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+The Project Gutenberg EBook of What the Mother of a Deaf Child Ought to
+Know, by John Dutton Wright
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: What the Mother of a Deaf Child Ought to Know
+
+Author: John Dutton Wright
+
+Release Date: May 23, 2006 [EBook #18439]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK MOTHER OF A DEAF CHILD ***
+
+
+
+
+Produced by Kathryn Lybarger, Martin Pettit and the Online
+Distributed Proofreading Team at http://www.pgdp.net
+
+
+
+
+
+
+                  WHAT THE MOTHER OF A
+                DEAF CHILD OUGHT TO KNOW
+
+                          BY
+
+                  JOHN DUTTON WRIGHT
+
+FOUNDER AND PRINCIPAL OF THE WRIGHT ORAL SCHOOL FOR THE
+   DEAF, NEW YORK CITY; COLLABORATOR OF "THE LARYNGO-
+     SCOPE" AND THE "VOLTA REVIEW"; DIRECTOR OF THE
+      AMERICAN ASSOCIATION TO PROMOTE THE TEACHING
+        OF SPEECH TO THE DEAF; AUTHOR OF "EDUCA-
+           TIONAL NEEDS OF THE DEAF," FOR THE
+                GUIDANCE OF PHYSICIANS
+
+                 [Illustration: Logo]
+
+                       NEW YORK
+              FREDERICK A. STOKES COMPANY
+                      PUBLISHERS
+
+
+                _Copyright, 1915, by_
+
+              FREDERICK A. STOKES COMPANY
+
+ _All rights reserved, including that of translation
+                 into foreign languages_
+
+                    _March, 1915_
+
+
+                     TO MY WIFE
+
+          AT WHOSE SUGGESTION THIS LITTLE BOOK
+            WAS WRITTEN IN ORDER THAT MOTHERS
+              MAY DO ALL IN THEIR POWER FOR
+                  THEIR DEAF CHILDREN
+
+
+
+
+CONTENTS
+
+CHAPTER                                                 PAGE
+       PREFACE                                        ix-xix
+
+    I. FACING THE FACTS                                    1
+
+   II. HOW SHALL THE MOTHER BEGIN HER PART OF THE WORK?    5
+
+  III. HOW SHALL THE MOTHER GET INTO COMMUNICATION
+       WITH HER DEAF CHILD?                               13
+
+   IV. WHAT ABOUT THE BABY'S SPEECH?                      20
+
+    V. DEVELOPING THE MENTAL FACULTIES                    22
+
+   VI. DEVELOPING THE LUNGS                               30
+
+  VII. THE CULTIVATION OF CREATIVE IMAGINATION            32
+
+ VIII. FURTHER TESTS OF HEARING                           34
+
+   IX. THE DEVELOPMENT OF RESIDUAL HEARING                38
+
+    X. DEVELOPING THE POWER OF LIP-READING                43
+
+   XI. FORMING CHARACTER                                  47
+
+  XII. CULTIVATING THE SOCIAL INSTINCT                    50
+
+ XIII. SOMETHING ABOUT SCHOOLS AND METHODS                53
+
+  XIV. THE PRESERVATION OF SPEECH. WHEN DEAFNESS
+       RESULTS FROM ACCIDENT OR ILLNESS AFTER INFANCY     58
+
+   XV. TEACHING LIP-READING                               61
+
+  XVI. SCHOOL AGE                                         63
+
+ XVII. ORGANIZED EFFORTS BY PARENTS TO OBTAIN
+       BETTER EDUCATIONAL CONDITIONS                      65
+
+XVIII. A PERSONAL MATTER FOR EACH PARENT                  68
+
+  XIX. DAY SCHOOLS                                        72
+
+   XX. THE DEAF CHILD AT FIVE YEARS OF AGE                73
+
+  XXI. SCHOOLS FOR THE HEARING AND PRIVATE GOVERNESSES    75
+
+ XXII. IMPORTANCE OF THE BEGINNING                        80
+
+XXIII. AVOID THE YOUNG AND INEXPERIENCED TEACHER          82
+
+ XXIV. ON ENTERING SCHOOL                                 83
+
+  XXV. DURING THE SCHOOL PERIOD                           98
+
+ XXVI. DURING VACATION                                   101
+
+XXVII. SOME NOTS                                         107
+
+
+
+
+PREFACE
+
+
+The mother of a little deaf child once wrote as follows:
+
+
+     "As a mother of a deaf child, and one whose experience has been
+     unusual only in that it has been more fortunate than that of the
+     average mother so situated, I want to place before you (the
+     teachers of the deaf) a plea for the education of the parents of
+     little deaf children.
