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Ail other original copies are filmed beginning on the first page with s printed or illustrated impres- ::. ecdo.es-Death of Hague . _ w c J , CHAPTER IX. An Easy Method ofTeaching Deaf-Mutes at Home 31 *». 43 47 57 71 PART II. HISTORY OP DEAF-MUTE EDUCATION IN CANADA. CHAPTER I. History of Oeaf-Mute Education in Ontario ... ' • CHAPTER 11. History of the Deaf-Mute Education in Quebec „, , CHAPTER HI. History of Deat-Mute Education in Nova Scotia 78 103 131 LIST OF ILLUSTRATIONS. TlUcpaxaofBonet'i Book „.^ Frontispiece Abb* Sicard lo 8Uia« of De L'Bpea „. la Laurent Clerc 13 Old Hartford Inititotion 14 Mew Hartford Institution 14 National Deaf-Mute College 15 St. Ann's Church, New York 15 Bonet'a Alphabet 17 One Hand Alphabet 19 Two Hand Alphabet ao Dalgarno': Alphabet 31 Alphabeto Manuale 23 Military and Naval Sign Alphabet 24 Laura Bridgman jo Letter by Laura Bridgman jj Mary Bradley 61 Bradley and Hague Blind Oeaf-iputes 65 Mr. J. B. McGann 78 Phoebe Street School 81 Old Grammar School, Jarvia Street 83 Queen St. School 84 Brock St. Boarding Housu 88 Little Richmond Street School 89 Florence Block, Hamilton 93 Dundurn Castle 96 Mr. I. J. G. TerriU 99 Earlham Cottage 99 Belleville Institution 100 Main Street School, Hamilton ■. «. loa Mr. J. B. McGann's Monument 103 Mr. Thomas Widd 116 First Protestant Deaf-Mute School in Montreal 119 Mackay Institution, Montreal 1Q4 Halitaz Institution lao DEAF-MUTE EDUCATION. CHAPTER I. ORIGIN AND PROGRESS OF DEAF-MUTB EDUCATION. y/y yW^i •< A statue to the memory of De i'Epee was erected in the garden of the Paris Institution, May 24th, 1879. It was executed and presented by a deaf-mute sculptor of the name of Martin. It represents the ^ bbe teaching a deaf-mute the Divine name which is inscribed with its dactylologic representation on a tablet which he holds in his hand. LAURENT CLr.RC. •• As the result of the mission of Dr. Gallaudet, Mr. Clerc, one of Sicard's favorite pupils, and a man of eminent ability, was induced to return with him to America. Sicard parted with Clerc with reluctance, his assistance in the Paris Institution was highly valued, but with wide- minded benevolence Sicard permitted his departure in the spirit of the words written to introduce Clevc to Bishop Chevenis, of Boston, * I would fain regard him as the apostle to the deaf-mutes of the New World.' " Soon after the return of Dr. Gallaudet the Institution at Hartford was established, and from this has sprung many others, every State in the neighbouring Republic having its own school for the deaf. Among these i.he most prominent is the National Deaf- Mute College, at Wash- ington. This College was established in 1864 as the highest department of the Columbia Institution, under the care of the National Government, 13 <*«• ,^^ Ills*? '"^' OLD HARTKOKD INSTHUTION. NEW HARTFORD INSTITUTION. 14 Am lli!if»^V:^/M' NATIONAI, DEAF-M'JTE COLLEGE. and is presided over by Dr. Edward M. Gailaudet, youngest son oi Dr. T. H. Gailaudet. The eldest sovi, the Rev. Dr Thomas Gailaudet IS well knov/.i as the originator in 1850, and by general consent the head, of Church Work airong the Deaf in America; his headquarters are at St. Aim's Church, West Eighteenth Street near Fifth Avenue, New York. It is interesting to note ihat a son ol Mr. Clerc, the Rev. Dr. Francis J. Clerc, has also been en<;aged in this work ; he was for several years naator ot the Mission in Philadelphia." "«£.' ; jfTr'"''Tmiff'i ilr» ^ ST. ANN'S CHURCH, NEW YORK. »^ fl^g^JM^l?^^ CHAPTER II. DEAF-MUTE ALPHABETS. The earliest sign alphabet of which we have any record is contained in a book by the Venerable Bade, printed in 1532, soon after the inven- tion of printing. The title of the work is iJe Loquela per Oeatum Dhji- tori um (" On Speech by means of the Motion of the Fingers.") Tins is doubtless the first manual alphabet ever engraved. We do not know if any copy of this book is now obtainable, or its reproduction would be a matter of great interest. The next work in point of date bearing on this subject is a curious and valuable volume published in Madrid in 1620. It is the production of a Spanish monk named Juan Pablo Bonet. The work is entitled Reduccwn de las Letraa y Arte vara Ensenar a Habhir a los Mvdos. The illusuations are elaborate and of considerable size. The engravings of Bonet's alphabet, which we here print, faithfully represents or a reduced scale the shapes of the letters as given by him, dispensing with the highly orna lented border in which they are en- closed. The elaborate title lage of this book we have reproduced as a frontpiece to the present pui ^ation. Its symbolism will repay atten- tion. The bird set free, and l. unloosing of the tongue, representing the opening of the imprisoned mind and the gift of language to the dumb. Bonet's book fell into the hands of De I'Epee soon after he com- menced his labors of love in educating the deaf, and with slight varia- tions was adopted by him in his method of instruction. His eminent assistant and successor Sicard carried on and confirmed the use of this alphabet in France. Dr. Gallaudet and Sicard's pupil, Mr. Clerc, brought it with them to America where its use became universal among the various institutions that rapidly arose. Soon after he arrived in Hartford, Mr. Clerc sat to an artist for the purpose of having the letters accurately drawn, and he took advantage of the opportunity to make some slight improvements in the arrangement of the fingers. This alphabet, as now used, is given here. From its long continuance and all but universal use it is little likely to suffer any change in the future, and to Bonet justly belongs the credit of giving to the deaf-mute world an alphabet so nearh/ perfect in its first construction as to be little capable of subsequent improverrent. The knowledge of Borrts work in Spain was early communicated to some learned men at the University of Oxford by Sir Kenelm Digby, 16 ^' iJg/^? i^;u inkl:[muii^^v.r3@M. ^. • •#^'C^ ABECEDARIO DEMONSTRATIVO ^h bonet's ai.phabkt. 17 ^k :^&5^^t««^ ^ , R.r. T. t. bonet's alphabet. 18 BAD (ff'> v' ^ 4-567 ONE-HAND ALPHABET. aO rWO-HAND ALPHABET. tO. I a companion of Charles I., when Prince of Wales, on his romantic journey to Madrid in 1623. Some of Bonet's pupils were shown to the Prince and his companions, and Sir Digley relates some wonderful tales of their power of conversing with one another at a liscance. Amongst those whose att^tion was attracted to the subject by Sir Digby was an Aberdeen Scotchman, at that time master of a Grammar School at Oxford, by name George Dalgarno. He wrote and published a book in 1680, called '^Didatcalocophtis, or the Dea/and Dumb Man's Tutor." In this book he gives an account of an alphabet of his own devising in which the letters are arranged on the fingers and palm of the hand. The accompanying illustration will give an accurate idea of this system. As will be observed it is likely to be far from clear in practice, and the indication of the vowels by touching the tops of the fingers is the only part of Dalgarno's alphabet that has been retained in use. In the Deax''-mute Institutions of Great Britain a two handed alphabet is used, of the origin of which we have no trace. Perhaps the work of the Venerable Bede previously referred to might afford some light on this point. This alphabet has the advantage of great clearness. The positions of the hands indicate the shapes of Capital letters except in the case of vowels which are repre- sented as in Delgarno's method. Signs have been invented to represent the shapes of the vowels as well as the consonants, but the most common practice of touching the tops of the finger^ is preferable as enabling the deaf more readily to remember which letters are vowels. A is expressed by touching the top of the thumb of the left hand, with the forefinger of the right. B. Join the forefinger and thumb of each hand, and place the backs of the forefinger nails together. C. Bend the fingers and thumb of the left hand, so as to form three parts of a circle. D. Bend the fingers and thumb of the right hand into a semicircle and then join them to the forefinger of the left, which keep in a straight line. ^'iM_m^if\i mmMM^ '««#>^W'i "^ E. Touch the top of the forefinger of the left hand with the fore- finger of the right. F. Place the forefinger of the right hand across the backs of the first and second fingers of the left. G. Clench both hands, and put one fist upon thi other. H. Pass the palm of the right hand across that of the left, sweep- ing it aluii'( to the tips of the fingers, as if brushing something off. I. Touch the top of the second finger of the left hand with the forefinger of the right. J. Make a "I" and then drav/ the forefinger of the right hand down to the palm of the left. K. Form a semicircle with the thumb and forefinger of the right hand and join it to the forefinger of the left, which must be kept straight out, both forefingers must meet at the second joints. L. Place the forefinger of the right hand across the centre of the palm of the left, so that the top of the finger may be exactly in the mid- dle ot the palm. M. Place three fingers of the right hand flat upon the palm of the left. N. Place two fingers of the right hand flat upon the palm of the left. O. Touch the top of the third finger of the left hand with the fore- finger of the right. P. Place the tops of the forefinger and thumb of the left hand in a semicircular form ag iinst the first and second joints of the forefinger of the right, which should be kept straight. Q. Form a circular with the forefinger and thumb of the left hand and then curve the forefinger of the right into the shape of a hoop, and place it exactly where the other fingers join. R. Bend the forefinger of the right hand and rest it on the palm of the left. S. Bend the little finger of each hand and lock them together. T. Fix the tip of the forefinger of the right hand against the middle of the lower edge of the left. U. Touch the top of the l:ttle finger of the left hand with the fore- fiuger of the right. V. Place the first and second fingers of the right hand apart, upon the palm of the left. •70, i-k W. Lock the hngers of one hand between those of the othor. X. Cross the f( 'jiiiif,'ers at the second joints. Y. Extend the thumb and forefinger of the left hand, and at the lower part of the fork so made, place the forefinger of the right haud. Z. Place the tips of the fingers of the right hand on the palm of the left. The illustration of the " Alphabeto Manuale," which we here bring before the reader, represents a particularly ungraceful and incon- gruous alphabet in use in some parts of Italy and in Mexico. The object of this system would appear to be to prevent conversation by pupils witlioui the observation of the teacher. Though some of the letters are represented by motions and positions of the hngers others are indicated by touching difTerent parts of the face, pulling the ear, etc. It is far from pleasing in practice, and its relegation to a place amongst obsolete forms is much to be desired. We conclude our notice of the various sign alphabets by reproduc- ing from a rare print kindly loaned by Mr. Greene, of the Belleville Institction a system at one time in use for communication at a distance for military and naval purposes. The Telegraph, Electric Light and other improved methods have long superseded this antique alphabet, and though it might be still of some service in rare situations, we believe it has taken its place amongst the curiosities of the past. ■* N'VAL AND MILITARY SIGN ALI'UABKT. 25 CHAPTER III. THE UNKDUCATI-D DKAF-MUTE— THE SIGN LANGUAGF,-THE DIFFICULTIES IN THE ACQl'lSITION OF LANGUAGE— THE DEAF-MUTE'S AND THE ARMENIAN'S LETTERS —FROM THE CREATURE TO THE CREATOR. With these alphabets the instruction of deaf-mutes became more general. Schools for them were established in most civilized countries. They became the key to the minds of these afflicted ones, and a kind of substitute for the potent " Ephphatha !" But to educate the deaf-mute appalling difficulties have to be surmountea. He knows no language, except a few gestures and simple signs. It is difficult for those net deaf to conceive of ideas without language. The most uncivilized savage has a language, and can express his ideas to those speaking his language. So the deaf-mute, until he acquires a knowledge of language, expresses his ideas'in natural signs and gestures — the same as infants use. When a deaf-mute goes to a school for deaf and dumb children, his teacher has to supply both thought and language, and then to lay out and culti- vate the uiany avenues to the mind over which thought goes and comes. His lessons involve much translation — first emotions into ideas, ideas into signs, and signs into written words, or words spelled out by the fingers letter for letter. Constant repetition is necessary to fix the words in the mind. The great difficulty is to get him to understand and remember words enough to convey his ideas as he writes or con- verses with hearing and speaking peop'e. We now realize how much a child blessed with the gift of hearing and speech knows of language when he first goes to school — he has been taught by all the people he ever met by simply hearing them speak. But the only preparation the deaf-mute has received when he goes to school is his careful observation of the motions and behavior of people and things about him. The difficulties besetting the progress of the deaf-mute are chiefly in the way of language. His means of expressing his wants and emotions are those which Darwin has shown to be common with the brute creation. His pantomlnes are no ruore like words than is the chatter of birds or the grimaces of a monkey. Wiien his motions have been directed into the defined expression of thought his signs indicate ideas rather than the arbitrary symbols of speech. He has none of the benefits of comparative philology. All spoken language have certain semblances by which, knowing one language, the acquisition of others is facilitated. Yet, M. Hamerton, in his " Intelleclual Life," says : 26 " A language cannot be throughly learned by an adult without five >ean residence in the country where it is spoken, and without close observa- I tion, a residence of twenty vears is insufficent.'* This is not encouraging, I but it is the truth. What then shall be expected of a deaf-mute, whose I only opportunities for the acquirement of the English language are ;1 limited to the formulas of the class-room and occasional conversations V with intelligent friends by pen or pencil ? The first six or seven years f|. in a deaf-mute's school life should be aevoted to the study of language, f — to obtain the key that unlocks to him the stcres of human learning as contained in books. In this pursuit it is not the hundred thousand jl words of the dictionary that confuse the pupils, and dishearten the |f teacher, but the different usts to which the same words are put, and I the different ideas depending simply on conjunction. Take as a simple ^ illustration, th3 W/rd " draw." The pupil is taught that a horse draws % a waggon. The pantomine is clear and corresponds with his dailj observa^^ion. But to his surprise, the nfjxt morning's paper, in its notices, says: "The concert drew a large house last nigjht," and he has to learn that in this use draw means to attract, and house means a number of people. After bemg taught by pantomine to draw a picture, he is told if he is evei so fortunate as to have money on deposit, he must draw a check befor?! he can get it. He has seen a school-mate dra*v a picture, but when the heroine of a modern novel "draws a sigh," his adr^iration for the capacity of art is increased. A mT.gazine criticism commends the scenes of innocence and content which Milton "draw." but on reference to the parlor edition of " Paradise Lost," he finds no illustration, or only those which Gustave Dore has made. One must confess that the uup'1 i)as enough already to confuse him, but when, in addition, he is told that " a ship draws water," " a cook draws a fowl," a waiter draws a cc"^," money draws interest," and " a minister draws comparisions and reierences," he concludes in despair that the conundrums of language are thmgs which no deaf-mute can find out. When to these numerous significations the modifying adverbs in, out, off, on, up, b;\ck, etc., are added, and when it is remembered that every peculiar use of a word must be made a special subject of instruction and retained by a special effort of memory, a keyhole perception may be obtained of the work involved in the education of a deaf-mute. To illustrate the natural Ir' .guage of signs of the deaf and dumb in order that the reader may better understand it, let us suppose, for instance, that an uneducated deaf-muie had witnessed a drunken man 27 E) g j^.!?' ^^ir [g jsg^©^ a@^rg run over by a carnage and carried to the hospital or >:o his house ; h« would run home la a state of excuement, arrest his mother's attention, make the sign he had been using for man (probably by referring to his beard and showing his height), and then imitate his staggering gait as he went along: afterwards describing the galloping of a horse and the revolving of wheels as approaching the man, showing the shape of the vehicle as well as he could. He would then represent the man as being knocked down by it, showing over what part of the man's body they passed over by touching the part of his own. He would then make the sign for more men by holding up his fingers to denote the number ; point to the door or shutter to describe the stretcher on which the injured man was carried, and imitate the carrying of something heavy on his shoulder, and the moving away of the crowd, by waving his hand in one direction. But he would not be able to tell the name of the street or place where this occurred, nor the name of the man injured, or that of the owner of the carriage ; — nor would he be able to state anything that the people might have said about the affair, or any other details which a little hearing and speakmg child would have been able to do. With such languaj^e the deaf-mute is unabl? to tell his own name or that of any of his friends, but he generally has signs for each by which he indicates them ; and this sign is taken from prominent features in their appearance or action, viz., pointing to the place of the wedding ring for his mother, the whiskers for his father, and indicatmg the several heights for his brothers and sisters ; limping to indicate some lame friend, and the sharpening of the knife for the butcher. It will thus be seen that the deaf mute needs a language common to those around him by which he can communicate with the world. This is the greatest difficulty in deaf-mute instruction and requires years oi toil, patience and perseverance. He learns everything through the eye, not by the ear. The first year at school is generally spent in teaching nouns and phrases and a little of arithmetic. The second year he goes over the same uouns and phrases and learn to combine words into sentences. Most intelHgent deaf-mutes can write a few sentences to expi'ess their ideas, or write a short letter to their friends, after being two or three years at school. 'Ae following is the uncorrected letter from a boy deaf and dumb from infancy after being three years in the Protestant (now Mackay) Institution for Deaf-mules, at IMuntreal: — _ E)g^i?