GARDINER GREENE HUBBARD 49 



When later he was more at home and less abroad, the old- 

 time enthusiastic interest in the school seemed to be roused 

 anew. He rejoiced in the growth and expansion of its work, 

 its adaptation of kindergarten methods, its establishment of a 

 training class for teachers, and most of all he rejoiced in the 

 higher intellectual work accomplished, which made it possible 

 for a steadily increasing number of pupils to leave the school, 

 fitted to enter higher schools for hearing young men and women, 

 and to pursue their studies as students simply, in a world of 

 ordinary students, becoming a part of the great world of speak- 

 ing people. 



In 1890 the American Association to Promote the Teaching 

 of Speech to the Deaf was founded by Dr Alexander Graham 

 Bell, the husband of the little child whose need of special in- 

 struction first led Mr Hubbard to take an interest in the instruc- 

 tion of the deaf. The specific objects of its organization were to 

 aid schools for the deaf in their efforts to teach speech by train- 

 ing teachers and by disseminating information in regard to 

 methods of speech-teaching. Into Dr Bell's plans for this new 

 organization Mr Hubbard entered with all the enthusiasm which 

 t he gave to his early work. He was its first vice-president, and 

 the wisdom of his counsel and the strength of his purpose have 

 done much to guide the association through the difficulties of 

 its first years of work and to give it the position which it now 

 holds as the most influential and effective organization con- 

 nected with the education of the deaf in this country — prob- 

 ably in the world— its membership including, in addition to a 

 large number of teachers, many other persons like Mr Hubbard 

 and Dr Bell, who are most effective promoters of the work of 

 the association. 



The influence of these two institutions, in the founding of 

 which Mr Hubbard bore so active a part — the Clarke school and 

 the American Association to Promote the Teaching of Speech 

 to the Deaf — has been most widespread, both in this country and 

 in Europe. Today one-half of all the teachers in the schools for 

 the deaf in America are teachers of articulation, and over one- 

 half the pupils in those schools are taught speech. 



Beyond these definite results the effect of the growth of oral 

 teaching in this country has been most stimulating to the gen- 

 eral work of the education of the deaf, and " at every turn and 

 on every marked occasion the influence of Mr Hubbard has 

 been felt in this expanding and liberalizing movement." Surely 