+
+     "While you are laboring for the education of the deaf, and for
+     their sakes are training teachers to carry on the work, there are,
+     in almost every home that shelters a little deaf child, blunders
+     being made that will retard his development and hinder your work
+     for years to come--blunders that a little timely advice might
+     prevent. We parents are not willfully ignorant, not always stupidly
+     so; but that we are in most cases densely so, there can be no
+     doubt.
+
+     "Can you for the moment put yourselves into our place? Suppose you
+     are just the ordinary American parents, perhaps living far from the
+     center of things. You know in a hazy way that there are deaf and
+     blind and other afflicted people--perhaps you have seen some of
+     them.
+
+     "Now, into your home comes disease or a sudden awakening to the
+     meaning of existing conditions, and you find that _your_ child is
+     _deaf_.
+
+     "At first your thought is of physicians; they fail you. Advice from
+     friends and advertisements from quacks pour in upon you; still you
+     find no comfort and no help.
+
+     "You stop talking to the child. What is the use? He cannot hear
+     you! You pity him--oh, infinitely! And your pity takes the form of
+     indulgence. You love him and you long to understand him; but you
+     cannot interpret him and he feels the change, the helplessness in
+     your attitude toward him. You try one thing after another,
+     floundering desperately in your effort to discover what radical
+     step must be taken to meet this emergency. After a time you seize
+     upon the idea that seems to you the best. Probably it is to wait
+     until he is six or seven and then put him into an institution. But
+     while you wait for school age to arrive, you lose that close touch
+     with the soul of your child which may be established only in these
+     early years, for you have no adequate means of communication with
+     him--no way to win his confidence. Soon the child has passed this
+     stage, and no school can ever give him what you might and would
+     have given had you known how.
+
+     "You who are trained teachers of the deaf can hardly realize the
+     need of advice about matters perfectly obvious to YOU; but the need
+     exists. May I tell you from my own experience a few of the things
+     about which you might advise--you, who know!
+
+     "In the first place, suggest to parents that they make simple
+     tests of their children's hearing; and tell them how and why those
+     who are _partially_ deaf should be helped.
+
+     "Then tell them to talk, and talk, and talk, to their little deaf
+     ones--to say everything and say it naturally. And tell them some
+     things in particular that should be said--commands, etc., and
+     _certainly_ 'I love you.' Tell them to speak in whole sentences.
+     Give them an idea of the possibilities of lip-reading.
+
+     "Tell them that _by the expression of the face_ they may convey to
+     the deaf child the interest, approval, disapproval, etc., that they
+     would express to a hearing child in the tone of voice.
+
+     "Tell them that there is _rarely_ an untrained person who can
+     _safely_ meddle with articulation.
+
+     "Tell them that it is not true that all deaf children are bad; that
+     the deaf must learn obedience as others do.
+
+     "Tell them the many things which you wish your pupils had learned
+     before they entered school.
+
+     "Only this I beg of you--tell them!
+                                              "LUCILE M. MOORE."
+
+
+For the sake of presenting the ideas contained in this little book in a
+somewhat systematic manner it was best to arrange them on the
+supposition that they would come to the notice of the mothers while
+their children were yet less than two years of age. In many cases,
+however, this will not be the case. When, therefore, the child is three,
+four, or five years old when this falls into the hands of the mother, it
+would still be well if she carried out the suggestions in the order in
+which they are here arranged. With the maturity of mind and body that
+comes with the added years, the child can pass through the earlier
+stages of the training much more rapidly than can be the case with the
+baby. Nevertheless, the preliminary steps should not be omitted. A child
+of four can be carried in six months through the exercises that occupied
+two years when begun with the child of twelve months, but the older
+child should not be started with exercises suggested for the years after
+two.