^^OTB_gig;y)©^irii@ii^. " I received your very kind letter from you and was glad to hear from you and know that you are getting better now. My father told me will }jo to Montreal next September 3rd. I will be glad to see you and your family. I went to the mines last Tuesday. There was a man killed, he fell forty feet at the mines. The men are working the mines. It is rainy now. 1 am very busy. The crop is good, the plums is plenty. My cousin and me will mow the oats soon. I think you will go to New York one week. I am happy with my parents at home. I send my love to you." The writer of this article received another letter from a converted •nenian Monammedan who had been spending eight years at a lege in the United States learning the English language. The Armenian understood and used his native language, for he was not deaf and dumb. We will compare his letter with that of the deaf-mute's. It will help to give some ideas of their difficulties in learning the English language. The Armenian had recently visited Montreal, and his impressions of the city and the people are curious : " I am going Hamilton College, N. Y. Where am studying to return home Armenia, as I told you when your kind hospitality I was enjoying. I shook 3 times the dust of my foot just now against thise city, and again my brethren who herd me lest night in praree mealing. I leturn my censer thank for loving kindness. • I was a sturenger you took me in. The Lord give you helthe to teach blessed Gospele to those who are unable to hear yet Jesus Chrest dide for them for me and for aney body. Bible sed ' what me sow the same will me reap.' If I was verey rech the hall city would respect me. If I had nice dresses, stofe- pofe hat rengs on my fengers golden wach and chane and $. certainlly I could lechur on Koran and Mohammedanism. Brethen find plenety excuses just as faresees had when they sow the merecals which our Lord performe." It is easy to teach a deaf-mute how to write, but a very different thing to get him to understand what he writes or what is written to him. Parents and teachers in public schools often make mistakes in attempting to teach little deaf and dumb children without any knowledge of the proper way. Once a schoolmaster brought a little deaf-mute boy to an i-stitution for deaf-mutes in England, and said he had already Ifeiught i..m some useful knowledge. He was asked what he had taught him. He said he had taught him to know that "the way of the Lord was a good way." He was asked to show how he knew the boy understood the 2U »^ [pg^g^'^Trg gS5©OTQ@[?3 t3k sentence, and he made tht boy copy it. This was to him sufficient proof, but he had never tried to explain to the boy either what God was, or what the way of God was. It would be a long time before a good teacher of deaf-muces would i^ring such a sentence for his pupil to understand. He would explain to him something of the nature of the Almighty, when the pupil could understand the language necessary to express it, and then the way of God would still have to be explained as a metaphorical expression. To teach a deaf-mute an idea of a Supreme Being who is called " God," the teacher would begin thus : A desk is before the pupil. He asks him, " Who made it ?" " A man — a carpenter." "Of what is it made?" "Of wood." "Did man make the wood?" " No." " Where did he get it from ?" " Trees." " Did man make the trees?" "No; they grow." "How?" "By the sun, rain, etc." " Does man make the sun shine and the ram to fall ?" " No." " Who does ?" They must be told that it is God who does all these things. So on step by step, from the works of man to the works of God, and from the creature to the Creator. Lessons on secular subjects come in their turn — ^geography, history, arithmetic, etc. : but the great aim of the teacher is to give them a knowledge of ordinary language that they may understand v/hat they read, and to be able to write down their thoughts for others not able to understand their signs and the finger language. Many of them do learn to write down their thoughts in correct language, and some of them learn to talk and read people's lips when they are spoken to orally. 30 [D)gAl7' l^iyiTB a!D)iy)©/?yT!l@lKl» CHAPTER IV. ANECDOTES OF DEAF.MUTES.— A DEAF-MUTB'S PRAYER.— THE FINGER AND SIGN- LANGUAGE UTILIZliD.— "JESUS AND ME."— DEAF-MuTE ARTISTS.— A PRODIGY.— DEAF-MUTE COMPOSITIONS.— MASSIEU AND CLERC— ABSURD EXPECTATIONS. It would tire the reader to follow the deaf-mute through all the stages of his instruction at school, and it will perhaps be more pleasant to read a few anecdotes of deaf-mutes that have lived since the days of good Dr. Wallis and his early co-laborers. About fifty years ago Lord Seaforth, who was born deaf and dumb, was to dine one day with Lord Melville in London. Just before the company arrived Lady Melville sent a lady who could talk on her fingers to meet Lord Seaforth and talk to him. Lord Guilford, who was not deaf and dumb, entered before Lord Seaforth, and the lady mistook him for the dumb lord, and enterf 1 into conversation with him on her fingers. He did the same. After a few minutes Lady Melville came into the room, and the lady said to her, " Well I have been talking away to this dumb man." " Dumb I" exclaimed Lord Guilford, " Bless me, I thought you were dumb I" The following prayer was written by a deaf-mute boy named Joseph Turner of Edinburgh, who became a teacher of deaf-mutes, and was used by himself, because, as he said, he wanted to become a good man : " " O God, take pity on me ; bless me; forgive me my sin, for I am a poor guilty sinner; keep me from neglecting to think much of thee, anri of Jesus Christ, and to pr^y to Thee. Give me wisdom of Thyself to think attentively how to pray to Thee. Oh I I thank Thee, for Thou hast given my mastPi wisdom to teach nie and my dear poor companions about the religion of Thee and of Jesus Christ. O i : pardon my sin; give me wisdom to understand surely what he says about religion. Oh I give nie > ujd care not to break the Sabbath day, but earnestly to read in the life of Christ. O God, open ray miiul surely to understand what I read in it. Oh I I would thank Thee to give my companions wisdom to understand what they read. Oh 1 hear met Thou art God ; besides Thee there is no Saviour. Thou art holy. Oh I make me to hate sin, and to love the good I Oh I give me grace to glorify Thee I Save me from hell; take mc to Jesus Christ when I die. O Lord for the Sake of Christ, wilt 1 hou hear me? O God, give me good thoughts from heaven through Jesus Christ. I thank Thee that we are at peace in all the world, in Thy presence. Make us obedient to Thee and Jesus Christ Thy Son, in believing the gospel, and reading the Holy Bible concerning Thee and Him. O God, maker of heaven and earth, I look to- ward heaven. Forgive me my sin, for I have committed much against Thee and Thy dear Son Jesus Christ. Oh i I pray Thee, God, to be pitiful to me, a poor guilty sinner Oh I my God into Thy hands I commit my soul. O God, accept me for Thine only Son's name's sake. OGod, I am very thankful to Thee this morning for giving me health and sleep. Keep me from telling lies or bearing false witness against my dear poor companions this day. Oh I give them new hearts; make them good, happy and wise, for they do not understand what Thou art O Lord God, for the sake of Christ. Amen." Many great men have found the manual alphabet of the deaf and dumb useful at different times. On one occasion an English judge, 31 ©g^? iMiy^B g@i&irii@ii^» fej •tajJLJi^i^mMmmimx-:=sxzi SS»4 while on one ol his circuits, lost his way to the next assize town, and none of his party knew the road. A deaf and dumb woman came uf on them at the two cross roads. The judge eagerlj enquired of her the way to the town he was destined to hold assizes at, but she pointed to her ears and mouth and shook her head, to tell him that she was deaf and dumb, and did not understand him. The judge was in despair and turned to retrace his steps ; but one of his party who had learned the alphabet of the deaf and dumb, spelled the name of the town to her, and she instantly pointed to the direction where the road led to the place. The judge gave her a shilling and rode on. He afterwards learned the alphabet himself, and soon found it useful in the trial of an unfortunate deaf-mute for robbery. He astonished all in the court by talking with the prisoner on his fingers and acting as interpreter for the lawyers. The well-known authoress, Charlotte Elizabeth was quite deaf, like Dr. Kitto, the author of many valuable books on the Bible and Bible lands. Her husband became very expert in the use of the finger alphabet, and used to translate to her sermons and speeches in Parlia- ment as quickly as they were delivered by the speakers. Some years ago in a village church in Yorkshire, there might have been seen a very intelligent young girl interpreting the sermon to her deaf and dumb parents, between whom she sat during the service. The attention of the girl to the voice of the preacher, and the velocity with which she worked her fingers to convey to the eyes of her patents what she heard, excited great surprise in all who saw her for the first time thus employed. The value of the deaf-mute alphabet to people not deaf and dumb has often been shown in different ways. We could write many interest- ing anecdotes illustrating the value of " That wondrous bridge, no bigger than the hand, By which truth travels to the silent land," had we time and space at our disposal. One more anecdote of the alphabet, and we will turn to something else. Some years ago, a poor, homeless deaf and dumb girl in London was taken into service by a lady, and taught house-work. Her mistress learned the alphabet to communicate with her, and soon became expert in its use. Her husband, who was a banker, also learned it, and the girl became as easily to manage as if she were not deaf and dumb. One day the husband was obliged to bring to his home the treasures of the •62 »m E)g^iFim^g aE)iy)(g^ir!i@[?3 v^ tt^^^i bank on account of a fire there. This came to the knowledge of a burglar, who secreted himself in the bed-room of the lady, where the treasure was deposited. The lady retired to bed while the husband was absent on business. She soon heard sneezmg under the bed, but remain- ed quiet, as if asleep. The burglar then emerged from his hiding-place and demanded of the lady to know where the money was deposited. She was terrified at his threats and referred him to an iron safe in a corner. While he was trying to open it he heard the footsteps of the husband ascending the stairs, and he rushed to his former hiding place, threatening the lady with instant death if she said a word about him or left the room. The husband noticed his wife's paleness and asked her what was the matter. She answered aloud, '• I have a bad headache," and immediately spelled on her fingers, " Hush, there is a burglar under the bed." The husband answered, " My dear, I am sorry for your head- ache ; you must have a cup of tea," and thrust the poker into the fire, saying it was a cold night. When the poker was red hot, he turned to the servant man who had come into the room, and said, " Thomas, there is a man under the bed. Do you think this poker will bring him out ?" The burglar at once left his hiding place and begged for mercy, " How did you know I was here ?" he said. " The lady did not tell you, I know she did not speak one word about me." He was given into custody and afterwards sent over the seas to a distant penal settlement, and never knew how his presence under the bed was revealed to the gentleman. The gentleman became a very warm friend to deaf-mutes and their schools ever afterwards. The S'gn language of the deaf and dumb in the hands of an experienced teacher often shows its vast importance in trying circumstances. One anecdote which came to the knowledge of the writer will sufficiently illustrate this: A few years ago the London pobce found a deaf and dumb woman, totally uneducated, wandering about the streets at mid- night. She could give no account of herself, and the police kindly took her to the workhouse near by for safe keeping. Every effort of the officers of the workhouse to discover her name and residence failed. A missionary to the deaf and dumb was sent for to try to find out from where she had come. He found she was utterly ignorant of the alphabet, nor could she read or write. He soon found by her signs that she had been brought by railway to London by a man with whiskers and then deserted. Now, as no signs could discover her name and residence, the missionary was in a difficulty. He, however, did not give her case up ■6:i MI^^JMMVIh: SMD'^i^'J'tl®!?!] ■••*>.wi Ai hopeless, but hired a cab and told the driver to drive wlK-rever she might direct. She directed them on up one street and down another till they came to the London Bridge Station. The missionary asked her in signs if they were to get out. She shook her head to say " No." On they went till they came to the steamboat landing. She then told him to stop and get out. The sight of the steamboat gave her great pleasure, and the missionary understood by her signs that she was to go on board one of the steamers, and pointed towards Lambeth. Tickets were bought for that place, and on arrival there the young woman was over- joyed, and jumped out of the boat, making eager signs to her kind friend to follow. They then hastened on foot through several streets, the young woman acting as guide, till they came to a house, which she entered. A ticket was in the window with "This House to Let" on it, which the missionary read with some misgiving, and presently the young woman returned with a sad countenance, signing to the missionary that her parents or friends had gone away 1 The missionary made enquiries of the neighbours, and they informed him that the occupants of the house had left a few days ago, and gone to another part of London. He obtained their names and the addresS to which they had removed, and soon found the girl's parents, who were overwhelmed with joy at the recovery of their poor daughter, whom they said had been decoyed away by a bad man. Deaf mutes sometimes make funny sentences in trying to learn the English language. At one school a little deaf-mute boy was asked to show his skill in the use of the Eiii^Iish language on his slate, ai 1 he wrote : " A man ran from a cow He is a coward." He thus uncon- sciously perpetrated a pun, which caused the visitors great amusement. A few years ago, an English lady was teaching a school for hearing children in Demerara ; and a colored deaf and dumb girl came to learn to read and write. The missionary's wife and the teacher shook their heads, and thought that it was impossible, and signed for her to go home. Day by day she came to the scliool and would not be refused. At last the teacher wrote to England for the deaf and dumb alphabet. It was surprising how quickly the poor girl learned the English language. By-and-bye she could read the New Testament, from which she learned to love Jesus as her Saviour. One day she wrote to her kind teacher, " Missie, me too happy. You would think when me walk out that there were two peoples in the road, but it is Jesiis and me. He talk and me talk, and we are two too happy together." 34 D g ^1? ^ ^YBlgj)g@j\TMliJ A deat and dumb pupil ot the great French landscape painter Corot (who died in 1875), got from his master a paper on which was written " Conscience," which so impressed the deaf-mute that in copy- ing one of his beautiful pencil drawing he even tried to imitate a stain of glue. Corot, when he saw it, smiled, and wrote tohm: "Very well, my friend ; but when you are before Nature you will uot see any stains." In speaking of deaf-mute artists, I would like to tell an anecdote of the Scotch deaf-mute artist. Walter Geikie, whose interesting bio- graphy was written by the late Sir T. D. Lauder, Bart. Geikie was a verj clever artist, and has left many much-prized drawings. He died in 1838. An anecdote regarding an individual who makes a very con- spicuous appearance among the characters found in his etchings, Is worth relating as an example of the difficulties he encountered in his ardent desire to collect the portraits of people who he saw in the streets of Edinburgh. The porter of the Grassmarket was a singular character and arrested Geikie's attention. He was somewhat pot-bellied, and with that projection and hang of the nether lip, and elevation of nose that give to the human countance a certain air of vulgar importance. In this subject it seemed to say : " Though I'm a porter, I'm no fool." Geikie had made several attempts to get near enough to sketch this man. Day after day he hunted his intended victims with pencil and sketch-book, but failed to get a chance of him. The porter perceived him, and suspecting his intention, at once moved on and plunged into the crowd. Like a young Highland sportsman, who wishes to get a shot at an old fox who may have dodged into cover, Geikie, with pencil and paper in hand, prowled about after his prey. But the porter was on his guard and took good care to keep behind other people, so as to defy the attempts of the young artist, until at last, when the market began to thin, and his liopes of defeating the foul intention against him ebbed away with the lessening crowd, he lost all patience, and abused and threatened his tornienter with great fury, both of words and actions. The first were of course lost upon the poor deaf lad, although there was no mistaking the meaning shake of the porter's mutton fist. But as this only threw his subject into a more tempting attitude, the artist's fervor for his art rendered him utterly regardless of consequences, and he tried his pencil with great enthusiasm ! This enraged the porter, who roared like an infuriated bull, and rushed at Geikie to punish him for his boldness ; and before Geikie had time to apply his pencil to the 35 paper, "he was obliged to fly to save his bones. The porter's heavy weight prevented anything like an equal race, so Geikie kept ahead and made rapid sketches of his approaching foe at every stop he made, as they ran up the Grassmarket. The porter was all the time pulling and blowing and labouring after him, and his fury seemed to be increased at every step. He made use of every nerve to catch the young artist, which prevented him making further use of his pencil. Fortunately an open stair of one of the large buildings most opportunely presented itself, into which Geikie rushed, and the porter remained outside watching for the return of his enemy. He stood outside with his hands under the tails of his coat. Geikie had a capita view of him from one of the windows, and immediately set to work with his pencil and executed an admirable sketch of one of the most curious men of Edinburgh, who has long since passed away. When the sketch was executed Geikie found that the porter kept watch for him, so he had to remain in his hiding place for several ho':rs. When, at last, .'.he porter got tired of keeping sentry and moved away, Geikie emerged from his retreat, went home, and saw him no more. In the collection v'i this clever deaf artist the reader will find the remarkable character above described in the plate entitled " Street Auctioneer," and he is in the act of consulting his old-fashioned chronometer. Many more interesting and amusing anecdotes could be told of deaf-mute artists (for there are many of them in England), and of deaf- mutes in various other professions, but space is limited. Sometimes deaf-mutes displaj' great intelligence and attain to a respectable niche of fame in art, science and literature. We will mention one instance of the extraordinary calibre of a congenial deaf-mute — a prodigy. Some years ago a benevolent gentleman found a red-headed, ragged little deaf-mute in the streets of Glasgc md took him to the school for deaf-mutes in that city. He showec considerable intelligence, and the gentleman thought he was a rough diamond but capable of being highly polished by education and training. During the first session at school the boy shot ahead of every other pupil, and there were then more than a hundred, many of them having been there for seven or eight years. The rapidity with which he learned was amazing; indeed his memory was so retentive that what he once read he never forgot. Such was the calibre of his mind that nothing was too difficult for his com- prehension. He reads books on mathematics, metaphysics and the like, whether they were printed in English, foreign or dead languages, which 30 E)^^? gJJliJ^g SE)iy)©^irO©[?!]' he also read with ease. When school was over, he would rush to the library, take out a lot of books under liis arms, and make his way to the nearest fire to read them, while his scliool mates directed their steps to the play-ground. Such was the force of habit that he would sit near the fire even during summer while he studied. No wonder with a mind so well stored with knowledge, he was a capital story-teller. He never used signs since the day he could spell on his fingers. He was appoint- ed an acsistant-teacher at school, but he found the task too irksome, and left the institution to become a common labourer in order to make money more rapidly to purchase hooks. He spent all his money in books and neglected his bodily wants. His books increased in number very fast, and they formed his table, chair and bed, by being piled one upon another in his lodgings. They were his only articles of furniture. The extraordinary learning of this deaf and dumb laborer attracted the attention of many gentlemen and his employers, %vho thought that he was not in his proper sphere. They determined to give him a better position so that his fund of knowledge might be put to some use. They visited his lodgings for this purpose one day when he was not at work, and found him dead on his bed of books, having literally starved his body to death to feed his hungry mind. He had everything ready for writing a book, which he said would astonish the world. There were several reams of paper and a large bottle of ink, showing that he fully intended to enter upon the work, but there was no indication of what work it would be. His stock of books were printed in several languages of the highest kind of literature. He v;as sixteen or eighteen years old when he died. He had a florid countenance, red hair, greenish eyes inclining to blue, which gave him a peculiar expression. The fol ow ug is an extract from a deaf-mute's letter to his teacher in Glasgow, Dr. Anderson : " How graceful indeed is the very idea of placing some tangible token of our gratitude in the hands of our old teacher whilst bidding him welcome to the repose which he so greatly desiderates in the even- ing of his aitluous life ! For I firmly maintain that a simple address, however pregnant with the affecting pathos of a myriad of hearts over- flowing with gratitude, such as that with which Dr. Peet was presented by his old pupils last year, would not do sufficient justice to our own real sentiments nor to our benefactor's merits." Another writes in the following strain respecting the education of deaf-mutes, which contains