SCIENCE 



NEW YORK, MARCH 13, 1891. 



INSTEUCTION OP THE DEAF.^ 

 The essential difference between the oral and manual sys- 

 tems as methods of instruction lies in this: that Tcith the 

 former, articulate speecli is developed, and made the chief 

 meaQS of communication between teacher and pupil; while 

 with the latter, as applied in this institution, writing, spell- 

 ing, and signs are developed, and made to perform the same 

 office. Mental development and the acquisition of knowl- 

 edge are the great end and aim of both systems. Intellectual 

 development is the one prime necessity of all deaf-mute in- 

 struction, and, whatever the system pursued may be, this 

 grand aim and object of all effort should be constantly kept 

 in view. Of what possible use would be the power of speech 

 with no thoughts to utter; of what avail writing or spelling 

 with no ideas to express ? The means of instruction must 

 not be mistaken for the end : the structure reared is of vastly 

 greater importance than the mere implements by which the 

 work has been accomplished. Whether our pupils be in- 

 structed orally or manually, our great purpose is to make 

 them rational, thinking beings. 



In favor of the oral system, it cannot be maintained that 

 vocal utterance is essential to the operation of the mental 

 faculties, or that it is absolutely necessary for purposes of 

 social intercourse, for it is well known that these ends, so 

 indispensable to intelligent and rational existence, may be 

 attained by other methods; nor can it be maintained for it as 

 a system of instruction that it is superior to other systems 

 as a means of mental development, or as an aid to the acqui- 

 sition of language, although in the latter instance it certainly 

 does possess some advantages not generally appreciated by 

 the adherents of opposing systems. 



The oral system rests its claims to superiority upon quite 

 different grounds. Speech is a more general and more 

 available form of communication than writing, spelling, or 

 signing. The great hearing world, of which the deaf must 

 ever form a very small part, speaks and understands spoken 

 language; but too often it is unable to write, and almost 

 always is unable to spell on the fingers or to sign. Speech, 

 therefore, brings the deaf man who may be so fortunate as 

 to possess it into closer relations with his hearing fellows, 

 and affords him a wider field for the play of his ambition 

 and for the exercise of his social instincts. Speech is the 

 mental coin of the world. Stamped in it, the thoughts, hopes, 

 and loves of the deaf pass current, unaffected by the exist- 

 ence of their physical infirmity, and without discount on ac- 

 count of their misfortune. It makes the whole world kin, it 

 satisfies the innumerable daily experiences of social and busi- 

 ness life, it meets more fully than any other form of human 

 communication the demands of human affection. What 

 wonder that parents thrill with delight as they catch the first 

 feeble whisperings of speech from the lips of their deaf chil- 

 dren ! What wonder that fathers and mothers constantly 

 ask, " May my child be taught to speak ? " Surely no labor, 

 no study, no unremitting exercise of care and attention, can 



' From the Annual Report of the Board of Directors of the Pennsylvania 

 Institution tor the Deaf and Dunab, for the Year 1889-90. 



be weighed in the balance with the immense benefit and 

 consolation which speech affords to the child bereft of its 

 hearing. 



In sympathy with these views, it has been the policy of 

 this institution for some time to provide separate oral in- 

 struction for those of its pupils who may profitably be in- 

 structed by that method. The wisdom of this policy is be- 

 coming more and more apparent in the excellent results 

 attained, and it is only a question of time when a larger 

 proportion of our pupils than we are now able to reach shall 

 receive the benefit of this form of instruction. 



On the other hand, for those pupils who cannot be satis- 

 factorily instructed under the oral system, the board with 

 equal wisdom as assiduously and carefully provides the most 

 approved methods of manual instruction. In these features 

 of its system of instruction, the Pennsylvania Institution 

 enjoys a most signal advantage over any other school for 

 the deaf in existence. 



In a school in which oral instruction is alone provided, a 

 large percentage of the pupils must derive but very little 

 benefit; so, also, in a pure manual or combined school, a 

 large number who might be orally taught have no adequate 

 opportunity to acquire speech and speech-reading. In main- 

 taining the two systems side by side in friendly rivalry as ta 

 which may most excel, it is believed that this institution, in 

 the fulfilment of its high mission, provides every possible ad- 

 vantage for the instruction and advancement of its pupils: it 

 offers speech to those who can acquire it; language, knowl- 

 edge, intellectual growth, to all. 



In securing the mental development of the deaf, natural 

 signs may, without doubt, be made to perform a most im- 

 portant function. Their value, however, is sometimes over- 

 estimated, and their usefulness abused. Their best use, except 

 for purposes of illustration and discipline, is found to be in 

 the lecture- room, where are gathered together a large number 

 of pupils for moral and religious instruction. In the class- 

 room they should be sparingly used at all times, certainly 

 never when written or spelled language may be used instead. 



There is much diversity of opinion as to the limitations 

 and restrictions that should be observed in the use of the 

 language of signs. It is insisted upon by some that they 

 should be limited to the same office and function they per- 

 form in the case of the acquisition of language by the hear- 

 ing child. The gestures and actions of the mother or nurse 

 alone give meaning to uttered words. Joy, fear, approval, 

 love, are read in the mother's face and actions with unmis- 

 takable certainly the while the uttered sounds are being 

 poured into the child's ears. Material objects, in the same 

 way, are named when seen and handled ; and each passing 

 event is seized upon and made to perform an important 

 office in impressing upon the child's memory the meaning 

 of words and sentences. 



In- this way, through the agency of natural signs and 

 gestures, the hearing child acquires speech; and in this way 

 and to a like extent some of our most successful manual and 

 oral teachers of the deaf employ the sign-language, and, as 

 in the case of the hearing child, as soon as verbal forms have 

 been acquired, they seek to discontinue their use. 