+
+Mothers of deaf children cannot be expected to be trained teachers of
+the deaf. It would be useless, and, in fact, often unfortunate, to ask
+them to attempt to teach articulation to their children. Even for them
+to teach the children to write would usually be undesirable because the
+greatest gain from the mother's efforts comes from the early
+establishment of the speech-reading habit and _entire_ dependence upon
+it. It is a very great help to have this habit fixed before writing is
+taught. There is no haste about the child's learning to write. That is
+easily and quickly accomplished when the proper time comes. The
+difficult thing to do is, very fortunately, the thing the mother is best
+fitted to accomplish, namely, to create in the child the ability to
+interpret speech by means of the eye, and the habit of expecting to get
+ideas by watching the face of a speaker.
+
+With these ideas in mind there has been careful avoidance in this
+little book of any suggestion that the mother should be anxious about
+the speech development of the child before five years of age. If she has
+the patience and the time to follow the directions given, she will have
+done her child a very great service; the greatest that lies within her
+power; and she will have laid the foundation for a more rapid and better
+development of speech than would have been possible without her
+preliminary training.
+
+Not every mother will find it possible to carry out all the suggestions
+offered in this little book, but no one should feel discouraged on that
+account. It seemed best to offer too many suggestions rather than too
+few, because these pages may fall into the hands of some mothers whose
+situation is such that full advantage can be taken of every idea here
+given. Presence of too much matter in the little book will not destroy
+its usefulness in cases where only a portion can be applied, whereas the
+lack of some of the ideas might limit its value in certain instances.
+No one should give up in despair just because it is not possible to do
+all that is here suggested. Something, at least, can be found here which
+it is possible to do that will help very much.
+
+Sometimes, through a false sense of shame, or through ignorance of the
+possibilities open to a deaf child, mothers have refused to admit that
+their children were deaf, or to allow anything to be done for them,
+until very valuable time has been lost. This is unfair to the child, and
+very wrong. A mother should have only pity for the deaf child and
+eagerness to aid him to overcome his handicap so far as possible. Delay
+in frankly facing the facts and in taking all possible measures to
+develop the remaining faculties will in the end only increase the
+mother's shame and add to it the pangs of remorse.
+
+In a little book written to guide physicians in advising parents of deaf
+children, I said:
+
+"The situation of a deaf child differs very much, from an educational
+standpoint, from that of the little hearing child. Two hours a day
+playing educational games in a kindergarten is as much as is usually
+given, or is needful, for the little hearing child up to six or seven
+years of age; and his mental development and success in after life will
+not be seriously endangered if even that is omitted and he does not
+begin to go to school until he is eight or nine. The hearing child of
+eight who has never been in school and cannot read or write has,
+nevertheless, without conscious effort, mastered the two most important
+educational tasks in life. He has learned to speak and has acquired the
+greater part of his working vocabulary. In other words, although he has
+never been across the threshold of a school, his education is well
+advanced for his years and mental development.
+
+"The situation of the uninstructed deaf child of eight is very
+different. The task which it has taken the hearing child eight years to
+accomplish, the deaf child of eight has not even begun. He cannot speak
+a word; he does not even know that there is such a thing as a word. He
+is eight years behind his hearing brother, and even if he starts now,
+unless some means can be found for aiding him to overtake his brother
+educationally, he will be only eight years old in education when he is
+sixteen years of age. And when he is sixteen, the psychological period
+will have passed for acquiring what he should have learned when he was
+eight. The fact that the child is deaf does not exempt him from the
+inexorable laws of mental psychology and heredity. In the development of
+the human mind there is a certain period when all conditions are
+favorable for the acquisition of speech and language. Unnumbered
+generations of ancestors acquired speech and language at that stage of
+their mental development, and this little deaf descendant's mind obeys
+the law of inherited tendencies.
