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��ALPHABET OF THE DEAF AND DUMB.
a
b
c
d
e
��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
2
�10
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
*
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.
3
�18
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.
�
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
A name given to the resource
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
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
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Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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
A name given to the resource
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
An entity responsible for making the resource available
Wiley, Waterman & Eaton
Date
A point or period of time associated with an event in the lifecycle of the resource
1868
Identifier
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G5186
Subject
The topic of the resource
Disability
Education
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 (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>
Format
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application/pdf
Type
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Text
Language
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English
Deafness
Education
Muteness