m»ich truth: " ■■■ ■ P IIW^ M BW^M I I I II ■ ' " The dcal-nuUe on leaving school, is a cliangi'd heing, quite differ- ent from what he was before he went there ; he is now so intelligent that he may resort to the society of the wise and good, maintain proper conduct towards his neighbors, and even hold an intercourse with that Being to whom he owes his life, with every enjoyment that can render life easy and comfortable. Under the circumstances, the education of the deaf and dumb must be among the most extraordinary and remark- able instances of philanthrophy in modern times." The above are specimen of British deaf-mute composition which surpass anything ever penned by the famous deaf-mutes of the past century — Massieu, Cere and many others. Who has not read the brillant iiietajjliorical sayings of the impracticable Massieu, the famous pupil of Abbe Sicard ? Respecting whom Dr. Buxton, Principal of the Liverpool Institution for Deaf-mutes, says: "His best replies were short, terse, pointed, and metaphorical withal. These are all characteristics of the Abbe Sicard's style, both in his writings and in his speeches , but if they are the natural characteristics of any deaf man's d'ction, I have been singularly unfortunate, for I have never found it so. If there is one thing they cannot do, and rarely learn to do, and never excel in doing, it is the use of metaphors." Yet among Massieu's sayings are these . — " Hope is the flower of happiness," " Indifference is the neutrality of the soul," " Judgment is the interior sight of the mind," " Reason is the torch of the mind, judgment is its guide," *• Prudence is the Minerva of the soul, and rules our words and actions," " Enemy is the intellectual viper which gnaws the heart and envenoms it," " Jealousy is a serpent without venom," etc. It is now well known that the questions and answers attributed to Massieu were coniiiiitted to memory, and formed part of the system of tcjaching by Abbe Sicard. Massieu was, according to his friend and school-mate, Clerc, extremely foolish. " His childishness and vanity, his absurd follies and oddities of conduct were so extravagent as sometimes to disgust even those who worked with him, and were tauglit by him. His love of finery was as ridiculous as that of Oliver Gold- smith ; and it might have been as tvuly said of him, as it was of Charles II. — " He never said a foolish thing, Kiui never did a wise one." It was his brilliant sayings alone which made him famous, but they have done more harm than good. They were delusive and led people 38 TVTOTZSEl to expc-ct every deat-muto taught in the Institution to be able to utter simihir grandiloquent sentences, and to do readily and spontan-jously what tlu-y caM scarcely do at all. Even in our own time the fame of Massieu continues to deceive and mislead. It leads to disappointment on all sides. Parents are disappointed, subscribers are disappointed, the pupils are dipappointed, the reputation and possibly the funds of the Institution siifl'cr and the whole blame falls upon the unfortunate teacher because he is not Sicard, and cannot turn out, not one Massieu, but a score or a hundred. When the Rev. T. H. Gallaudet went from America to Europe, in 1815, to seek knowledge and experience before he entered upon his work of deaf-mute instruction in the Western World, he found Massieu and Clerc in the full vigour of their powers, and at the height of their fame. He first visited England without finding what he sought, and went away disappointed to France. He was, in fact, compelled to decide upon his course, and make his choice at Paris. Whom, then, did he select as his co-worker and life companion ? Not Massieu, but Clerc. Not the repeater of sparkling ansvvers, but the practical, solid, working teacher. His whole life shows that the founder of the American Asylum was a man of great sagacity. The late Dr. Peet, President of the New "^ork Institution, in the publisiiod report of his visit to the various schools for the deaf and dumb in Europe, in 1841, says, respecting Massieu — " Even Massieu, whose fame a few brilliant answers given at public exercises have spread through the world, was after testimony of those who knew him best, unable to write a page in correct Frenc.i, or to follow out to any length a consecutive chain of reasoning." Then after citing Clerc, by way of contrast, and as s)->owing what a pupil of rare talent may become, in spite of the defects of the system under which he was tiained, Dr. Peet finishes the paragraph by saying, '• Such is the prevalent judgment passed upon Sicard in Paris; I only repeat it." (Report on European Institutions, page 98.) In speaking of the disappointment caused by the brilliant answers of Massieu, an anecdotes recorded iti Dr. Orpen's work, " Anecdotes of the Deaf and Dumb," may here be introduced and read by any one with profit, as it shows the absurd expectations as to the progress of deaf- mute children entertained by persons who forget the excessive difficult} of their instruction. Rev. J. D. Hastings, speaking at the tenth annual meeting of the Deaf and Dumb Institution, Dublin, said : " I wish to mention one fact which came under my notice. I happened to be at the 39 n ^^ 3( 31 [D)^^? m^^^ sin)iy)© /4?Q@i?3 Institution on a visiting day ; there were several persons pic>ent at the time ; among the number was a lady and her son's with whom I iiad the honour to be acquainted ; the lady is now within the hi-aring of niy voice ; shs asked one of the little girL, I believe, the smallest in the school (C'^cilis White), .1 question ; she had it written on the slat^j ; it was, ' Do you remember the first promise of the Messiah ?' The child- ren looked and looked again, and then made a sign to know what was Messiah ; the lady wrote on the slate, ' the Anointed or Sent.' The little girl looked again, then looked at me, and made a sign, by pointing to her head, to say she did not know. The lady turned to me and said, ' Now I am convinced the Bible is not taught in the school : I was in- formed before of this, but I determined on judging for myself.' I en- deavored to show her that it was quite unreasonable to expect a child, who was deaf and dumb, to have that knowledge which other children possess. I found all was in vain. I then said to her, ' Perhaps you would permit me to ask your son (who to all appearance was three or four years older than the little girl), a similiar question.' The lady at once assented. I asked him could he tell me, ' What was the second promise of the Messiah ?' After some time I looked for an answer ; but no, the boy was as dumb as the little girl. His mamma looked at him, but no answer. At len; th ± said, ' Ptrhaps the question is too difficulty ; but I will be satisfied if you remove the odium from the du/nb girl, and consequently from the Institution ; tell mC; * What was the first promise of the Messiah ?' 'io answer, he cou.'d not tell. In vain the mamma looked with anxious eye ; but alas 1 no reply. The lady said, ' Answer the question, my dear.' Indeed, mamma, said he, ' I cannot.' Thus was the Institution brought into disgrace; while a boy three or four years older and possessed of those faculties which had been denied to this poor girl, was unable to answer the question. I thanked the little boy, and said, * I would not say thr\t he did not read his Bible, nor would I say to the lady that it was not taught in his fan i y ; but 1 would say the question was beyond his comprehensicn.' After some further examination of the Httle girl, the lady was quite satisfied that the Bible taught in the school ; and I am happy to say, sir, that we have not only was that lady's guinea, but her good wishes, with a determination to forward the views of the Institution sc far as she possibly can." 40 jLlM_MM5ia S®^©^'ir[l®IKI^ tl^-^-%»5~ CHAPTER V. ^ THE SYSTEMS OF INSTRUCTION. There are three systems employed in teaching deaf-mutes, viz.: — Tlie M'c.hamriil Articiilation MAkod, which is the oldest of all systems, was invented by Heinicke, a Saxon, about the year 1750. This system aims at developing the powers of speech, and the educating of the eye of the pupil to perform as far as it can the part of the ear. This system is now generally assisted by Visible Speech, invented by Professor A. Graliam Bell, late of Loudon, England, and now of Washington, U.S. It is now employed in most institulions for deaf-mutes. For semi-mutes, or those who have learned to speak before becoming deaf, thiD method is the best. The I^atural Method, or tha language of pantomime. This system was founded by Abbe L'Epee, of Paris, and is employed chiefly in the United States and France, By this method signs are used at every stage of the pupils' instruction, and is often carried to excess in many schools, preventing the pupils from acquiring a good command of their native language. For imparting religious instruction, lecturing and communicating with uneducated deaf-mutes this method is exceedingly convenient. * The Conhined Method is a system of instruction embracing the first and second methods which, we believe, was first used by Thomas Braid- wood in London, In schools employing this system the teachers recognize the utility of the sign-laaguage, and use articulation where practicable. This system enables the teacher to teach deaf mutes of all degrees of intellect and none are turned away without i jL-iving more or less benefit from it. It calls to the aid of the teacher every new or old plan which may have been found to be beneficial or of value in imparting instruction to either the congenital deaf-mute or the semi-mute. The combined method is employed in all the large institutions in Europe and America, and is growing more and more popular every year. 41 i^g^i?' m ^ '^f^^ ]m^^[^Ym^^ "«*j».i^-''J ' mmiM - > CHAPTER VI. THE MENTAL AND MORAL CONDITION OF THE UNEDUCATED DEAF-MUTES.— NO IDEAS OI- A CREATOR.— IS CONSCIENCE PRIMITIVE ? We have frequently been asked for information respecting the deaf- mute's ideas of God and the soul previous to his instructior. This subject has often been discussed by learned men. The testimonies of deaf-mutes themselves are substantially alike, as to their having had no idea of the Creator before instruction. To the twenty-second report of the American Asylum are annexed several questions, addressed to a number of pupils, whose average age on joining the school was about fourteen. " Before you were instructed in the As3^m had you any idea of the Creator ?" The answers, sub- ctantially alike, are given by thirteen pupils. " No, I did not know that a Creator existed. I had no idea of God before I entered the Asylum." " Had you reasoned or thought about the world, or the beings and things it contains ?" " I never attempted to suppose who had made the world, or how it had ever come into existence." " Had you any idea of your own soul ?" " I nevc-r conceived such a thing as a soul, r r was I ever conscious that my mind had faculties and opera- tions different and distant from those of my body." Their answers shows how little their friends at home had been able to teach them. The mental and moral condition of the uneducated deaf-mute has been found to be so low that men of science and education have asked " Is conscience primitive ?" It was only recently that our attention was called to an article on this subject in the Popular Science Monthly by the editor of the Can- adian Illustrated News, who requested our views on the matter There seems to be much ground for the belief that conscience is not primitive in the congenital deaf-mute before instruction. We have, after nearly twenty years experience as a teacher of deaf-mutes and from personal experience, been led to believe that " conscience" as now understood — the mternal self-knowledge or judgment of right and wrong, the know- ledge of our own actions as well as those of others — is an acquired faculty in the deaf-mute. We possess no record of a congenital deaf- mute who, by his own unaided efforts, has found the being of a God, or discovered the fact of his own immortality. His mind is indeed dark and inert — in fact, hermetically sealed. How could it be otherwise in 4-2 •m rQg^? m^' ^'^E g!n)lU)©^Y!l@g!]. ■.•*^u^^ SStl— -». his condition ? Locke says tli:;t man has no innate ideas, but that his mind in early infancy is like a blank sheet of paper, ready to receive any external impressions. So with the uneducated deaf-mute. His mind remains a blank so long as he is uninstructed. The famous Abbe Sicard, of Paris, a world-renowned teacher of deaf-mutes, says that " a deaf-mute (congenital and uninstructed) is a perfect cipher, a living automaton. He possesses not the sure instinct by which the animal creation is guided. He is alone in nature, v ith no possible exercise of his intellectual faculties which remain without action." Sicard, how- ever, refers to the deaf-mutes of his day, nearly a hundred years ago, when through neglect, and being hidden from society as a family disgrace, the germs of the rational and moral faculties were scarcely manifested. Such treatment of deaf-mutes in our own time is rare, and, with kind- ness and sympathy from the beginning, their minds have received con- siderable development. If conscience means internal self-knowledge, or judgment of right and wrong, a mind so dark, so inert, and wholly unin- structed as that of the uneducated congenital deaf-mute, could not reasonably be expected to possess anything like it. Uneducated deaf- mutes seldom exhibit compunctions of conscience when they have done anything wrong, but such symptoms gradually appear as they grow older and some instruction is imparted. The testimony of educated deaf-mutes themselves goes to support this view, and the personal ex- perience and observation of the writer confirms it to a great extent. Their moral and intellectual condition before instruclion is little above that of the more intelligent brutes, and lower tluin that of the most unenlightened savages. All philologists and mental philosophers agree that it is the gift of language that chiefly distinguishes man from the brutes, and that without it he would have little claim to the title of a rational being. The testimony of educated deaf-nuites throws much light upon the amount of knowledge they possessed before coming under systematic instruction. Very few of them had any idea of the creation of the world, or of the plants and animals which it contains. Their own reflections, and all the imperfect attempts of their friends to instruct them,-have failed to give them any idea of the existence of a God or the soul. We need not wonder at this when we read that Ovid, who lived in the learned and polished era of Augustus, expressed the popular belief of his time in the theory that all things were produced by the due union of heat and moisture, which shows that deaf-mutes have not been alone in the uttei ignorance of the existence of a Creator. The existence 43 Dg^? b^/iJjj^ra j;in)^^Q/:^ifii@[r3. of the soul aftsr death has never occurred to the uneducated mute. All the efforts of anxious parents to convey some idea to this end have failed. The pointing to the fire to convey an idea of hell impresses the mute that the body will be thrown into a fire for some cause by some person at some indefinite time. Before receiving instruction the writer, whose home was within sight of the parish church and the -^ounty jail, had his notions of heaven and hell formed by his mothqr ahva) s pointing to one or to the other of those buildings according to the nature of his conduct or actions. If he required reproof she would point to the jail and fire, but if she wished to show that she was pleased with his behavi- our she would pat his head and point to the church, and then upwards and assume a reverent look. From this mode of control he formed his idea that the church was the place for those who had fine clothes and were well behaved, and that the minister was the object of worship or admiration. The jail he thought was for the poor, the drunkard, and ;iiose that robbed orchards, who were there cast bodily into a fire. Havmg observed a man m the street whom he once saw taken into a jail, his astonishment was very great on finding that neither the man's person nor his clothes had been burned. The next time his mother threatened him with the terrors of the jail and the fire for misconducti he gazed at her with a look of incredulity; shook his head and laughed. Queer ideas about death have been entertained by uneducated deaf- mutes. Most of them have thought that death was only sleep, and to put a body in a coffin and bury it seemed to them to be an act of cruelt}'. Thej have no sense of moral wrong-doing. They think they ought to be allowed to do just as they please, no matter what it may be. A most intel- ligent lady, a congenital mute, who had reached a nature age before receiving any systematic instruction, confessed that she had been prac- ticing falsehood for many years without the slightest notion that she was doing wrong. This is not an uncommon fault with this class of people. Another of great intelligence had been in the habit of falsehood and dishonesty without any compunctions of conscience. He never dreamed that he was doing wrong, and only dreaded the punishment which followed detection. Many instances could be cited if necessary from deaf-mute testimony in support of the assertion that the uneducated deaf-mute has no moral sense of right and wrong. He is a practical atheist, and if his friends have tried to give him an idea of a Supreme Power and such takes root in his mind, his conceptions on the point are most vague and unsatisfactory. Teachers of deaf-mutes have fte^ueatJ^ 44 m v^ IDl^PjMlW'^ ■g:E)^'g.AY]©S^3 ■mi^^^l* watched the gradual development of the mind of their new pupils. It is found that, by associating among the other pupils, the new arrivals will soon gain the idea of a Being existing above " who can see them, and is angry when they behave badly," and the pointing upwards is often used by one pupil as a check upon another who is inclined to be naughty. Sometimes it has this effect, but we have more than once seen the admonitions defied by young deaf-mutes who have not yet obtained clear ideas on the subject We have seen them disputing and their antagonistic principles aroused when one has been desirious of saying something especially annoying to his opponent, who, he knows, has k reverence for the Being above, and is shocked when anything is said against Him. He will say in his signs " God-bad," not knowing his blasphemy, yet with a secret shrug tiiat he has gained his point, beaten his antagonist, who rushes with horror expressed on his counten- ance to report to his teacher the profanity of the other. When the deaf-mute is put under careful control he comes to as- sociate in his mind a line of conduct with what produces pain, and another line of conduct with what produce pleasure. Out of this grows a sort of conscience which leads him to be sorrowful when he does certain things, and to be glad when he does the contrary. This con- science is entirely dependent upon the person to whom he is subjected. "Given a good master," says Dr. Peet, the highest authority in America, "and he will be very likely to have a kind of moral sense that will l)e a safe guide in the life he leads, and will bring about habits that will be useful to him hereafter." So quite the reverse will be his conduct if he be placed under a bad master. He may be obedient, diligent, affection- ate, habitually honest, but it will be owing to the influence of kind and firm control and good example — not to the higher moral and religious motives that are addressed to children who hear. He is too often self- willed, passionate, prone to secret vice and suspicious, but these bad qualities are generally the outcome of parental indulgence, and in having been the butt of thoughless young people. Is the uneducated deaf-mute morally and legally responsible ? is a question which has been often discussed. In many criminal cases, bcth in Europe and America, uneducated deaf-mutes have frequently figured for murder, but they have been treated as irresponsible beings, and no sentence has been passed on them. ■ There can be no more pitiable object than an uneducated deal-mule, •xcept where blindness is added to that of deafness. His condition 45 B^tyifB giD)iy)©^iro@ii!3 points to conclusions which cannot be evaded. It is the duty of society to provide for his instruction at the proper age, and it is criminal on the part of parents and guardians who neglect to secure for their unfortun- ate child the benefits within their reach. To the deaf-mute education means everything. It means intercourse with fellow-men, hope, happi- ness, the pleasant communion with the highest intellectual achievements of men of all countries and all ages, which we find In books. It makes life in this world enjoyable and gives him hope of salvation in the world to come. To deny the deaf-mute education is to keep his mind on a level with the brutes. " To the hearing child," says Dr. Peet, " every word spoken in his presence is a means of intellectual development. Every person, literate or illiterate, with whom he comes in contact is for the time his conscious or unconscious teacher. In fact school gives him so small a portion of the knowledge he possesses that it may be considered rather the regulator than the source of his attainments. To the deaf-mute it means home, happiness ; it means the full and free ex ercise of all the rights, immunities and privileges which belong to humanity." 