+
+"If the speech and language-learning period, from two years of age to
+ten, is allowed to pass unimproved, the task of learning them later is
+rendered unnecessarily difficult.
+
+"Therefore, in the case of the little deaf child, the years from two to
+ten are crucial, and of far greater importance than the same period in
+the case of the hearing child."
+
+Even though the child be totally deaf from birth, he can nevertheless be
+taught to speak and to understand when others speak to him. He can be
+given the same education that he would be capable of mastering if he
+could hear. The mother need not be despairing nor heart-broken. A
+prompt, brave, and intelligent facing of the situation will result in
+making the child one to be proud of and to lean upon.
+
+                                                  JOHN D. WRIGHT.
+
+1 Mount Morris Park, West, New York City.
+February, 1915.
+
+
+
+
+WHAT THE MOTHER OF A DEAF CHILD OUGHT TO KNOW
+
+(_Mothers are strongly advised to read the Preface_)
+
+
+
+
+I
+
+FACING THE FACTS
+
+
+While deafness is a serious misfortune, it is neither a sin, nor a
+disgrace, to be ashamed of. It is a handicap, to be sure, but one to be
+bravely and cheerfully faced, for it does not destroy the chances for
+happiness and success. It is cause for neither discouragement nor
+despair. It will demand patient devotion and courageous effort to
+overcome the disadvantage, but what mother is not willing to show these
+in large measure for her child when the future holds assurance of
+comfort and usefulness?
+
+The earlier that the facts are known and squarely faced, the better. It
+is always wiser in life to prepare for the worst and gratefully accept
+the best, than to refuse to acknowledge the possibility of the worst
+until it is too late to remedy it, or at least to reduce it to its
+lowest terms.
+
+When a mother first suspects that her child's hearing is not perfectly
+normal, what should she do? Of course, first of all, the best available
+ear specialist should be consulted at once in order to determine whether
+the cause can be removed and normal hearing restored. Sometimes,
+however, the specialists are uncertain of the outcome, and sometimes
+their hopes are not realized. In the meantime, precious days and weeks
+are passing in which something could be done for the little one
+educationally, without in any way interfering with the medical efforts
+at relief. The two things can be, and should be, carried on
+simultaneously. If normal hearing is restored no harm has been done by
+the educational training; in fact, the development of the child has been
+advanced. On the other hand, if the hopes that were entertained are
+disappointed, then precious and irrecoverable time has not been lost.
+
+The title presupposes that the mother has already accepted the fact that
+her child's hearing is not perfect, and, for the sake of the child, it
+is to be hoped that this knowledge came to her very promptly after the
+occurrence of the deafness.
+
+One would naturally expect a mother, of her own accord, to carefully
+test all the senses of her child by many simple and repeated exercises
+during the first few months of its life. The many cases, however, in
+which deafness on the part of a child has not been recognized, or at
+least not acknowledged, by the mother till the third, fourth, or even
+fifth year, show a strange neglect of a highly desirable investigation,
+and a natural unwillingness to accept a truth, the possibility of which
+must certainly have occurred to her long before.
+
+If she could only realize that she need not feel downcast and
+heavy-hearted by reason of her little one's imperfect hearing; if she
+could only know that she need not look forward to a life for him
+different from that of other children; if she could understand that
+training and education can enable him to overcome to an extraordinary
+degree the disadvantage of deafness, she would set about the task with
+cheerfulness and hope, and if she knew that the sooner she began, the
+better it would be for the little one, she would not stubbornly refuse
+for so long to acknowledge even the possibility of deafness.
+
+
+
+
+II
+
+HOW SHALL THE MOTHER BEGIN HER PART OF THE WORK?
+
+
+First of all, something like an inventory should be taken of the
+faculties possessed by the child which he can use in working out his
+problem. Has he good sight, normal smell, taste, muscular sense, and
+memory? To what extent is his hearing impaired? Is there any possibility
+of restoring it to normal acuteness, or of improving it, or of
+preventing any further impairment?
