SPEECH FOR DEAF CHILDREN. 367 



minded jDerson who tries to show him that such injuries can not 

 be repaired will be thought unkind and unwilling to join the 

 parts. 



In the opinion of many, deaf persons are high-tempered, un- 

 ruly, obstinate, and vindictive. The untrained, uneducated deaf 

 may become so, just as the untrained, uneducated child in full 

 possession of hearing may grow into a dangerous brute. It is not 

 the deafness that is responsible. Too much stress can not be laid 

 upon the importance of inculcating prompt obedience. There is 

 no reason why a deaf child should not respond quickly to anoth- 

 er's wishes. It is impossible to explain matters to him ; teach 

 him to obey, and let him learn by observation why he is required 

 to do so. Obedience implies self-control. All progress, mental 

 and moral, must be regulated by the greater or less amount of 

 self-control. A deaf child may give a telling blow ; unable to 

 hear it, he fails to realize the degree of force exerted. How shall 

 he be taught he has done wrong ? By a blow directed to him ? 

 That would teach him that what he gave another can hurt, but 

 what does he think of the adult who strikes him ? "Would he not 

 be likely to feel that the older person by giving a blow practically 

 indorsed its use ? The next step would be to reason that it is jus- 

 tifiable to give one, but well to avoid receiving another in return. 

 The best way to punish and thus teach the child to drop lawless 

 expressions of his displeasure must be to show one's power with- 

 out a trace of anger. If he is held firmly in a chair despite 

 struggles and cries he will realize he is being controlled. He is 

 conscious of his act and knows he is deprived of his liberty in 

 consequence. He sees determination but no anger in the face of 

 his instructor, and learns that tears and screams are unavailing. 

 There is no need to indulge in such useless efforts. He has tired 

 himself, only to find his keeper fresh and undaunted. A slap 

 would have suggested retaliation. Pinching could be easily re- 

 turned. This superior, calm strength is something different and 

 so far beyond his own abilities as to compel respect. In time the 

 expression in the face is sufficient to enforce obedience, and the 

 hands need rarely exert their firm, strong hold. The child's con- 

 science is formed by the series of impressions he receives from 

 the decided approval or disapproval in the faces about him. 

 There may be times when more severe punishment is required, 

 but rarely if proper training is received in early life. It should 

 be remembered that the deaf child is not conscious of the effect 

 of the unpleasant screams and resounding kicks he may give 

 when he throws himself down some day in temper. All his dra- 

 matic exhibition may have less behind it than has the " No, I 

 won't ! " of the hearing child. We admit that the scene made by 

 one and the attitude of the other are equally unpleasant, but the 



