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Rh Mr W. H. Illingworth, head master of the Blind School at Old Trafford, Manchester, tells how David Maclean, a blind and deaf boy, was taught, in the 1903 report of the conference of teachers of the deaf. The boy lost both sight and hearing, but not before six years of age, which was an advantage, and could still speak or whisper to some extent when admitted to school. His teacher began with kindergarten and attempts at proper voice-production. He gave the sound of “ah” and made David feel his larynx. Then he tickled the boy under his arms, and when he laughed made him feel his own larynx, so that the boy should notice the similarity of the vibration. Then, acting on the theory that brain-waves are to some extent transmittable, Mr Illingworth procured a hearing boy as companion, and, ordering him to keep his mind fixed on the work and to place one hand on David’s shoulder, made him repeat what was articulated. The blind-deaf boy’s right hand was placed on Mr Illingworth’s larynx and the left on the companion’s lips. Thus the pupil felt the sound and the companion’s imitation of it, and soon reproduced it himself. From this syllables and words were formed by degrees. The pupil knew the forms of some letters of the alphabet in the Roman type before he lost sight and hearing, and the connexion between them and the Braille characters and manual alphabet was the next step achieved. This, and all the steps, were aided to a great extent by the hearing and seeing boy companion’s sympathetic influence and concentration of mind, in Mr Illingworth’s opinion. After this stage his progress was comparatively quick and easy; he read from easy books in Braille, and people spelled to him in the ordinary way by forming the letters with their right hand on his left.

From Mr B. H. Payne of Swansea comes the following account of how four blind-deaf pupils were taught:—

“We have received four pupils who were deaf-mute and blind, one of them being also without the sense of smell. One was born deaf, the others having lost hearing in childhood. There was no essential difference between the methods employed in their education and those of ‘sighted’ deaf children. Free-arm writing of ordinary script was taught on the blackboard, the teacher guiding the pupil’s hand, or another pupil guiding it over the teacher’s pencilling. The script alphabet was cut on a slate, and the pupil’s pencil made to run in the grooves. The one-hand alphabet, used with the left hand, was employed to distinguish the letters so written. The script alphabet was also formed in wire for him. The object was to enable the pupil when he had gained language to write to friends and others who were unacquainted with Braille, but the latter notation was taught to enable the pupil to profit by the literature provided for the blind. Both one- and two-hand alphabets were taught, the teacher forming the letters with one of his own hands upon the pupil’s hand. The name of the object presented to the pupil was spelled and written repeatedly until he had memorized it. Qualities were taught by comparison, and actions by performance. The words ‘Come with me’ were spelled before he was guided to any place, and other sentences were spelled as they would be spoken to a ‘hearing’ child in appropriate associations. The blind pupil followed with his hands the signs made by junior pupils who were unacquainted with language, and in this way readily learned to sign himself, the art being of advantage in stimulating and in forming the mind, and explaining language to him. One of the pupils was confirmed, and in preparation for the rite over 800 questions were put to him by finger-spelling. His education was continued in Braille. The deaf-born boy developed a fair voice, and could imitate sounds by placing his hand on a speaker’s mouth. Two of them had a keen sense of humour, and would slyly move the finger to the muscles of their companion’s face to feel the smile with which a bit of pleasantry was responded to. In connexion with the pupil who was confirmed, the vicar who examined him declared that none of his questions had been answered better even by candidates possessed of all their faculties than they were by this blind-deaf boy.”