46 "mT^^'i^JM SSSi.^-"^' CHAPTER VII. MARRIAGUS AMONG DEAF-MUTES. We will now consider the marrUiije of the (kaf and dumb with each other. We have known people to declare that such unions are very wicked, and ought not to be allowed : but their opinion is mainly founded on the belief that this intermarriage invariably perpetuates the infirmity, which is quite a mistake. We admit that the children of deaf and dumb par- ents are occasionally similarly afflicted, but the cases are rare — they are quite the exception. In London we know of 114 instances of this kind of union ; 76 marriages have had offspring, but in only seven of these instances is the offspring deaf and dumb, and in these cases one or more of the brothers or sisters of one of the parents have been so afflicted. On the other hand, we know of deaf and dumb parents who have had as many as nine children, not one of which was deaf; we have known, on the contrary, cases where both parents have had all their faculties, but out of ten children five have been deaf and dumb ; and the report of the London Asylum gives an instance wheie out of ten children eight were deaf and dumb. This argument, therefore, of perpetuating deafness, 'though it may be thus applied in tlie least degree, is not, says the Rev. S. Smith, chaplain of the Royal Association in Aid of the Deaf and Dumb, London, strong enough to support any one in prohibiting such marri- ages as wicked, when other facts are taken into consideration ; for since it is shown that it is in quite exceptional cases that the offspring of these intermarriages mharit tlie same infirmity, it will not be denied that deaf-mutes have a right to marry as well as other persons, and whom they ought to marry depends upon each one's choice and accept- ance. Now it will readily be granted that there will be the most sym- pathy and love between persons whose feelings, tastes, and habits offer a certain resemblance, and who can communicate freely with eacho.her. Co aparatively few hearing people know the deaf and dumb language, and a very small proportion of those who do ^vould marry a d^af and dumb person, unless some advantage were connected with the union : indeed it may be that in the whole of a deaf and dumb man's hearing acquaintances not one eligible female knows his language ; it is evident therefore that he will generally seek a wife amongst those of his own class, and in London, the instances existing and known to us where this intermarriage has taken place stand in the proportion of four to one 47 »^ [pg^^^R j'i ri: [gE)iu )'gkY!i(£)[^] ■ •l^i.C^/a where the woman can hear. Again, not many hearing men would marry a deaf and dumb woman without a consideration as a " make- weight." Only four cases of this kind are known to us in London. Besides, we have been told by very respectable deaf and dumb females that they would not have confidence in him ; he would not take the trouble to tell them everything ; perhaps he would have heanng friends come to see him, and then they would be shut out from the general con. versation ; tiiey would pr?fer one like themselves — one who had no advantages over them. We argue, nevertheless, that the best wife for a deaf and dumb man — if he can find one and persuade her to marry him — is a woman who can hear, one who has acquired r, ready means of communication with him, sympathizes with his affliction, and so is prepared to take upon herself a larger share than ordinary of the man- agement of their family and joint affairs, which must devolve upon her on account of her husband's deprivation ; and the higher and best educated class, as a rule, do obtain this kind of wife ; their eyes are open to the advantages of such a help-meet. As one of them has written : " When a man marries, he ought to try and supply that wherein he is deficient ; a deaf and dumb man wants some one to hear and speak for him, A deaf man taking a deaf woman to be his companion would find the various hindrances which he meets in his daily life doubled and increased ; he would be obliged to go to some one else than his wife to interpret or to explain for him." The hearing sisters or daughters of deaf and dumb persons would be most likely to fulfil the necessary re- quirements ; and it so happens that the hearing wife of one deaf-mute gentleman, who is much praised by her husband, had a brother similarly afflicted, of whom she was very fond ; but death snatching him away from her love, she took the opportunity of supplying his place by a husband from the same class, and an excellent wife she has proved. We also know other similar cases with the same happy result. But, returning to the general rule prevalent amongst them of intermarriage amongst themselves, we can bear testimony that when two are well- matched, intelligent, and of amiable disposition, and especially if they act from Christian principle, they get on together exceedingly well. There is, however, some disadvantage as regards their children ; they cannot receive early instruction in spoken language and moral training : they may learn vulgar expressions from other children, and use them toward each other in their parents' presence without their cognizance, and in this they are unable to correct them. Some of these disadvant- 48 MMLMMS'S S®iyj©^Y!l@I?!l- Si— ».. ages are, however, soon overcome oy an early attendance at school. The children of the deaf and dumb soon learn to communicate with their parents by signs, and it is very amusing' to see little things two or three yeurs old beginning thus to make known tlieir Wants to them. So that, taking all these circumstances into consideration, we may con- sistently state that deaf-mute intermarriages are not advisable in those cases where a suitable hearing partner can be obtained, but they are not wicked, nor are they to be prohibited, lest a worse thing come to pass. Still this precaution should be taken by the deaf and dumb, not to choose those in whose families any hereditary tendency has manifested itself. In Canada and the United States there are many deaf-mute unions. Perhaps no country in the world shows so many deaf-mute intermarri- ages as does the latter country, and many of them have produced deaf- mute children, but it has not been found necessary to prohibit or dis- courage th'.m on that account. There are about a dozen deaf-mute married couples in the Dominion of Canada, and most of tbem have families, but none, as far as we have been able to learn, have deaf-mute children. 49 EB^p m^'^E gE )iy)@^Tiim |^« a tt^^ACT LAURA BRIDGMAN. 50 ii>i nwH^w i w i I >JM. CHAPTER VIII. BLIND DEAF-MUTEli.— LAURA BRIDGMAN.— MARY BRADLEY.— JOSEPH HAGUE — ANBC- DOTES.-DEATH OP HAGUE —OTHER CASES ON RECORD. There are, happily, but few human beings who in addition to the loss of hearing are also deprived of sight, and are therefore at once deaf, dumb, and blind. These appear to be so entirely cut off from the outer world that the position seems at first sight beyond the reach of ameli- oration ; and was until a comparatively recent date believed to be so, even by those whose ingenuity was daily taxed to find means to reach the minds of those who are deprived of hearing only. The case of a deaf, dumb, and blind youth, the son of a Scotch minister, attracted a large amount of attention early in the last century. Curiosity was excited to watch the habits of the youth, in order to see whether there was not some loophole by which hght might be made to penetrate the darkness within, but nothing could be devised which yielded any result. It was not until the wonderful revelation of the case of Laura Bridgman by the late Charles Dickens was made in his " American Notes " in 1842-3, that attention was again awakened to the considera- tion of blind deaf-mutes, and the possibility of reaching and developing a mind so completely isolated. The statement made by Mr. Dickens were of so extraordinary a character that few persons — especially those engaged in ed icating the deaf and dumb — could give them credence, and many prrsons concluded that he must have been imposed upon, or that the narrative was only " the tale of a traveller," related to astonish and amus^. Since she fust appeared in the pages of Dickens, over 40 years agn, Laura Bridgman has been the theme of many articles in magazines and reviews, and the subject of countless allusions. The most recent account of her remarkable case appears in the American Magazine for June, 1S87. As it gives the latest known details of the life of this now historical woman we here insert the article entire : — *' Perhaps some younger readers have never heard of Laura Dewey Bridgman. It was just half a century ago when she, a child of seven years' age, began to receive an education at a Boston asylum for the blind. The method of that instruction and its great success are among ihe marvels of our civilization ; they attracted profound attention and study for many years ; led to great improvements in the art of teaching 51 m [D)g ^y ^j^ ira j©if MM^^i VJ5' *t^Ki'uasssES^a^~' di'.i -iiiuus, and puved the way lor a clearer insight into the constitution of man. " I'or every care, for every expcnditun! lavished upon such unfortun- ates, mankind has been ten thousand times rewarded; it was in tlie en- deavor to help deaf-mutes that Alexander Graham Bell invented the tele{)hone. Laura Bridgman's case the senseof feeling was the only avenue by which knowledge could enter the mind. Slie liad totally lost tlie senses of sight, hearing and smell ; that of taste was so much impaired that she recognized no difference between rhubarb and strorjg tea. She had lost the very memory of these senses, with their destruction by scarlet ftiver when she was two years old; the power of articulate speech was gone, and in her ninth year even the capacity to distinguish between bright light and darkness had wholly ceased. " Her instructor, Dr. S. G. Howe, says in 1838 : " ' Her mind dwells in darkness and stillness as profound as that of a closed tomb at midnight. Of beautiful sights and sweet sounds ami pleasant odors she had no conception. Nevertheless she seems as happy and playful as a bird or lamb, and the employment of her intellectual faculties or acquirement of a new idea, gives her a vivid pleasure whicli is plainly marked in her expressive features. She never seems to repine, but has all the buoyancy and gaiety of childhood. She is fond of fun and frolic, and when playing with the rest of the children her laugh sound loudest of the group.' " Her intellectui'l powers had not been touched by the disease that destroyed most of her senses. But to reach her mind and develope her thoughto seemed an almost hopeless task. Dr. Howe quotes from Blackstone : " ' A man who is born deaf, dumb and blind is looked upon by the law as in *'ie same state as an idiot ; he being supposed incapable of of any u nding, as wanting all those senses which furnish the hum?-- ith ideas.' .A Laura's case, after the early difficulties were overcome, it W£ ^d that she was as anxious to learn as her instructors were to teach M.iny years elapsed before the final stages of this instruction were attained. But the first, and as if intuitively. Miss Laura was a stickler for the proprieties of life. Even when she was in the flush of her girlish fame, and both conscious and proud of the interest she elicited, Laura made iivnilemen visilors keep their distance. Ladies 52 could tondle her .mcl soiiittimes take tier in tin ir iij).^ ; tlu; male was fortunate who got even a few minutes' converse through an inltr|)r(;ling teacher, a mere handshake being ordinarily sufficient. Still luuie curious, not to say inexplicable, were her distinct and correct notions of morality ; a knowledge that it was wrong to lie or steal before she had been taught anything whatever about truthfulness or the rights of others. " The story of Laura Dewey Bridgman's education has been often told. It was for many years the theme of numerous discussions, that extended over a wide range. For instance, Calvinistic theologians were asked what would become of her soul if Laura should die before receiving any knowledge of what dying meant ; without any conception of a soul, a future, a God ; and yet with a keen and active intelligence and a con- science that distinguish between right and wrong. " The teaching began by impressing upon her mind a connection between an object and its name in print. Dr. Howe had previously affixed labels to various common objects, such as knife, fork, spoon, key, chair and stove ; the labels were printed in the raised letters used by the l)lind. " ' First we gave her the word " knife " on a slip of paper, and moved her fingers over it as the blind do in reading. Then we showed her the knife, and let her feel the label upon it, and made to her the sign which she was accustomed to use to signify likeness, viz.: placing side by side the forefingers of each hand. She readily perceived the similarity of the two words. " * The same process was repeated with other articles. This exercise lasted three-quartars of an hour. She received from it only the idea that some of the labels were all' ''j others unlike. The lesson was repeated in the afternoon, and on the next day. About the third day she began to comprehend that the words on the slips of paper represented the objects on which they were pasted. This was shown by her taking 'he word ••chiir" and placing it first upon one chair and then upon anoiI\er, while a smile of intelligence lighted her ^ .-.herto pu*z.'*d coun- tenance.' " After thus learning several words, anr" becoming quite familiar with their meanings, Laura was presented with a case of metal types containing four sets of the alphabet. She sec.ns to have recognized at once the use of the letters in constructing the words she had learned Two months afterward she was taught the manual alphabet, and soon became very expert in talking with her fingers. 53 ^[ Qg^i?' m^^r^ [m^(^[Ai'm^* .^^ ^ " After having learned about a hundred nouns, Laura was instruct- ed in verbs ; after another interval, in adjectives and the names of people ; not till after a year did she begin learning to wnte. When she discovered that by means of writing she could communicate her thoughts to others, her joy was boundless, and she ei^gerly set her:*''-f to the task of writing a letter to her mother. After she had been twenty-eight months under instruction, a futile eflfort was made to teach her abstract qualities, such as " hardness," •' softness," etc. This had to be post- poned, but her knowledge of various words and their uses was steadily extended. " Laura was nearly fourteen years old when Charles Dickens visited the ' lum and held the interview which he has described in hig " Americcx.- xsotes." At that time she had acquired some vague notions a' nt death and a future state. Great care was taken not to force knowledge upon her faster than she could assimilate it. The result has justified the means. Laura Bridgman's education is creditable alike to the method, the instructors, and the pupil. " Of late years little has been said about her; there must be many friends who will be glad to hear again from this simple-hearted woman, happy under what to most of us would seem the heaviest possible affli- ction. She is leading a cheerful and pleasant life at the home which she prefers to all the others open to her ; the hone where her soul first found adequate means ot expression: the girls department of the Massachusetts School for the Blind. " The domestic affairs of this school are conducted on the cottage system. There are four cottages, built as nearly alike as possible, each of which is presided over by a matron, who has in her family sixteen or seventeen girls and tu^o or more officers. Miss Bridgman belong not exclusivel} to one family, but rather to the whole department ; and moves from cottage to cottage, spending a school year of about eight months in each. '* This year (1886-7) she is living in M'ay Cottage with the senior matron of the department. The house faces the south, and a window filled with bright, thrifty plants is an attraction to the visitor even before he passes the threshold. Nor is he disappointed on entering, for the parlo: into which he is ushered hasar air of ease and refinement. This is the general sitting-room of the family. Among the ornaments tastefully arranged are some that belong to Miss Bridgman : a comtort- able Wakefield chair is her property, and somewhere in the room is a 54 -> M^MMM^-MmM ^^^^[^^^lil [^ If iia-^Ua fV\aTck \l\rk 6 t (L T i I T . r "e Id it'? fii'/icreT tar iGfi sKo-lt- Ir^ H^^b uribri d FAC--IiMlLE OF LETTER WRITTEN BY LAURA BRIDGMAN. 56 [E)g^? iiJ^iuira i.gE)iy)'@^' child ; otherwise the meanin j opinion^ as to the merits of the '.igns, as he is one of the most able advocates of the present day for object teaching, and has published a most valuable text book, illus- trating the true system. The letter to which I referred in my last was used against me by a certain Rev. gentleman of the committee, and I was mformed bj the late Joseph Hartman, M.P., (the Warden of the York County Council then in session), that the grant of $400 would be stopped. I was deter, mined then to disprove all the false allegations made against me. Befo.e the whole Council I asked permission to give an examination of my deaf- mute children in presence of that body, which was readily granted. The Council were both astcnished and pleased at the progress of the fourteen deaf mutes examined before them. I used Peel's Ele- menta.y Lessons, and in nine months my pupils had reached the iioth [esson. During an examination which lasted an hour the pupils made not a single error. The Council then drew up a resolution recommend- ing my rchool tc the patronage of all thi County Councils in Upper Canada. A few days after, the Rev. gentleman (before mentioned) at a Sunday School festival gave three cheers for Mr. McGann, and a year .ifterward on his return from a visit to England the committee gave the following in their report : " The late visit of their secretary, the Rev T. T. Kennedy, to England has enabled them to compare iliia progress wi'h that of the pupils of institutions long esta ^lished in the United Kingdom, and the result of thafr comparison is highly favorable to the system of instruction adoptt d in this school." Thus thanks to a kind Providence I surmounted these great difficulties, and made two of my enemies my best fiie'- :s. But another clould as portcnti^^us loomed black in the horizon- Archbishop Lynch, a; '' ly request, vis.ted my school. He was well pleased with his visit, ana 0.1 leaving presented each pupil with a sum of money ; asked ^A u half holiday, juad 'aired an omnibus to '^oke them OLD GRAMMAR SCHOOL, JARVIS STREET. all for a drive to the Lunatic Asylum, where Dr. Workman gave us a grand lunch and showed us through the building, A funny little incident occurred here, Charles Howe was a sweet and interesting little fellow of four or five years old. One of the women thought that Dr. Workman was about to shut him up. She ran to the open fire place, quickly slipped her hand in behma tne fenuei, seized a live cc ,1 and ran after the Dr. to apply it to him. He nimbly got out of her way, whereupon the nurse put her where she could not injure any one, and wound up the burned hand. A shot t time after upon another visit of the Archbishop I proposed that the Roman Catholic children of the country be brought into the school, and that -. Roman Catholic teachsr be appointed. His Lord- ship immediately took up my views and offered to pay the salary him- self if I trained the teacher. But, alas ! this last act of mine made the committee thinl' I needed watching, so they concluded to appoint a superintendent over me to swallow up the funds which ought to have gone for the education of these poor children who knew not God. How- ever the Archbishop very liberally gave a donation of seventy dollars to assist me. I entertained . heartfelt gratitude to Dr. and Mrs. Howe for their many acts of kindness to myself and pupils during the time we occupied the room in the old grammar school buildings. These kind friends never 83 had occasion to make a complaint against an\- of the pupils during theso twelve months. On the fourth of October, 1856, my daughter Effie, now Mrs. TerriU, commenced her duties as assistant teacher without salary. In fact all the money I had received for eighteen months was $68u, viiJe Report for i860. In the later part of 1859 I received a valuable present of " Elementary Text Book" from the late learned President of the New York Institu- tion, H. P. Peet, L.L.D., and one of his principal teachers, Prof. Morris, sent many encouraging letters. At this time there were nineteen pupils in attendance, amongst these I might mention many who have led useful and industrious lives, which maketh my heart to rejoice. If I might particularize any I would men- tion Minnie Rumley, the late Mrs. McCoy ; Susan Speers, now Mrs. Hainbly; Isabella Hambly (Mrs. A. Leeson), Charles J. Howe, John and Henry Moore, and Norman V. Lewis. Children then, now grown to man's and woman's estate, and by their irreproachable conduct would be a credit to any institution in the world. QUEEN STRIZET SCHOOL, TORONTO. In May, i860, wc removed to No. 490 Queen street west, to com- modious buildings, with a large garden, which had formerly been occupied as a boarding school for boys. The house, as well as the general management, was placed under the superintendence of Dr. Morris, while I took the educational department. 