & Archives
Date
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2018
Publisher
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Conway Hall Ethical Society
Text
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Original Format
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Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Remarks upon the education of deaf mutes: in defence of the doctrines of the second annual report of the Massachusetts Board of State Charities and in reply to the charges of the Rev. Collins Stone, principal of the American Asylum at Hartford
Creator
An entity primarily responsible for making the resource
Howe, Samuel C.
Description
An account of the resource
Place of publication: Boston; Mass.
Collation: 58 p. ; 23 cm.
Notes: From the library of Dr Moncure Conway. Printed by Wright & Potter, Boston. From the library of Dr Moncure Conway.
Please note that this pamphlet contains language and ideas that may be upsetting to readers. These reflect the time in which the pamphlet was written and the ideologies of the author.
Publisher
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Walker, Fuller & Co.
Date
A point or period of time associated with an event in the lifecycle of the resource
1866
Identifier
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G5190
G5689
Subject
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Education
Deafness
Rights
Information about rights held in and over the resource
<a href="http://creativecommons.org/publicdomain/mark/1.0/"><img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /></a><span> </span><br /><span>This work (Remarks upon the education of deaf mutes: in defence of the doctrines of the second annual report of the Massachusetts Board of State Charities and in reply to the charges of the Rev. Collins Stone, principal of the American Asylum at Hartford), identified by </span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk"><span>Humanist Library and Archives</span></a><span>, is free of known copyright restrictions.</span>
Format
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application/pdf
Type
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Text
Language
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English
Conway Tracts
Deaf-mutes
Deafness
Education
Muteness