Mr W. M. Stone, principal of the Royal Blind School at West Craigmillar, Edinburgh, gives this very interesting information:

“We have five blind-deaf children at this institution, and all are wonderfully clever and intelligent. In all cases the children possessed hearing for a time and had some knowledge—very slight in some cases—of language. The method of teaching is, first to teach them the names of common objects on their fingers. A well-known object is put in the child’s hand and then the word is spelled on the hand,—the child’s hand of course. The child learns to associate these signs—he does not know they are letters—with the object, and so he learns a name. Other names are then given and similar names are associated together, and by noticing the difference in the names the child gradually grasps the idea of an alphabet. For instance, if he learns the words cat, bat and mat, he will quickly distinguish that the words are alike except in their initial letters. When in this way language has been acquired he is taught the Braille system of reading for the blind and his progress is now very rapid. This method may appear very complicated and difficult, but in reality it is not so. There are no institutions in Great Britain specially for the blind-deaf, nor are there any in America. I do not know of any on the continent. Our own blind children here are receiving the same education as our other children, and in some ways are more advanced than seeing and hearing children of their own ages. They not only read, write and do arithmetic, but they do typewriting and much manual work.”

Mr Addison mentions two deaf and blind pupils who were taught by the late Mr Paterson of Manchester, and a third in the same school later on. Another was taught in the asylum for the blind in Glasgow, though she only lost hearing and became deaf at ten.

Mr William Wade has written a monograph on the blind-deaf of America, in the preface to which he points out, rightly, that the education of the blind-deaf is not such a stupendous task as people imagine it to be.

“It may not be amiss,” he says, “to state the methods of teaching the first steps to a deaf-blind pupil, that the public may see how exceedingly simple the fundamental principles are, and it should be remembered that those principles are exactly the same in the cases of the deaf and of the deaf-blind, the only difference being in the application—the deaf see, the deaf-blind feel. Some familiar, tangible object—a doll, a cup, or what not—is given to the pupil, and at the same time the name of the object is spelled into its hand by the manual alphabet.” (The one-hand alphabet is in vogue in America.) “By patient persistence, the pupil comes to recognize the manual spelling as a name for a familiar object, when the next step is taken—associating familiar acts with the corresponding manual spelling. A continuation of this simple process gradually leads the pupils to the comprehension of language as a means for communication of thoughts.” Mr Wade is right. Given a sympathetic, resourceful teacher with strong individuality, common-sense, patience, and the necessary amount of time, anything and everything in the way of teaching them is not only possible but certain to be achieved. Language,—give the deaf and the blind-deaf a working command of that and everything else is easy.

In the New York Institution for the Deaf ten blind-deaf pupils were educated, up to the year 1901. Nearly all of these lost one or both senses after they had been able to acquire some knowledge with their aid. In the Perkins Institution for the Blind, Boston, five were taught. It was here that Laura Bridgman was educated by Dr (q.v.); all honour is due to him for being the pioneer in attempting to teach this class of the community, for she was the first blind-deaf person to be taught. Many other schools for the deaf or blind have admitted one or two pupils suffering from both afflictions. In all, seventy cases are mentioned by Mr Wade of those who are quite blind and deaf, and others of people who are partially so. The most interesting, of course, of all these is Helen Keller, if we except Laura Bridgman, in whose case the initial attempt to teach the blind-deaf was made. Helen Keller was taught primarily by finger-spelling into her hand, and signing (which she, of course, felt with her hands) where necessary. Her first teacher was Miss Sullivan. The pupil “acquired language by practice and habit rather than by study of rules and definitions.” Finger-spelling and books were the two great means of educating her at all times. After her grasp of language had been brought to a high standard, Miss Fuller gave her her first lessons in speech, and Miss Sullivan continued them, the method being that of making the pupil feel the vocal organs of the teacher. She learnt to speak well, and to tell (with some assistance from finger-spelling) what some people say by feeling their mouth. Her literary style became excellent; her studies included French, German, Latin, Greek, arithmetic, algebra, geometry, history, ancient and modern, and poetry and literature of every description. Of course she had many tutors, but Miss Sullivan was “eyes and ears” at all times, by acting as interpreter, and this patient teacher had the satisfaction of seeing her pupil pass the entrance examination of Harvard University. To all time the success attained in educating Helen Keller will be a monument of what can be accomplished in the most favourable conditions.