84 [5)1/^? lii^iyYiJ: ig[n)iy)@a"ir[i@ij^. This year we inaugurated the system of holding meetings through- out the country to excite an interest on behalf of the deaf and dumb, as well as to raise funds for the Institution. The first Government grant was also made of $i,ooo. The County Council grants amounted to $829. The whole amount of monies received this year was $3,336.85. The following, I copy from the Report of i860, showing the state of my department : " The progress made by the pupils generally is highly satisfactory, and reflects great credit on the Master and assistant teachers. I may here briefly allude to the method of instruction adopted by Mr. McGann, and used by him for the last year. Although the plan is not new absolutely, it certainly is so in its application to the deaf and dumb palmam qui mernit ferat. By Ic the use of the sign language is done away with ; all instruction is communicated to the pupil by writing or spelling the word in full or showing him the object ; he thus is saved che necessity of translating from the arbitrary sign into the English language before he cap. come at the idea of the word. I have no doubt that in this there is a saving to the pupil of at least one-third ; while his ideas on all subjects becomes much more definite and precise." Also the following from my own Report to the Committee : " Their vocabulary embraces the plural of nouns, two tenses of verbs associated directly with visible actions, and the incorporation of adjec- tives of color and dimension into phrases, and simple sentences taken from objects and actions presented to the eye, ignoring intoto the natural and conve'itional sign language in the process of instruction, the object in view, being to associate the idea of the pupil directly with the object or action, and thereby enable him, the more easily to arrive at the idea of printed or written words, by the use of alphabetic language as the inter- mediary between the idea and the word. This is in order to train the mind of the deaf and dumb pupil to think in that language, which must, of necessity, become the vehicle of expressing his thcughts ; in other words to make the English language his vernacular." I am deeply impressed with the firm conviction that the deaf and dumb pupil, who translates from signs, can only write composition after the same manner, in which a college student writes a Latin or Greek composition, if he first writes his thoughts in English, and afterward translates them into Latin or Greek, I aim to train my pupils to think in the Engii-h language. It is a new feature in deaf-mute education highly approved of by the Rev. Dr, McCauI, President of the University College, Toronto, and Dr. Howe, President of the Perkins Institution for the Blind, and the celebrated teacher of Laura Bridgman. This system of imparting in- struction taxes to the utmost, the ingenuity of the teacher. Miss McGann, has in the discharge of her laborious duties given me much satisfaction. In the year i860 I received a valuable present of books from my dear co-laborer in Nova Scotia, Mr. J. Scott Hutton, Principal of the Halifax Institution, now of Belfast, Ireland. At my suggestion the late Dr. Howe, of Boston, was invited by the committt-e to give an examination of his blind pupils, in order to press the claims and enlist the sympathy of the public for this afflicted class, as the following appeared in the minutes of the House of Assembly, 1856: 'That an humble address be presented to His Excellency the Governor General, praying that information be laid before this House, as to what steps have been taken to carry into effect the law of this Pro- vince granting twenty thousand pounds for the erection of an institution for the deaf and dumb and for the blind in Upper Canada." It may be well to mention here that eight or nine years before this, the Legislature voted eighty thousand dollars for this purpose. in 1 86 1 four blind pupils were received into the school. A teacher was engaged, and their instructien commenced under the direction of Dr. Morris, who had some previous experience. In this year also, another lady teacher was engaged, a most noble girl, the late Miss Lizzie Hamilton. In the year 1861 the Committee and officers were as follows : — CoMMiTTiiE, — The Hon. Vice Chancellor Spragge, The Hon. G. W. Allan, The Hon. S. B. Harrison, Rev. Dr. McCaul, Rev. Dr. Lillie, Rev. Dr. Green, Rev. H. J. Grasett, Rev. W. S. Darling, Rev. T. Ellerby, Rev. W. Reid, Rev. A. Topp, Rev. T. S. Kennedy, Rev. Dr. Jennings, Professor Kingston, Wm. McMaster, Esq., Dr. Ross, The Mayor, D. B. Read, Esq.. Thomas Moss, Esq., Sheriff Jarvis, J. S. Howard, Esq., The Superintendent. President, — Rev. Dr. McCaul. Vice-President, — The Mayor. Superintendent, — B. R. Morris, M.D. Sec iETARY, — Rev. T. S. Kennedy. Treasurer — Willi.uT.' McMastor, Esq. Head Master — ^J. b. McGann, Esq. 86 E)g^i?' S!«iyif[g [g[n)iy)(g/^nra(s)irj \Z^ ^^^•iirrmv^mm.^'mm.is^ w^« The terms oi admission were to Day Pupils, twenty dollars per annum ; boarders, one hundred and forty dollars per annum. The num- ber of boarders was twenty one ; day scholars, six. The names of the pupils were as follows : — Alexander Paterson, Anthony Kirkpatrick, John Allen, John Johnson, Mary Cameron, Mary J. Rumley, Margaret Smith, Norman V. Lewis, William Cull, Archibald Campbell, Ellen J. Reid, Elexey J. Palmer, Sarah Snider, Agnes Baptie. John Hilker, John Longhead, Kezia Wheeler, Ehzabeth Neeley, Matilda Hunter, James Dean, Jacob Zimmers,. These twenty one deaf mute were all that could be provided for out of eighty six that applied for admission. It was a sad necessity that left the majority of this large number to pine away at home destitute of a training so necessary to their happiness, but the lack of funds stood in the way of doing anything further at that time. The Committee on several occasions memorialized the Government for aid and in March, 1881, they thought it advisable to send the Super- intendent to (Quebec to urge the matter in person. His mission was so far successful that the grant was doubled. The building thon occupied was not very suitable and was also much crowded. The schoolroom was in a detached building at the rear with a boys' dormitory overhead, but the grounds were all that could be desired. The writer failed to find the old building, upon her last visit to Toronto. 490 Queen Street, West is no longer 490. New houses and stores have sprung up in bewildering numbers, many an old landmark has disappeared , and it is often di£&cult to locate a spot once the scene of our daily activity. Several blocks of land at reasonable rates were oftered to the society for a new building, which the state of the funds made it necessary to decline. It was also hoped that the Government would soon be aroused to tliii urgent claims i ir special provision presented by the large class ol uneducated deaf mutes, many of whom were every year passing beyond the hope of improvement. About this time the public schools began to be interested in the deaf and dumb ; auxiliary societies were formed and large sums collected and sent in to the Treasurer. The Central School, Hamilton, heading the hst with a collection of $97. This was very giatifying as the amount was raised by children anxious to extend the benefits of education so liberally bestowed upon themselves, to those not so favored. In the Institution on Queen Street, the want of a resident male teacher was very much felt, but the funds would not guarante« this ex- 87 E)!!^!?* ^m\t gE)iy)(gff^YlHs)[i^^ S^o^^V-i^ir-^. pense. Therefore after school hours the education of the boys was dropped and they wandered about idle and uncared for. Mr. McGann says in his report for the year and in reference to the want of proper supervision after school hours : " That the system pursued in our school has been highly successful in developing the reflective faculties of those committed to our care. I am happy to admit bat that the measu»-e of their attainments in the use of language as a communication with each other, has fallen short of the expectations I had formed. I cannot deny, and as you, Mr. President and gentlemen, are acquainted with, and cannot exercise control over, the hindrance which in some degree, operates injuriously against the better advancement of the pupils in colloquial forms of speech, and have done what in you lay to remedy the hindrance complained of. We must only hope for a brighter day to dawn on these " Children of Silence " who are the grateful recipients of your tender regard." After this report was written the want of a supervisor became still more evident. The Superintendent anxious to make a large profit, sup- plied the boarders with food of the coarsest kind, ill cooked and on a limited scale. Nothing could arouse the displeasure of deaf mutes more, and goaded by the treatment which they received at the hands of one who neither understood them or had sympathy for them and left to themselves, they had every op- portunity to plan all sorts of mischief. Several plots were discovered and nipped in the bud, others were perfected and car- ried out to an alarming extent. At last a plan to fire the school building was dis- covered, whereupon the society held an investigation into the management of the Institution, and withdrew their support. Dr. Morris now made advances to Mr. McGann to continue the school on their own responsibility, but Mr. McGann de clined his offers and opened another school of his own on Irittle Richmond Street. «-«A_-*"'^ BROCK STREET SCHOOL, TORONTO. 88 E)gay m^ir^ mw§!A^rm^^ ••'^^^Tl SI '-i^-^-* LITTLE RICHMOND ST. SCHOOL v^ery disheartening indeed were Mr. McGann's past expen- ds, yet encouraged by numerous kind friends in Toronto and through the country, and finding he had the confidence of the public, he put forth fresh efforts, and assisted by his two daughters visited the Country Councils and gave Public Examinations in different places. He was amply repaid, for the school v/as soon on a firmer footing than ever before, and so large was the number of pupils that he was obliged to rent another house, close by on Brock street, which was used as a dormitory for the boys. The Public School Trustees granted the use of a large and pleasant schoolroom in the Phoebe Street ydiool, where the teachers and their deaf mute pupils received every consideration from the other occupants of the building. The Head Master, Mr. Coyne and the Head Mistress, Miss Churchill taking much kindly interest in the work. Dr. Morris continued his school in a vain endeavor to build it up. He procured the services of a deaf mute as teacher who was only partly educated and not very bright either. Onf by one the Country Councils withdrew their support and placed their )oneficiaries under the charge of Mr. McGann. When the school clnsed fer summer vacation in 1P.64 the number of his pupils had increased to 33, with applications for the admission of 30 mor^. 89 ^^ ^ 3 ^[i DS^y'l^l^irB g!n)TO^ [l@IF3. m%^ ^ L_ "" , . . .- ■ I I Tj .■» c» V About this time Dr. Morris closed his school, sold part of the furni- ture and other movable property belonging to the trust, and soon after- ward returned to England. No report was issued from 1862 till June 30th, iS^^, so the writer is at a loss for some little assistance to her memory. The amount of Dr. Morris' expenditure for 1862 was $6,160 with an accumulating debt of $1,300 not accounted for to the Treasurer. The total expenditure for that year was $7,460.69. Under the heading of '• Statement of the affairs of Asyli'.ms and Miscellaneous Charities" the following items appear as furnished to the Government for the year, 1863, by Dr. Morris : " INCOME. Received from Government .,$1,600.00 „ „ Private Charity 00.00 Payments for Innintes 00.00 Other income 00.00 n >• ft II Total $1,600.00 Expenditure $4,0 1 9 . 83 Nature of Governinp- Body. — None. '^he Institution has undergone a change of management during the year. No. of Inmates in the Institution at the beginning of the} ear... 21 Admitted since 10 Discharged ' 17 Remaining at end of year 14 The estimated number of days the whole have been in the Institution is 3,000, the cost of which is $4,019.83." In a note to this report marked (i) it says that " The Report is not complete nor strictly correct. The Institution having undergone a change of management during the year, the number of days only is estimated." At this time Mr. McGann had 33 pupils in charge at a cost of $i,i73for the half year. The statement sent by Dr. Morris waf incorrect especially as to numbers. There were 26 deaf mutes in attendance at the beginnin,^ of the year and 4 blind pupils. Twenty deaf mutes left the school that year. 90 -T- ->r Mr. McGann says in relerence to the expenditure: "It may be well to remark in this connection, that during the time in which the late Super- intendent managed the Institution not even one indigent mute or blind was supported free, except a vote of $60 for two years, to enable a wealthy merchant to educate his child. Of the $140 paid for each pupil the late Superintendent received $120 for the bare board of each pupil, and $10 each for contingent expenses; the remaining $10 was fj;iven me as school fees in addition to my salary of $800 per annum. Besides this he received $ii,2oo per annum salary, house with 4 acres of land attached, rent free, taxes paid, lighting and fuel provided, and every contingent met for him. This extravagant expenditure resulting in the closing of the Institution, leaving a debt of $2,800 or thereabouts to be liquidated ; $2,000 of which was paid by the Government, and the sale by a of the furniture of the Institution did not wipe out the balance ol indebtedness, as is evident from the fact that I received last year a bill from Jacques and Hay, amounting to $50 for furniture supplied to the Institution two years previously." From the opening of the school in June, 1868, to January, i860, Mr. McGann only received $640 for his laborious services. From July, 1863 to June, 1865, Mr. McGann received only $225 which he paid over to partly cover a sum he had borrowed to meet some requirements of the Institution. Surely the path of the pioneer was hard and never till after his death was any real acknowledgement made of his services. Mr. McGann himself says '• Well might I say in my letter resigning my charge of Superintendency to another, that I have shifted from my shoulders a weight of anxious care, inconceivable to those who have never experienced the difficulties and trials which attend such r\ position." But he had not yet shifted the care, he carried it several years longer although greatly assisted by the enlarged Government grant and the increased interest throughout the country. The names of the pupils attending Mr. McGann' s school at the close of its last year in Toronto in 1864 were as follows : — Head Class, — Anthony Kirkpatrick, William Baptie, Norman Lewis, Richard Slater, Mary J. Rumley, Hannah Preice. Second Class, — Frank Cole, Edwin Pingle, John Allen, Benjamin Neely, John Johnson, Agnes Baptie, Mary Hurley. Third Class. First Division, — John Moore, Duncan McKillop, Eliza Brown, Isabella Farley, George Bishop, Elizabeth Neely, Louisa Noyes. 91 Dgl^i?' i^^iynra BE)iyi©^Ya@[f!]. »^»>^/»»*'"»™^> ^ — Second Division, — C. J. Howe, George Kelly, Thomas Noyes, James Jones, John Ellis, Robert Foster, Eliza Sloan, Charlotte Noyes, Louisa Noyes, Jane Foster, Mary Farley, Mary Neely. I'^li Ht'llmore, a blind young man, read Moore's type with fluency. He liad learned the Boston, or square type, in the Flint School, Mich., for two years, and for six months read the Roman type at Dr. Morris' school. The deaf-mute girls, who were all grown up, did the whole work n{ the establishment in a very satisfactory manner. Mr. McGann says in the report for this year : " I cannot close this report without the expression of my sincere thanks to the inhabitants of those towns where I gave examinations for the practical sympathy extended to my enterprise, and to the board of school trustees of this city for the use of a class room in the the Phoebe Street School-house, where I have received the benevolent co-operation of all the teachers. I feel truly grateful to you, Gentlemen (the Wardens of Counties) for the confidence reposed in me, more parti- cularly Wm. Tyrrell, Esq., Warden of these United Counties, who from the foundation of the school has taken a warm interest in its welfare, and evinced a deep Christian sympathy for those unfortunate people whom the Almighty, in His inscrutable will, has created so helpless and dependent." Mr. Tyrrell is still living in Weston, Ontario, at a very advanced age. He was as Mr. McGann said, — " a kind friend to the deaf mutes." His hospitable home was always open to them and their teachers ; his warm friendship for the writer will never be forgotten. 92 iTf^^t^BSSSS FLORENCE BLOCK, HAMILTON. In July, 1864, Mr. McGann was surprised by a visit from Dr. Ryall. of Hamilton, who announced himself Medical Attendant of the Institu- tion, and who requested the removal of the school to Hamilton. This was part of some political progranme, and the removal was carried into effect, and Mr. McGann issued circulars notifying the pupils who were at their respective homes, of the change. Forty-seven deaf-mutes and six blind answered the call, and the school opened in the "Florence" Block, King Street, Hamilton, with a good augury of success, and with the addition of two teachers, Messrs. Terrill and Watson, (the latter is still engaged in the work of teaching the deaf at the Belleville Institute.) In respect to these gentlemen Mr. McGann states in his report for that year : — '* The gentlemanly and courteous conduct of Messrs. Terrill and Watson, in the discharge of their onerous duties in the supervision of pupils, before and after school hours, combined with the tact displayed by them in conveying ideas to the minds of their deaf-mute pupils, bear evidence to their fitness for the responsible position which they occupy." The house was in a very bad state of repair, and the assistance rendered by the boys of the Institution in pamting, carpentry and glazing was most acceptable and gratifying. A row of stores under the buildiog were repaired and utilized as class rooms, store rooms and kitchen. 93 il\^ .o^. ^-.^ IMAGE EVALUATION TEST TARGET (MT-3) ^ /. t/j 1.0 I.I 1.25 Iris IM u 1.4 1.6 Photographic Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (71«) 872-4503 ^A ^ ,\ V :\ \ «v^^ ^\ WnS ''1, %^ <^ > E)g/^? m^i^\^ [g!g)iy)©^irii@i?!]» fifty-four rooms were put in a state for occupation at Mr. McG^inn's own expense. A field containing half an acre of land was granted for a play ground by the owner, Ex-Mayor, McElroy, which was an act of kind consideration. Another fitld of two acres just above the Institution on King Street was rented and used as a garden. In his reports Mr. McGann continually urged the Government to undertake the support and care of the Institution and in his last appeal remarks: — " The mothers of 800 d'=:af mutes cry alooJ to the Executive Goveirnmeat to give their children the means by which they may have the power of expressing their thoughts and feelings and thus enable them to share in the intellectual enjoyment common to all, and know ' the length and breadth and depth of Christ's love which passeth knowledfe.' The mothers of 600 blind supplicate the Executive Government for means to enable their unfortunates to bear the heavy burden consequent upon the loss of sight." In another paragraph he states : •' The boys have done in a work- manlike manner, one tho^jind, three hundred and eighty square yards of whitewashir^f, converted two thousand, eight hundred feet of lumber into sch'jol-room, dining-room, kitchen and storeroom furniture, made a new roof over kitchon, containing eighteen square yards ; repaired and shingled roof over ichoolroom repaired 50 window sashes and 23 blinds, and put in 82 panes of glass. They have done the work for which a contract was put in for $600, the material of which cost but ^70. The habits of industry thus promoted and the economy observed, will be productive of lasting benefits to the pupils." Truly the same spirit of industry has pervaded their lives, for wherever you find these old pupils, you will spe evidences of thrift, industry and temperance to a high degree. Upon looking around at the well dressed people with their children who attended the First Convention h'ild in Toronto in 1886, one who had been an old teacher could not but feel proud of the results. The Blind were also receiving attention at this time, being taught for three hours daily by Mr. Terrill, in arithmetic, reading, writing, geography and history. A great want was felt for proper appliances and apparatus, but some very ingenious maps and slates were made by the teacher. Mr. Moon, of England, sent the munificent gift of 175 volumes for the library, which was indeed a boon to the Institution. In the year 1866, a Board of Commissioners was appointed to visit and supervise the Institution, and the Government grant was doubled. 