A treatise on the education of the deaf and dumb : To which is added an essay on deafness, also, an appendix, relating to the education and comfort of the blind / by John England.

  • England, John, active 1819.
Date:
1819
    that there are many parents who would rather keep their dumb offspring secluded from society, than permit them to be removed so far from their sight. Without, therefore, attempting to combat the pre- judices of parents (if they may be so called) in this case, I beg to state how great a hardship it is, that, for the want of local asylums for the reception of the deaf and dumb children of the poor, many human be- ings are allowed to lie concealed from society, 'iheir minds are suffered to remain in a dormant state; and, being abandoned to themselves, they are degraded from the privileges of men, and exiled from the so- ciety of rational beings. Thus are they buried in ob- livion from their earliest years, and all motives to exer- tion withheld from them. Hence, as they advance in years, their intellectual faculties become paralysed, from the want of due exercise upon proper objects; all desire of improvement becomes repressed, and those unfortunate beings, from an organic defect, are al- lowed to sink into the grave in a state little above the brute creation. In these observations I beg to address the clergy of our venerable establishment, both as a collective body, and as individuals. To you, Reverend Pastors, it belongs to put in motion all those impelling powers that urge man- kind to contribute to institutions and establishments for the instruction and improvement of the human race. Much has already been done by you to ame- liorate the moral condition, and give expansion to the human intellect; and it cannot be wondered at al- though something remains unfinished where there was so much to be done.
    By your arduous exertions, and those of your pre- decessors, has this country to boast of a collection of Statistical information, drawn up by you, that stands unparalleled in the annals of any other state in Eu- rope. It is strongly urged in these communications, how necessary it then was, to increase the salaries of parochial teachers, so as to encourage men of adequate talents, to undertake the charge of parish schools. This requisite amelioration in the income of teachers, was so ably and judiciously inculcated from all quarters, that it has since been attended to as a measure of wise policy, by the British legislature ; and the remuneration of teachers is, in some measure, brought to correspond with their rank in society, and the task assigned them. A liberal grant by the executive government of our country is annually intrusted to your discretion, for the benefit of education, and the propagation of Chris- tian knowledge in the Highlands of Scotland ; and the lower classes of inhabitants in this country have facilities of acquiring useful know ledge not attainable by the peasantry of any other nation in Europe. By your unremitted exertions, have the British and Foreign Bible and Missionary Societies received much aid, both in money and able instructors : and the inha- bitants of foreign lands, long sunk in “ the darkness of “ superstition and pagan idolatry,” have been brought to acknowledge the “ true God,” and to bless the name of Him who “ redeems from destruction.” You are well aware, that there are many deaf peo- ple in your respective parishes, who are allowed to re- main in a state of comparative ignorance of all mo- ral and religious duties; as their parents have not the
    xl means of obtaining for them local instructors, and they are unwilling or unable to send them to distant asylums, to receive the necessary instruction to fit them for being useful members of a Christian community. I hope, therefore, when so much has already been done by our clergy, to promote instruction for the rising generation, and to propagate the seeds of Chris- tianity in distant lands, that they will he the foremost in lending their aid to establish local institutions for educating the deaf and dumb. Let them, therefore, as the vicegerents on earth of Him who said, <£ Thou “ shalt not curse the deaf,” give every encouragement to local seminaries, so that those unfortunate objects of the human race, who by the prejudices or poverty of their parents, have hitherto been consigned to obli- vion, may in future find the means of instruction at local schools, where they can be occasionally visited by their friends, to comfort them in their solitary se- clusion, and administer to their wants. The preju- dices of parents, when centered in affection, will readily be excused by liberal minds. Let the leaders of our land, therefore, no longer al- low the solitary deaf to die in ignorance of the true God, “ and Jesus Christ whom he hath sentfrom the want of support to local institutions. The number of children born deaf, will be found greater than is generally supposed ; and were the esta- blishments for their instruction advantageously situ- ated, many individuals would be presented for instruc- tion, who are presently hid from public notice ; partly from the disagreable feelings which arise in the breasts of parents, at the idea of parting with their children to go to a distant place; and the thoughts,
    XU of how uncomfortable their dumb offspring must at first feel when placed in the midst of strangers, beyond the reach of all acquaintances and relations. It must not be understood, that I here insinuate, that deaf people should be educated only to live among their relations, and persons of their own unfortunate condition. On the contrary, they should be brought up, so as to become useful members of society, and to mix with others, as they follow after their various avo- cations, and pursuits through life. The use of speech, when it can be attained, is therefore the more neces- sary to them. With some people it is a matter of doubt, “ whether “ the advantages of speech to the deaf, is a sufficient “ compensation for the time and labour consumed in “ attaining it ?” In as far as regards their intercourse with society, this may be made a question of utility, that, in some measure, depends upon the future desti- nation and condition in life of the individual in ques- tion. But when it relates to the expansion of intel- lect, the cultivation of the human mind, and the bene- fit of an immortal soul, the utility of teaching the deaf the use of speech, where it can be attained, be- comes more than apparent to all well thinking minds. The practice of teaching a deaf pupil articulation, and the use of speech, produces an active operation in his mind, that is never brought into excitation by any of the other parts of dumb education. The ideas of the memory and understanding are associated, which paves the way for his acquaintance with objects, ac- tions, and results. The ideas of personal identity un- fold themselves ; and by the greater expansion of the pupil’s mind, the consciousness of future existence
    may be successfully inculcated, and the principles ol the Christian religion colloquially imparted to him. Speech, therefore, to the deaf, is a great acquisi- tion, when it can be attained; and is a most import- ant branch of deaf education. The memory becomes more retentive by the use of speech, because it give3 a greater excitement to the new ideas in the minds of the pupils, and enables them to comprehend the lead- ing import of their instruction much sooner than can be attained by the use of methodical signs, as recom- mended by the Abbe Sicard in his “ Theore des 11 Signes your VInstruction des Sourds Mnels.” Pa- ris, 180S. It is to be observed, however, that in teaching the deaf articulation and the use of speech, it is only to be made an incidental part of education, and taught occasionally, as opportunity offers. Particular periods should beset apart for instructing the pupils in the use of speech, and to practise them in repeating their former lessons. By this means they will imbibe colloquial know- ledge, and will be able to peruse what books may be presented to them, so as to profit by the subject. And after they have made some progress in compre- hending the meaning and ideas contained in books, the instructor should make them arrange their own ideas, and commit them to writing; so as to describe, in their own language, what they see performed. The pupil may be taught daily lessons in composition, de- scriptive of his walks, his amusements, and intercourse with his companions. And after he produces his rude compositions, and explains them by his pantomimic