94 B'EiiW m^i^\^ [g!g)iy)©/anrii(2)iKi. The removal to Dundurn was effected in 1867. Dundurn Castle was built by Sir Allan Macnab. When he died it was heavily n:ort- gaged and fell into the hands of Hon. Samuel Mills. It. was so large and so much out of repair that it was like c white elephant on his hands and he gladly rented it to Mr. McGann with the proviso that he was to put it into repair. The pupils did most of the repairing, so the cost was comparatively light. The committee appointed by the Govern- ment paid the rent out of the Government grant. Dundurn was afterwards •old to Mr. Mclnnes, who is the present owner. When Prince Alfred visited the Institution he said that Dundurn was an exact copy of the smallest of the Queen's palaces in England. Dundurn with its ample grounds and beautiful scenery, generous fruit gardens, and luxurious flowers was a paradise for the deaf mutes. Nineteen County Councils contributed to the support of pupils, fifty- three of whom were in attendance. The amount of expenditure was The Board consisted of the following gentlemen: — Chairman, Rev. VV. Onniston, D.D.; Rev. Egeiton Ryerson, D.D., L.L.D., Chief Supt. of Education for Upper Canada ; Mayor Magill, M.P.P, ; Judge Logie ; Ebenezer Stinson, Esq. ; John McKeown, Esq. Secretary : — George Ryall, M.D. Officers of the Institution : — Resident Superintendent, — John B. McGann. Teachers, — Joseph J. G. Terrill, James T. Watson, Miss H, McGann, and Miss Rumley. Medical Superintendent, — George Ryall, M.D. Matron,— Miss Clark. The maximum number of deaf mutes in attendance was 81, and of blind 10. Thus far no death had ever occurred in the Institution, and no serious case of illness, and this record was kept till the last day of school in Hamilton. This exemption from illness might be attributed to the constant care exercised to promote the comfort of the pupils, as regards heating the building, liberal diet and plenty of out-door exercise, with cheerful surroundings. Teachers and pupils formed a large and happy family circle. Mr. McGann was most anxious for a separate Institution for the blind, and offered $200 as a subscription towards opening an Industrial Establishment in Hamilton where they could learn trades, but the work was dropped after the removal to Belleville until the Government created the Institute at Brantford. 95 >x^ © ^ ^[?lMM5'as©M©/^ir ll@Ii^^ ,,^i^a $7,272, the Institution being entirely free from debt except $1,200 for salaries. The people of Hamilton continued their kindness to the pupils which was particularly evinced by the low prices charged them in their little shopping expeditions, in the large attendance at their exhibitions or entertainments, and in the good'y sums subscribed towards the maintenance of the Institution. The officials of the G.W.G. and the N.R. also granted free passes to the pupils proceeding home at the close of the schools. The following is a copy of a letter written by one of the pupils, a semi-mute, who lost his hearing at seven year? of aga, and who was under instruction at this Institution for two yea's : Galt, January nth, 1868. Dear Miss McGann, — I now commence to write a letter that ought to have been written long ago. I enjoyed myself ver}' much at the Pro- vincial Exhibition. You must excuse me for not calling on you before I left. I was so interested in the exhibition that I could not leave till it was time to go home. I only had one day at Christmas or I would Have gone to Hamilton. It was a very quiet day with me, because I stayed at home. It has been a long time since I received a letter from David Hambly. I have had no skating this winter yet. Unless we have a change sleighing will be over and wheeled vehicles will be brought out again. I am attending a Russian doctor from Hamilton ■ he said he cured a deaf-mute there. I think I am getting a little better. He said it would take him about nine months to cure me. Perhaps you will know him. I have no more to say at present, but remain as ever yours truly, R. S. After the year 1868 no further reports were published, so that some rather important and interesting events were left unchronicled. Before the removal from Hamilton the death of Mr. J, J. G. Terrill took place at Dundurn. His loss was greatly mourned by the pupils to whom he was warmly attached. It had been intimated to him by John Sandfield Macdonald that he would be appointed Principal of the new Institution at Belleville which was then in course of erection, and at the express wish of Mr. McGann, who felt the weight of years and of past labours and responsibilities heavily pressing upon him. During his last illness the appointment was ratified but he never knew it, The following is the obituary of the Hamilton Times, written by the late Christopher Tvner. Esq.: — 97 ©^^rjMM^rii s©^©^irii®s^Ni " With deep regret we announce to-night the death of Mr. J. J. G. Terrill, one of the teachers in the Institution for the Deaf and Dumb. The shortness of his illness will make the announcement fall with heavy weight on the hearts of his many friends. For his friends were many and to all of them he was endeared by his smcerity and his quiet earnest- ness, his truthfulness and integrity, his kindly and unselfish disposition. Outside of his daily routine of teaching duty almost all his spare time was spent in ornithological pursuits and it was his enthusiasm in this study which led to his too early death. The science was a passion with him, and the hopes of a rare specimen to add to his valuable col- lection led him to incur hardships and fatigue which were too great for his strength. His name stands now, and v;ill continue to stand very high among ornithologists of Canada ; but the price paid is a very heavy one — a young life yielded up in the vigor of manhood, rich in its promises of future usefulness. With him is now over this fitful fevei of life — happily with him a pure life, which has left behind it no recollec- tions to be buried in forgetfulness, or thought of with a blush — a life so spent as to leave to those who remain nothing but pleasant and tender memories. To those who will hold their memories dearest, his widow and his children — all the comfort that human sympathy can afford will not be wanting." In the spring of 1869 another removal was made as Dundurn was about to be sold. Two houses adjoining were procured on Main Street, Hamilton, but the accommodation was very limited ; this was partly remedied by sending a class of deaf-mutes and the blind to Mrs. Terrill's residence, " Earlham Cottage," Emerald Street, but through the ignor- ance and carelessness of a deaf-mute boy, who placed some hot ashes in a pail in the stable, the place was burned to the ground on the i8th of May, the pupils barely escaping. If it had not been for the noble bravery of Miss M. McGann many might have lost their lives, as it was a most difficult task to get the frightened children out of their beds. One boy actually crept under his bed to hide himself. The school closed at the vacation, ncer to open again in Hamilton. The services of Mr. McGann, Mr. Watson and the writer were trans- ferred tc the new Institution which opened the following October. On the 20th of October, 1870, the Ontario Institution for the Deaf and Dumb was formally opened for the reception of pupils in the pre- sence of His Excellency the Lieut. -Governor, the Honorable Attorney- General, the Honorable E. B. Wood, Treasurer, and other distinguished 98 rss^ ^Mi BE&i^ mmf\^. ilD^Mfa/^f I1^[jyi. ^ MR. J. J. O. TERRILL. EARLHAM COTTAGE. 99 100 persons representing different sections of the Province. On that day the Principal and his staff of officers and teachers were installed in their respective offices by the Government Inspector, J. W. Langinuir, Esq, The officers and teachers were : J. W. Palmer, Principal ; A. Cliristie, Bursar ; Mrs, M. A. Kcegan, Matron. Teachers — J. B. McGann, D. R. Coleman, S. T. Greene, Mrs. j. J. Terrill. Only three pupils made their appearance, namely, Duncan Morrison, Arthur Bowen, and Mary Ettie Grace, but the number increased rapidly. Before the session ended thare were 70 pupils in attendance. The number steadily increased from year to year. When the doors weie first opened the buildings were not quite com- pleted and ready for occupation, and every thing was consequentiy in confusion. The management of the domestic affairs was seriously obstructed by the presence of the workmen in various parts of the build- ing for a considerable time. The educational interests, however, steadily developed and progressed until they were in a satisfactory state. Towards the close of the first session, owing to the increasing number of pupils it was found necessary to appoint two additional teachers, viz^ J. T. Watson and Miss Perry. The buildings are beautifully located on the North Shore of the far-famed Bay of Quinte. The scenery in every direction and the healthiness of the place cannot be surpassed. There are now over two hundred and fifty pupils and thirteen teachers and twelve officers. Since the opening in 1870 there have been many changes and deaths among the officers and teachers. Mr. McGann died in 1880, and Dr. Palmer resigned as principal, and Mr. R. Mathison was appointed to the Super- intendency in Sept. 1879. The object of the Institution is to impart a general education as well as instruction in some professional or manual art to all deaf-mutes of both sexes between the ages of 7 and 20 residing in the Province of Ontario, and it is free to all but they must be sound in mind and body. Mr. McGann's death took place on January 22nd, 1880, at his resi- dence near the Institution. The chapel was draped with black, and his funeral took place from the Institution which he had founded. A grace- ful and modest tribute to his memory was erected by the deaf and dumb in the Belleville Cemetery. The last thought which strikes the writer and must fain be given is the remark of Dr. Workman : — " Pioneers are 101 mM iD)gM^- g^ijjirig; [j;[c)iy?©/^irii@G^. aii^<"-«<< ^!^ often not merely unrewarded laborers but unpitied martyrs," and although at last Mr. McGaan freely forgave his enemies for many acts of intoler- ance and imkindness, one cannot help thus simply recording it. MAIN STREET SCHOOL, HAMILTON. 102 INSCRIPTION : Sagi^bd TO THE MEMOKY OF ciOJHN B. JVIcGANIM, PIOXKEU OF DEAF-MUTE KLWCATWN IN CANADA. DIED JANUARY 22nd, 1880 IN HIS 6gTH YEAR. ERECTED BY THE DEAF AND DUMB OF ONTARIO, CANADA. o n D t-i t/: 104 m jj^g ai?* 'iJ^ i wa i3:s)'^@/Anra(2)ii>j* ^ HISTORY OF THE PROTESTANT INSTITUTION FOR DEAF-MUTES. iMONTREAL. In compiling an historical sketch of the educational estahlishment for the Protestant deaf-mutes ^A Lower Canada, it may not bt; out of place first to take a glance at the state of deaf-mute instruction in the Dominion of Canada when the writer took up his residence at Montrea' in the year 1868. At that period there were four institutions to meet the educational requirements of some 3.500 duaf-mutes scattered over the D )ininion, viz.: The two Roman Catholic Institutions at Montreal; the Nova Scotia Institution at Halifax; the Upper Canada Institution at Ha, nil- ton. The former were the oldest, having been founded in the year 1848, under the patronage of the Roman Catholic Bishop of Montreal and the Seminary of '>»-. Sulpice (the most powerful and wealthy Roman Catholic corporation in America.) One of these Roman Catholic Insti- tutions is for boys, and the Rev. A. Belanger is the principal. The other is for girls, and i^ conducted by the nuns. The Institution at Halifax was established in August, 1856, and has ever since been most ably ami successfully conducted bj' Principal Hutton. The institution in Upper Canada was begun at Toronto in 1858 by Mr. J. B. McGann, who may be regarded as the pioneer of deaf-mute instruction in the western part of the Domin on. In 1868, Mr. McGann was struggling manfuU} to save his school from hopeless bankruptcy and ruin. The education of deaf-mutes was a new departure to the sturdy pioneers of that period in Western Canada. Some there were who admitted the importance of educating deaf-mutes, but doubted its possibility ; others had no objec- tion to the trial being made, but protested against being taxed to support •' dummies " while at school. The writer could not help sympathizing with Mr. McGann when he said, " I am obliged to buy my fuel on credit, and keep a pass-book with my grocer and baker. My furniture has been twice distiained for rent and taxes." Mr. McGann's spare moments were occupied in diffusing information respecting the deaf and dumb, and in convincing the public that their 'I'ducation was not only possible but absolutely necessary. This, coupled with many examina- tion tours, had the desired effect. The Go/ernment of Ontario came 10 Mr. McGann's assistance, and in 1870 opened the present noble Insti- tution at Belleville, under the direction of R. Mathison, Esq. It will thus be seen that provision was made for the education of 105 /^ deaf-mutes in the western part of the Dominion, in the Maritime Pro- vinces, and for the Roman Catholic deaf-mutes in Lower Canada ; but nothing had been done for d-^af-mutes of the EngHsh-speaking popula- tion, or Protestants, in Lower Canada. Many of these were the dos- cendants of the early settlers, the United-Empire loyaUsts. None of their deaf-niutes had received any instruction, except in one or two cases, where the parents possessed sufficient means to send them to Hartford or to England for instruction. The writer had not been long a resident in Canada's commercial capital before the necessity of a school for Protestant deaf-mutfes was forcibly brouirht to his notice by the father of oiie of them, who appealed with ^ sorrowful heart on behalf of his grown-up deaf-mute son, totally uninstructed. Others were soon discovered, some of school age and some past the prime of manhood and womanhood, with no school m the whole Province where their parents could have them taught according to their own religious belief. The writer saw a new field of labour opened for him. His experience for some years as an assistant under the iate Dr. Baker, of the Yorkshire Institution for Deaf-Mutes, and as a missionary to adult deaf-mutes in different parts of England, amply fitted him for a career of usefulness although surrounded bj' very great difficulties. A long correspondence on the subject of a school for Protestant deaf-mutes in Lower Canada took place in the Montreal Daily Witness. Information respecting the numbers of deaf-mutes in the Province was diligently sought for; influ- ential Protestant gentleman engaged in commerce, science, and educa- tion were consulted, and their aid asked for and obtained. There were no reliable returns of vital statistics published for the Province, and the public seemed to know no more about deaf-mutes and deaf-mute instruc- tion than the> did in Ontario when Mr. McGann began his uphill labors. Many doubted the writer's deaf-dumbness on account of the easy way he handled the English language and his literary productions. But it was at last ascertained, as near as could be, that there was about 3,500 deaf-mutes in the Dominion, some 1,300 being in Lower Canada; and, judging by the relative proportions of Protestant and Ron^an Catholic populations in the Province, there were probably 200 Protestant deaf- mutes, and of these about 75 were of school age, viz., between 7 and 25 years. The mformation thus gathered and the knowledge on the subject ol deaf-mute education possessed by the writer were published in the Witness. More correspondence ensued, and several applicants for edu- 106 m E)!!'^? li^iwB jggiy)©z^ira@[i^» caiton were recieved by the writer. Further inquiry revealed the fact that the provincial legislature of Lower Canada before confederation had voted $80,000 for purposes of education of deaf-mutes, but thii> sum has not yet been paid out, and the record will probably be all that will now remain in connection with it. During this correspondence in the public prints, which lasted more than a year, (1868 to 1869,) many of the benevolent Protestants in the city of Montreal, ever alive to the wants of suflfering humanity, were quietly watching the issue, and taking notes of the facts brought to light. A few of the most prominent of'them came forward and took up the subject. Mr. McGann, then principal of the Ontario Institution at Hamilton, wao invited to Montreal to give an exhibition of the progress of some of his pupils, and an address on the subject of deaf-mute instruc- tion ; this took place at the close of 1868. On the 7th of January, 1869, a public meeting of those Interested in the good work took place in Montreal, and the following prominont Protestant citizens formed themselves into a society to establish an educational institution for Protestant deaf-mutes in Lower Canada : Ladies. — Mesdames Andrew Allan, P. Redpath, J. W. Dawson, (McGill University,) Major, Bond, Cramp, Fleet, Moffatt, Brydges, Browne, Workman. Gentlemen. — Charles Alexander, (president,) Thomas Cramp, (vice- president,) Fred. Mackenzie, (hon. sec-treas.,) Thos. Workman, John Dougall, (proprietor of the Montreal Witness,) Wm. Lunn, G. Moffatt, J. A. Matthewson, J. H. R. Moloon, Hon. J. J. C. Abbott, E. Carter, Q. C, P. D. Browne, W. H. Benyon, 1. F. Barnard, John Leeming, and S. J. Lyman. , With this influential committe great and rapid progress was made, and next day, January 8, another meeting was held. It was resolved to ask for legislative aid and a charter, and to appeal for public sub- scriptions. Mr. Mackenzie, the secretary-treasurer, reported that he had made diligent inquiries respecting the probable number of Protest- ant deaf-mutes in the Province, and believed there were over 2,000. The committe resolved to rent a suitable house and grounds. At this juncture, Mr. W. H. Vanvliet, mayor of Lacolle, some 40 miles south of Montreal, made an offer to the committe of th^ir choice of three splendid sites for the proposed Institution. Any of these lots v.'ould make a very generious donation to any charitable institution ; but the committe thought that to remove the Institution so far awav 107 would deprive it of the contributions from the benevolent of Montreal, its main source of support. On the igth January, 1689, another meeting was held, at which it was reportPid that the handsome sum of $5,950 had been subscribed, and more was promised. The principal collector of this large sum was Mr. Thomas Cramp, the vice-president ; the other members of the com- mittee, being otherwise engaged, could not then assist in collecting, or the amount would doubtless have been much larger. The work of the hon. secretary-treasurer wai: no sinecure. He sent out hundreds of circulars to ministers in all parts of the Province to obtain the number, age, sex, circumstances, etc , of all Protestant deaf-mutes of the Province, It may be of interest to the profession to learn how far the circulars succeeded in this mixed community, where the Protestants form only a small minority of the population. On the 25th January, 250 circulars to Protestant ministers had brought twenty-three replies, reporting only five deaf-mute and five blind Protestants. On the loth March it was stated that 112 replies to circulars had been received, reporting 38 deaf-mutes, 8 of school age ; of 34 blind returned only 5 were of school age. More circulars were sent out. On April 30, 210 replies were recieved, reporting 57 deaf-mutes, 35 males and 22 females. Their ages were : Between 16 and 21 years, 8 males and 5 females, in all 13 ; between 2^ and 30 years, 8, being 4 of each sex. The committee now wished to know — 1. Between what ages can deaf mutes be educated ? 2. "Whether both sexes should be educated together ? 3. Whether the blind and deaf-mutes should be educated together ? These questions were submitted to several experts, including the writer. All recommended the education of the sexes together, but advised a separate school for the blind, and named the ages at which deaf- mutes could be educated as from 7 to 25 years. On the 15th December, 1869, another meeting of the committee was held, which the late Rev. Collins Stone of Hartford attended by invitation. He expressed pleasure and satisfaction with his interview with the writer and his testimonials, and recommended them to make a trial with a small school under the management of the writer, with his wife as matron. He kindly offered to the writer and his wife to spend a few months in the Hartford Institution to acquire a knowledge of the 108 •>}m (D)g^i7 ^ ij^qg?B [g giy?©^ira®iK]« system of instruction, if necessary. He continued to be a warm friend of the Institution up to the time of his lamented death, which took place a few months after his visit to Montreal. On the 4th May, 1870, another meeting of the committe was held, and it waS unanimously resolved that the writer should at once look for a suitable house and grounds, and open school in September. A house, with ample grounds, in a very healthy locality, just outside of the city limits, (Cote St. Antoine,) was obtained in July, at an annual rental of $400, with option of purchase within five years for $8,000, the extent of ground being 58,080, square feet. The house contained accommoca- tion for about 20 pupils, but very scant piovision for teachers. The double doors of the parlor were removed, and th<» room was used as school-room, chapel and sitting-room for the pupils. Baths were put in and few alterations made, in order that we might make the best of the small accommodation the house afforded. At this meeting the committee learned that their attempt to obtain leglislative aid for the school had failed, but they were not discouraged, and made another application for a grant, feeling they had the same right to aid from the State as their F oman Catholic fellow-citizens had for their Institution. The j';overment at last made the Institution a grant of $1,000, which has since been increased to $1,729. On the 15th September, 1870, the Protestant Intitution for Deaf- Mutes opened its doors, for the first time, for the reception of pupils. Durmg that month and the following October, 11 pupils, 9 boys and 2 girls, were admitted. Of these six paid full fees, ($90,) and five were free. On the ist November, 1870, the Institution was formally opened to the public by the Protestant Bishop of Montreal and Metropolitan of Canada, in the presence of a large assemblage of prominent ladies and gentlemen, and another charitable institution was added to the long list for which Montreal is famous. During the first session of the new school sixteen pupils were admitted, thirteen boys and three girls, one of the latter being a young woman deaf, dumb, and blind. She was in a most deplorable state. Her condition was enfeebled by long confinement and neglect, and, at times, she wa^ subject to fits of ungovernable temper : at other times she would show signs of great intellect, and some progress was made in learning the manual alphabet, with the aid of raised letters, which were procured for her benefit. After being a few weeks in the Institution she was able to communicate her wants in signs, and could go about 109 > " fg/j^y i^iijiTB siD)iy)©^Yii®gq^ the house unaided. Her health, however, bef?an to fail, and her parents contemplating a removal to the West, and it being found that the Insti- tution in its early infancy had not the necessary accommodation and staff of teachers which her case required, her parents were desired to remove her. The numerous duties which devoKed upon the principal and matron were such as to require all their time and constant care from early morning till late at night. Eight hours a day for six days a week were spent in the school-room ; three hours a day were devoted to teaching different kinds of work about the place, and to training the pupils in habits of industry. Many a night the principal had to sit at his desk attending to correspondence, and the monthly accounts and reports for the meetings of the board of directors. It was, indeed, a year of real hard work, care, and anxiety. The matron, with the aid of a single female cook and the two girls, did all the domestic work of the Institu- tion, and took upon herself the instruction of the classes of pupils of a' low grade of intellect. The principal taught two classes and the draw- ing-class after school hotr , ' ^sides acting as teacher of trades, steward, and supervisor. On Si ilays a Sabbath-school was held, and three hours were devoted to ligious instruction by means of the sign- language. The system of instruction in this Instiuttion is, to a very great ex- tent, similar to that adopted by the Nova Scotia Institution at Halifax. Natural signs, writing, and the manual alphabet (both single and double handed) are the chief mstruments depended on for teaching. In so small a school great diversity of intellect prevailed, which rendered it necessary to divide the pupils into several classes, and the ingenui'ty of the teacher was taxed to the utmost to devise methods of reaching the dormant minds of the pupils. Some of our friends suggested that the articulation method as carried on in the excellent school at Northamp- ton, Massachusetts, should be adopted in this Institution, but they soon saw that with such pupils it was an impossibilit}'. The object persist- ently kept prominently in view during the whole session of the first year and ever afterwards, has been to give the deaf-mute a knowledge of language (written or otherwise) by whatever methods long experience has suggested as the best and most certain, and to inculcate habits of industry, with moral and religious training. The public interest in the success of the Institution during the first year was very great, especially towards the close of the session ; visitors no ^ ig^j^w ii^^'^£jggty)©^irii®[F3 were numerous, almost daily, which obliged the principal to leave his classes to show them about the place and answer their qut-stions b)' the slow process of writing ; but the good work was perseveringly continued until the day arrived for the first public examination of the pupils, which was held in the Mechanics' Hall in Montical on the 13th June. 1871, and was presided over by J. W. Dawson, LI-,.D., F. R.S., principal of the McGill University. There was J. verj large audience present, including many of the most prominent men of the city. As this was our first appearance before the public, and many drawbacks had attended the session just closed, the teachers and pupils felt no small distrust as to the result of their labors. They were, however, so kindly received and assisted by the president of the Institution (Charles Alexander), that they were encouraged to do their best on the occasion, which was attended with great success. At the close of the examination, Dr. Dawson asked the audience to adopt a written recognition of the services rendered by the teachers, and their thorough approval of the system of instruction adopted by the Institution. This proposal was heartily approved by the audience, and the chairman drew up the following words, read them to the audience, and presented them to the writer : " The audience desire me to say that they are very much gratified with what they have seen, and desire to encourage you in your good work, and to express their approval of the pupils. Principal Dawson." An examination tour through the Province was now resolved on. The .secretary-treasurer, F. Mackenzie, Esq., accompanied by the principal and two of the advanced pupils, visited the largest Protestant towns in the Province, and held public meetings and examinations of the pupils at each place. At all of these places the greatest interest in the work was shown by the public. Collections to defray expenses were taken up at the close of each examination. A very enthusiastic recep- tion was given us at Quebec city, where three of the pupils resided and took part in the examinations. A subscription was immediately taken up to provide the Institution with a printing press and founts of type by a few friends in Quebec, and the handsome sum of $267.53 "^^^ handed to the secretary-treasurer. During the following session Miss Clara Bulmer was engaged as an assistant teacher, and to instruct semi-mutes in articulation, which relieved Mrs. Widd, the matron, of her duties in the school-room, and enabled her to devote all her time to her own family and the domestic 111 ©1M_M1W. SlB)iy)©^TIl@S^' -sns=f^2 cares ot the Institution, A carpenter was engaged to instruct the boy3 in the use of carpentry tools, and the teaching oi printing was under- taken by the principal. The reports of the Insti. ion and other matters were executed by the boys after school hours. The first session of eight hours daily in the schoo'-rooin having proved too exhaustive for the teachers and too weariscne to the pupils, the time in school was reduced to five hours for five days a we- k, and an hour a day was given to articulation with three or four promising pupils, and an hour twice a week was devoted to drawing. This change speedily showed beneficial results. The health of the pupils and teachers improved, and their intellectual progress continued to be quite as satisfactory as previous'y. On the 2oth January, 1873, the Governor-General of Canada, Lord Dufferin, and Lady Duiferin visited the Institution, and conversed with the pupils in the double-handed alphabet, much to their delight and surprise. The board of managers felt the urgent need of larger and better premised for the Institution, as every year since the first public ex- amination the number of pupils admitted into the small house used by the Institution exceeded 20, and on one occasion there were no less than 27, besides the principal, matron, assistant teacher, and two domestic servants, crowded together in the building, which could only comfortably accommodate 15 at most ! Many applications for admis- sion were refused or postponed. The tl fficulties of the board of man- agers in raising funds to meet current expenses were very great, the Institution having to depend for support on public subscriptions, the fees of paying pupils, and the $1,000 grant made by the provincial legis- lature, which all together were never sufficient to keep the Institution from debt by current expenses. The salaries of the teachers (principal and matron included) did not exceed $600 a year, and the utmost economy and frugality were practised in all expenditures. Still, the finances of the Institution continued in rather an unsatisfactory state. The managers tried from time to time to raise funds for enlarging the building, or to buy more land and build elsewhere. One lady manager, Mrs. C. J. Brydges, whose active benevolence is well known in Canada, managed with no small trouble to collect $2,061 towards a building fund, and others of the board of managers exerted themselves in the same direction ; but not much success attended their efforts on account of great finincial depression at the time. 112 The census returns of Lower Canack. v/ere published in 1873-4, and sho//ed a total ot 1,669 deaf-mutes — 883 inales and 786 females, but every attempt to find the number of those who were of Protestant parentaf^e failed, and these returns proved of comparatively little value to the Institution. New cases of Protestant deaf-mutes continued to be reported to the principal and president of the Institution, but nothing ])articularly was done to induce them to enter the Institution on account of its financial condition and the want of proper accommodation. Matters became worse in 1876, when failures in trade and financial depressions were universal. The Institution was without funds and much in debt. The prospects of a larger building and better times were to all appearance as far off as ever. The managers felt much dis- couraged, ;ind to keep the Institution going the secretary-treasurer and the presidc'it advanced money from their private funds. As the dark cloud gathered over the^ prospects of the future of the Institution, and "while we were trying," as the worthy president of the Institution stated at the last annual meeting, "to make both ends meet, in the time of our great anxiety God raised up a friend to help us in the very way we wished — that is, to extend our efforts by means of a larger building — and put it into the heart of an old and respected fellow-citizen, Joseph Mackay, Esq., to give us a splendid piece of land, and to erect thereon at his own expense a stone building capable of accommodating 80 pupils and their teachers." The corner-stone of this magnificent gift was laid on the 6th June, 1877, in the presence of a large number of ladies and gei.tlemen, on which occasion this kind and Christan friend of the deaf and dumb— - who will ever keep his name in grateful remembrance — addressed the large assembly as follow : " Mr. Chairman, Ladies and Gentlemen : The Institution for which this building is being erected has had as yet a brief career of use- fulness. Among its founders and friends may be numbered leading citizens of Montreal, besides ladies and gentlemen, and I think special mention should be made in this connection of our worthy chairman, Mr. Charles Alexander ; our secretary, Mr. Frederick Mackenzie ; Mr. Thomas Cramp, Mr. Andrew Allen, Mr. Dougall, senior, who is always doing good wherever he goes, Mr. Widd, the principal of the school, as well as the governors and managers, who have done good work. The work of the school was commenced in 1870, with ixteen pupils; the largest number yet in attendance was twenty-five, ning the session of 113 MMLM^Vli srj5)iijj©^irQ®M« 1874 and 1875. The total number connected with the school from it? formation is forty-one ; some of these have continued through several sessions, and others have rema.ned for only a few monihs. Of the twenty-two in attendance last session, seven have paid full fees, five partial ites, and ten were free pupils. Of the education given, it may be sufficient for me to say that it is under the able and judicious direc- tion of the principal and his assistants, and embraces intellectual and spiritual culture, as well as instruction in several of the useful arts oi life. The pupils are prepared, when they remain a sufficient time in the Institution, to make their way in this world, and have their minds and hearts turned to the higher realities of the world to come. What a bless- ing to the afflicted ! And thus the founders and supporters are made a blessing, as stewards of God's bounty. The goverment of our Pro- vince has given a small annual grant in aid of the Institution, but its support has been chiefly drawn from private benevolence. Feeling deeply the importance and value of the work done, and wishing to pro- mote its success and extension, I resolved some time ago, as announced in a letter addressed to you, Mr. Chairman, on the 24th of November last, to erect this building, and to place it and the grounds attached to it m the hands of trustees, to be used by them and their successors for the education of the Protestant deaf and dumb of this Province. Several conversations with Mr. Widd, who spoke of the immediate necessity of larger buildings, and the difficulties in obtaining funds led, to this decision, specially when on mentioning it to a relative, the reply was 'Why not do it yourself?' I only add, that I trust and pray this building may be completed without any accident or untoward incident, and be carried to a speedy and successful completion ; and for years and generations to come the Institution may, through the Divine favor, prove a source of manifold blessings to the afflicted class whose good it seeks, and may never lack generous, warm-hearted friends, and wise and godly instructors to carry on the work." The board of managers have resolved, as a token of their gratitude to Mr. Mackay for his noble gift, to change the name of the Institution to "The Mackay Institution for Protestant Deaf-Mutes." The new Institution is expected to be ready for occupation in the fall of 1877. It is being erected on one of the most picturesque sites on the Island of Montreal, commanding a view of the St. Lawrence, the mountain, being visible from so many points, being situated on Cote St. Luc road. It was originally intended to erect a building to accommodate about 50 114 pupils, but alter much care'ul thought and study M». Mackay decided to construct a much laiger building, to accommodate from Soto lOO. The style of the building is Gothic, having four facades of rock-faced courses, with trimmings and openings, water-table belts, courses, and bands of cut stone. The building will be 95 by 50, and three stories in height, having a well-elevatsd basement and mansard roof, ornamented. There are two towers, one at each end, and the main entrance is in the centre, with a handsome flight of stone steps, portico, etc. The base- ment is 10 feet high ; the floor being level with the ground, will afford abundance of light andair. There are three entrances ; one on the north side for baker, butcher, etc., and one for the girls and one for the boys to the play-ground, with doors opening into the hall and wide corridor, and refectory 43 by 20, wiih openings on three sides, with serving- room, teachers' dining-room, kitchen, scullery, laundry, larder, cook's pantry, store- rooms, lavatories, fuel cellar, and two boilers for heating the building with hot water. The ground floor will oe 15 feet high, and will contain an octagonal vestibule 12 feet in diameter, opening to a hall 20 by 14, having a handsome staircase six feet in width in the centre, and two returns of four feet. On the left are two rooms, a class- room 37.7 by 25, and the boys' recreation- room 37.6 by 16. Both these rooms can be made one for meetings, etc., by sliding ihe doors out of the way which divide them. On the right is the office and boa.d-room, with safe, 16.6 bv 16, and teacher's room, 18 by 16, and corridor between them, with staircase and private entrance leading into the girls' recreation-room in front, 20 by 16, and in rear a class-room 19 by 16. The second story will be 12 ft. 6 in. high, and will contain a library 18 by 12, two bedrooms or dorr^'tories, each 16 by 16, and ten bedrooms, each II by 26; girls and boys' lavatories, hall in the centre, with corridor 8 ft. in width; and staircase at each end. The third story will be 12 ft. 6 in. high, and will contain dormitories, hospitals, and lava- tories, nurse's room, galleries, etc. To secure through ventilation and warming, the ventilating and smoke flues, each 3 by 2 ft., are carried up through the centre of the building, with register at the floor and ceiling on each story. The heating apparatus v/ill consist of two of Spence's hot-water boilers, connected so that they can be worked separate or together, with coils in all the rooms, halls, corridors, dormitories, etc. The work, which is of the most substantial character, was designed and is being carried out under the superintendence of John James Browne, a Montreal, architect. 115 Ha\^— »• ^ THOMAS WIDD. Mr. Thomas Widd is a Yorkshireman. He was Dorn on the 4th of Align it, 1839, at Driffield, on the East coast of Yorkshire. His ancestors iinve lived and died there from time immemorial and were engaged in agriculture and horticulture. He is the only one of the family that has ventured to leave old England to reside abroad." He lost his hearing at the age of three years b}' a severe attack of scarlet fever, which left him on the verge of the grave for a long lime. For many months after losing his he:.iing he was a helpless invalid. When sufficiently recovered he was sent to a public school, but the learned " pedagogue," mistaking his deafness for obstinacy, caned him tremendously and turned him out of the school. He remained at home till he was thirteen years old, during which time his father made every effort to have his hearing restored. Every known remedy was resorted to and every aurist from near and afar was consulted, but without the least effect. In 1852 he was s^'nt to the Yorkshire Institution for Deaf-mutes at Doncaster. Tc 116 him this school was Hke a now world, and he made very rapid progress in acquiring knowledfjc. Previous to being sent to Doncaster his father had taught him the Ddgarno alphabet and had succeeded in giving him some knowledge by writing in the air with his fin^^T. While at Don- caster he was partly instructed by the Kev. S. Smith, now the Chaplain of the Royal Association for Deaf-mutes, and by Mr. Alexander Melville, the Principal of the Llandaff School for Deaf-mutes, Wales. Under these good teachers and Christian men Mr. VVidd made great advance, and when he left school, after being there only 18 months, he was in the highest class. When he returned home he had acquired a very strong taste for reading, and every book in his father's house and all he could borrow or buy were diligently perused and throughly studied. This taste for books has clung to him through life, and has enabled him to store liis mind with a large amount of practical knowledge and to acquire a good command of the English language. After being at home some time thus employed, he was engaged as assistant engineer in a large steam sawmill in his native town. He soon learned the duties necessary to fit him to take er rire charge of the powerful engine and the machinery which drove all the circular and other saws in the mill. It was a very dangerous occupation, especially for a deaf-mute ; but he gave his em- ployer such satisfaction that entire confidence was reposed in him. Dr. Baker, the principal of the Yorkshire Instiiution, on learning of the nature of Mr. Widd's occupation, visited him and persuaded him to accept a position as assistant teacher and printer in the Institution, where he would run less risk to life and limb and have a chance to con- tinue his studies and learn a profession and a trade at the same time, he accepted this offer and underwent the usual training of a teacher and learned printing. All the teachers trained by Mr. Baker have distinguish- ed themselves more or less as principals or masters of the professions. Dr. Baker's training was of a Spartan character. No matter what he required being done, whether to dig a ditch, paper a wall, print or teach, they had to obey and ask no questions. Their pay was meagr*^, and the fare of the plainest ; and they slept in the pupil's dormitories. After being several years under this kind of discipline, Mr. Widd was invited to organize and establish the Sheffield Deaf-mute Association, which he undertook to do and resigned his position in the Institution, Several other gentlemen had previously attempted this work, but without success. Their chief places of resort were certain taverns whose land- lords had learned their signs and the manual alphabet to allure them to 117 their bars, where \cy spent most of their money. Mr. Widd being acquainted with several of the deaf-mutes, sought them out and suc-.eed- ed in calling a mass meeting outside of the taverns and laid befo.e them his scheme for an association for their mutual benefit and improvement. Mr. Widd had no pecuniary inducement in this work ; it was one of love and self-sacrifice. About sixty adult deaf-mutes resided then in Sheffield and nearly all of them consented to enroll themselves to form the association. Mr. Widd rented a large hall in the central part of the town, paying ihe rent for the first quarter in advance out of his own pocket. After nine months faithful missionary work in this town a great change was to be seen in the deaf-mutes. Nearly all had signed the pledf^e, married and established comfortable houses. The religious service were well attended as also were the week-day lectures. The association has since grown and prospered, and they are now building a church of their own in the town. After getting this society established Mr. Widd assisted in startmg others and encouraging those already comuieuced in different parts of England. He supported himself during the time by working as a printer and by writing for the press. The only compensation he received for his labor among the deaf-mutes was a handsome writing-desk with a suitable inscription engraved on the lid, expressing the gratitude of the Sheffield deaf-mutes for the services rendered them. Mr. Widd married Miss Margaret Fitzakerly, also an old pupil at the Yorkshire {Institution, on the ist January, 1864, which proved to be a very happy union. They had four children, one being born in London, and the others iu Montreal. In September, 1867, Mr. Widd came to Ontario, where his wife's father lives on a farm, and continued his labors among the Canadian deaf-mutes. He brought with him excellent recommcmdations from the Rev. S. Smith, Alex. Melville and many others. When he visited Hamilton, the late M. McGann received him kindly and promised him a position on the teaching staff of the new Ontario Institution then about to be established at Believiile. He next proceeded to Montreal and found a warm friend in Mr. John Dougall, the proprietor and founder of the Montreal Witness, who employed him on that paper and the New Dorrinion Monthly. To both of the publications he contributed numerou J articles on various topics. He had not been long in Montreal before he saw that the Protestant deaf-mutes of the province of Quebec needed a school, and he lost no time in taking measures to have one established for them. The results of his labors is seen in the noble Institution of which ho 118 JM^jMSa ii©^^^irii@i?(i. «iX:92 was principal, and which was donated to the deaf.iT:ates of the Province of Quebec by Mr. Joseph Mackay. A f.,11 history of this Institution written by Mr. Widd and autliorized by the boa!d of managers was put in the American Annals of the Deaf and Dumb for 1877, FIRST PROTESTANT DEAF-MUTE SCHOOL IN MONTREAL. 119 \ o H H H CO X < < 120 HISTORY OF DEAF-MUTE EDUCATION IN NOVA SCOTIA. Looking at the 800 or goo deaf-mutes scattered over the Provinces of Nova Scoti? -^.nd New Brunswick, Prince Edward Island and New- foundland, who by their misfortune are excluded from tlie precious opportunities of instruction, and of moral and social improvement, en- joyed by others, two questions naturally arise, i. How many of these are susceptible of education ?, and 2. What has been done to ameliorate their condition ? In answer to the first of these queries, taking our experience in Nova Scotia as a fair standard, we presume it would not be over- stepping the mark to suppose that 18 or 20 per cent, of the whole — about 150 individuals — ought this moment to be at school, sharing the education, formerly monopolized, so to s})eak, by their more favored hearing and speaking fellow countrymen, advantages to which they are surely entitled by everj consideration Oi" justice and humanity. The answer to the second question may be said to be embraced in the history of the Halifax Institution for the Deaf and Dumb — the only regular establishment of the kind within the limits of the Maritime Provinces. Twenty years ago there was no provision within their bounds for the education of the hundreds of mutes, who with scarcely an ex- ception, were utterly destitute of instruction — passing through life in a condition of the saddest mental and moral darkness — ignorant alike of their nature, their duty and their destiny. In a few instances Legis- lative aid had enabled parents to send their mute children to the States for the instruction unattainable at home, but how little was accomplished in this way may be seen from the fact, that, during the long period of fifty yeais, the whole number of mutes received into the Hartford Asylum, from the British Provinces was only twenty-five ; and of these not more than r' were supported by the Provincial Legislatures. Of the twenty-five, 11 were from Nova Scotia, 5 from Canada East, 5 from Canada West, and 4 from New Brunswick. Some Provincial deaf- mutes may have beer, educated during that period at other Institutions in the States besides Hartford, and a few certainly — two at least from Nova Scotia — in the schools of the mother country, but in all probabil- ity, the entire number of British American mutes who had enjoyed the blessing of education, since the commencement of the century, would not exceed thirty t forty. It is worthy of note that of the whole number of mutes from the British Provinces mentioned as receiving instruction in the Hartford 121 ©1M_M5'S g®iyj©^irii®i?!] School, previous to the opening of institutions for their benefit, nearev home and on their own soil, nearly one-half were from one of the smaller, less populous, ' ad least known- -though by no means the least import- ant colony — the Province of Nova Scotia. There is also reason to believe that the six, stated to have been supported by the Provinces, were all beneficiaries of the Legislature of Nova Scotia. These circumstances, while indicative of an earlier awakening to the claims of the Deaf and Dumb than in the more populous and wealthy sister provinces, are also in harmony with the interesting fact that the earliest advocate of deaf-mute education on the American con- tinent, author of the work entitled " Vox Oculis Subjecta " published in London in 1783, giving an account of Braidwood's scliool in Edm- burgh, — if not by birth a Nova Scotian, was yet identified with this Province both by education and official position for many years, being engaged in military duty in Halifax and other parts of the Province, previous to the outbreak of the Revolutionary war, and subsequently, holding the position of High Sheriff of Halifax County. About the beginning of this century, Mr. Green was residing in Medford, Mass., where he appears to have devoted his leisure hours to advocating in the journals the importance of •educating the deaf and dumb, and endeavor- ing to enlist public sympathy in their behalf. Some of his articles may be found in the Boston papers, particularly the New England Palladum for the year 1793. The first attem.pt at an emimeiaiion or census of the deaf-mutes of Massachusetts and the United States was also due to Mr. Green's instrumentalii)'. His son, Charles Green, the first educated deaf-mute of American birth, was a pupil of Braidwood, in his articulating school in Edinburgh from 1780 to 1786, and, according to his father's account in t'le " Vox Oculis Subjecta," attained remarkable proficiency both in articulate speech and in scholarship. This young man was unfortunately drown- ed shortly after completing his education while shooting wildfowl on Cole Harbor in the neighborhood of HaHfax. Nova Scotia thus appears to claim an early and special connection with the cause of deaf- mute education in America. To Nova Scotia, the sniallesc of the Provinces originally embraced in the Dominion of Canada, we believe belongs the honour of being the foremost among the British Colonies, practically to recognize the claims of the deaf and dumb to a share in the educational privileges, so long exclusively enjoyed by others It is true, that the old Canadian Parlia- 122 ©lMJ^lHlS®^©/^Tll@li^ ment, as early as 1854, voted a sum of $80,000 (never expended) for the erection of asylums for the deaf and dumb and the blind, but owing to political changes and complications, nothing was done by the larger and wealthier province commensurate with its resources, or the magnitudeand importance of the work. Beyond aiding to a limited extent the Roman Catholic school for deaf-mutes at Montreal, and that founded and con- ducted by Mr. J. B. McGann, in the upper province, Canada failed to recognize her obligations in reference to the education of her mute population, until 1870 when the present noble instituiton at Belleville was established by the Ontario Legislature, and education made free to all the deaf-mutes of Ontario, a result largely due, we believe, to the enthusiastic and indefatigable efforts of Mr. McGann. Since that time under the energetic principalship of Dr. W. J. Palmer the institution hac progressed with almost unexampled rapidity. The Toronto School — founded by Mr. McGann and subsequently removed to Hamilton — was not opened until some time after we had commenced operations in Halifax. The Halifax School began in August, 1856, that of Toronto, not until 1858. The history and progress of the Halifax Institution, while present- ing many tokens of D; /ine goodness, afford an encouraging illustration of what may be accomplished, by patient, steady, persevering, and yet quiet and unostentatious effort. Obsure and humble in its origin, this work was not ushered into existence amid the "pomp and circumstance " of public demonstration, the smiles of wealth, the patronage of rank, or the plaudits of enthutiastic multitudes. Small, feeble, and insignificant in its beginning — appealing to none of those sentiments of national honour, or personal interest, which exercise so large an influence in the inception and prosecution of many enterprises, even of a benevolent character — the Halifax Institution for the Deaf and Dumb has gradually emerged into the light of public favor, and attained a position of useful- ness and respectability, such as its most sanguine friends could, perhaps, hardly have anticipated. Meeting as it does an important and acknow- ledged want in the community, it may now be fairly regarded as " an accomplished fact " — one of the permanent institutions of the country. The Halifax Institution owes it origin incidentally to ^''r. William Gray, a deaf-mute, and a pupil of the well known Mr. Kinniburgh of the Edinburgh Institution. Emigrating from Scotland, presumably with the expectation of making a fortune in the new world, like others ci his compatriots, Mr G. was landed, by stress of circumstances, at 123 IS Halifax in the month of Aufriist'1855, and, after workinf^ for some time at his trade of tailoring, being thrown out of employment, he con- ceiv'ed, or had suggested to him by a brother-mute and fellow-country- man who happened to be, also residing in Halifax, the idea of opening a school for the deaf and dumb, as a means of subsistence. His advertisement attracted the attention of the Rev. James C. Cochran, D.D., — the venerable and devoted Secretary of the Institution — who innnediatelj' sought him out, and found him in a mean lodging engaged in teaching one or two mutes, the place being destitute of the common comforts and even necessaries of life. Mr. Cochran's interest in the deaf and dumb had l)een first awakened, many jears before by meeting on board an American steamboat, with the celebrated Laurent Clerc, and accordingly he now set himself to enlist the sympathies of other benevolent persons in Halifax on behalf of the neglected deaf-mutes of his native province, an object in which he was providentially successful. Along with Andrew i\Iackinlay, Esq., Custos of the Count}' — and, for many j'ears afterwards the esteemed Chairman of the Board of Directors — he succeeded in obtaining for the infant cause the notice and support of the Legislature and the conmmnity, organi.-^ed a Board of Management, and took other steps for the proper establishment and equipment of the school. The first Legislative aid was a grant of 1,200 dollars in the sj.ring of 1857, the grant, in subsequent years, being enlarged to 1,600 dollars and 2,000 dollars, as the value and claims of the object became better understood. This, with the voluntary contributions readily obtained, enabled the promoters of the infant insti*-ution to provide more suitable accommodation for the school, and to engage Mr. J. Scott Hutton, then and for ten years previously an instructor in the Edinburgh Intitution, as Principal — Mr. Gray, being retained as assistant teacher. Bringing from Scotland the needful books and apparatus for the work kindly donated by kindred Institutions in the mother country — to the value of about two hundred dollars- -Mr. Hutton entered on his duties in Halifax on the 4th of August 1857 with four pupils. The year following the attendance having increased to twenty-seven, additional accommodation Vv^as procured, a Matron engaged, and the gernarl man- a"-ement then, for the first time, placed in the hands of the Principal and Matron, who henceforward resided in the same building with the pupils — the school previously, beinij only a Day School, with three or 124 DgigM? B^iyirii: B©iy)©^?a®[fg four of the boys boarding in the house of the assistant-teacher — and others with friends in the city. At the clese of the first regular session of the school, as an organized institution, in July, 1858, a public meeting on its behalf was held in the Mechanic's Institute, presided over by Mr. A. Mackinlay, Esq., Presi- dent of the Board, and attended by the Bishop of Nova Scotia and other prominent citizens, when for the first time before a Halifax audience, an exhibition of the method and results of deaf-mute instruc- tion was given in the examination of the pupils, which brought the con- dition and claims of the deaf and dumb more impressively before the community, and gave a valuable impulse to the new cause. During the summer vacation immediately following, thp Principal, accompanied by several of the pupils, undertook the first of a series of annual tours in the Provinces of Nova Scotia, New Brunswick and Prince Edward IsLuid, addressing public meetings and holding exhibi- tions on behalf of the Institution, in the principal towns and villages, with gratifying results in the awakening of interest in a department of benevolent effort new to the great body of the people — the accession of new pupils, and the replenishing of the funds. The first spontaneous movement in the Province, in aid of the Institution, took place on the historic shores of Cobequid Bay, among the intelligent and thriving population of Noel, in the county of Hants, where a bazaar was held in July of this year, at which the Principal and several of the pupils were present by invitation, an occasion memor- able to the writer as the first on which he had the privilege of advocat- ing the claims of the deaf and dumb before a rural audience in the Maritime Provinces. About two hundred and fifty dollars was realised by this effort, under all the circumstances a most creditable and cheer- ing result. In November of the same year (1858) the proceeds amounting to 1,600 dollars of a bazaar in Halifax, under the patronage of the Countess of Mulgrave, lady of his Excellency the Lieut. -Governor, enabled the Directors to purchase the premises, previously rented-i-but, in the ensuing year, embracing a favorable opportunity, the property was disposed of by the Board, and in August, 1859, the present premises, formerly known as Brunswick Villa, commanding a magnificent view of the noble harbor and surrounding country, were purchased for six thousand and four hundred dollars — a step which proved highly advan- tageous to the interests of the institution. On the 17th ot February, 1859, a second exhibition of the schocH was held in the Mechanic's Institute to a crowded and deeply interested audience, and by request, repeated on the 14th of March in the Temper- ance Hall, the largest public hall in the city, which was filled to its capacity by a congregation representing all classes and creeds in the community drawn together by the rapidly growing interest felt in the work. During the Legislative session, the same spring, we had the honor of giving our first exhibition before the members of both branches of the Legislature, on the floors of the House of Assembly, to which, in con- nection with similar exhibitions in subsequent sessions, may be justly attributed the promotion of that spirit of hearty liberality uniformly dis- played by the Legislature of Nova Scotia towards the institution. In the spring of i85o, the teaching staff was strengthened by the accession of the Principal's father, Mr. George Hutton, for nearly forty years engaged in the instruction of the deaf and dumb in Scotland. Mr. Hutton removed with his family to Nova Scotia, in response to his son's pressing invitation and appeal for aid, at a time when the funds were inadequate to meet the expense of an additional salaried teacher urgently required, and for ten years, till his death in 1870, gave his voluntary services to the Institution without stated remuneration. In 1862 an act of incorporation was obtained from the Legislature for the greater stability of the institution. Additions and improvements on the premises have been made from time to time to meet the growing necessities of the work. In 1864-5 * new school-room and dormitory were added to the building, with other improvements, at a cost of over $3,000. And, again in 1874 extensive alterations and additions were made, including hospital accommodations and heating apparatus, at an expense of about $9,000. These changes have about doubled the original extent of the building, besides provid- ing for the increased comfort and efficiency of the establishn'ent. During the last twenty years deputations from the insititution have visited every section of Nova Scotia and P. E. Island, most of New Brunswick, and part of Newfoundland, bringing the claims of the deaf and dumb before the people and awakening an interest in the cause. In this work nearly 11,000 miles have been travelled, between 300 and 400 public meetings held, and nearly $9,000 collected for the funds of institution. The time occupied in these periodical journeys amounts to 4,bout SEVENTY-FOUR wEKKs, or nearly a year and a half. 126 [pg^i?' m^Y^ aiDiy)©^Y!i@ii^. ^m m^^^J- fwmmmwrm:wi:mKw t\^ By these and similar efforts the Governments of the four Maritime Provinces have been enlisted in the cause of deaf-mute education. Nova Scotia led the way in 1857, the first year of the institution ; New Bruns- wick followed in i860, Prince Edward Island in 1866, and Newfound- land in 1877, thus completing the circle of " Maritime Union " in this philanthropic enterprise. Within twenty years Nova Scotia has con- tributed $47,000, New Brunswick a little over $8,000, P. E. Island between $3,000 and 4,000 and Newfoundland $500, for the support of the institution. Of the two lival systems of deaf-mute instruction — the " French " or mimetic, and the " German " or oral method — ::he preference is given in the Halifax School to the French system, as in our opinion best adapted to promote the intellectual, moral, atid religious welfare of the majority of deaf-mutes, and as having the preponderating weight of pro- fessional experience in England and America on its side. Oral instruc- tion is given hov/ever to semi-mutes and such toto deaf-mutes ns show an aptitude for it. Articulation (oral language and lip-reading) is regard- ed as an accomplishment for the niinority, rather than as a basis of education for all. The average cost per head of maintenance and education in the Halifax Institution has been considerably lower than in perhaps any similar institution in America. In Ontario the average cost is about $170 per pupil and in the United States the per capita cost ranges from about $160 to $300 a year. It appears that the nutiiber of deaf- mutes received into this institu- tion since its first opening in 1856 has been one hundred and ninety- four, of whom 118 were males and 76 femr.les. Twenty of former pupils are mairied, as follows — married to deaf- mute partners, 13; married to hearing partners, 7. From these 20 marriages there have been about 22 children born, four of whom are dead, and of those now alive only one shares the infirmity of the parents, who in this case are both congenital deaf-mutes. Deaf-dumbness does not appear to be necessarily hereditary. Statistics on this point in con- nection with other institutions give the proportion of deaf-mute child- ren of deaf-mute parents as about eight per cent. THE END. 127