+
+The completeness with which these questions can be answered depends, to
+a considerable extent, on his age and his physical condition. We will
+suppose that he is about fifteen months old and in good bodily
+condition. If he is older, the same tests would be used to begin with,
+though we could at once pass on to more complicated and difficult ones
+that cannot as yet be used with the fifteen-months-old baby.
+
+First, with regard to sight. We wish to know if he can distinguish
+reasonably small objects at reasonable distances; whether he can see
+moderately small things at short distances; whether the angle of his
+vision is normal. In other words, whether his range and angle of vision
+are sufficient for all ordinary purposes.
+
+If he can recognize his father or mother or brothers and sisters at a
+distance of a hundred feet he can see far enough for all practical
+purposes. If he readily finds a small object like a pin or a small black
+bead when dropped on the floor, his sight is sharp enough at short range
+to serve his purposes. If his attention can be attracted by waving a
+hand or a little flag or a flower fifty or sixty degrees on either side
+of the direction in which he is looking, that is, two-thirds of the way
+to the side of his head, his angle of vision is sufficiently wide. If he
+can pick out from seven balls of worsted of the seven primary
+colors--red, orange, yellow, green, blue, indigo, and violet--the ball
+that matches another of the same color, he is at least not color-blind
+and has a sufficient sense of color for the ordinary purposes of life.
+It may be necessary to wait till eighteen months for a satisfactory
+color test. Color blindness, when present, is usually most apparent in a
+failure to distinguish between red and green, these two widely differing
+colors seeming to produce the same impression upon the color-blind eye.
+The child will be just as likely to choose a red ball to match the green
+one in his hand as to select another red ball. But repeated tests should
+be made before accepting color blindness as a fact, since sometimes the
+brain can be educated to discriminate between red and green even when
+the impressions have not the normal degree of difference.
+
+The tests for taste, smell, muscular sense, touch, and memory cannot be
+made with much thoroughness or satisfaction till two years of age,
+though observation will show a recognition by taste and smell of that
+which is agreeable and that which is disagreeable. Accurate tests of
+hearing cannot be made till the child is three or four, but it is
+possible when he is twelve months old to determine whether the hearing
+is normal or is seriously impaired, and it is very desirable that this
+should be done.
+
+The expression "seriously impaired," when applied to the hearing of a
+little child, must be given an entirely different interpretation than it
+would have if used with reference to an adult who had previously had
+normal hearing. A degree of impairment that would be unimportant in an
+adult is a very serious matter in the case of a child. This is because
+the ear is the natural teacher of speech and language. If the sounds of
+speech are not clearly heard the imitation of them will always be
+imperfect, and the acquisition of language will be impeded. If deafness
+is so great that spoken words are not heard at all, then the child will
+not learn to speak and to understand when spoken to unless specially
+taught. A much slighter degree of deafness will prevent the proper
+acquisition of speech and language than would in later life prevent the
+comprehension of conversation in a familiar language. As even the child
+of fifteen months would benefit from some modifications of the ordinary
+treatment of a baby, if his hearing was not normally acute, it is to his
+advantage to have the fact of his deafness known at once by those in
+charge of him.
+
+It is not as easy as it might seem to the inexperienced to determine
+even approximately the situation of a fifteen-months-old baby with
+respect to its hearing. Our interest here is, of course, in the tests of
+hearing that do not require special apparatus and special training. In
+the case of a child less than two years of age we must rely upon merely
+attracting his attention by various sounds, judging the effect upon him
+by his expression and actions. We cannot, at that age, establish a
+system of responses, nor expect him to imitate the sounds he hears.
+Sounds should be used for testing that disturb only the air, and are
+not sufficiently low and powerful to set in vibration the floor, chair,
+or any other object with which he may be in contact. Deaf children
+rapidly become abnormally sensitive to vibrations, which are to them
+what noises are to us. A rather smooth, not too shrill, whistle is one
+excellent sound to use. Not a fluttering whistle like the postman's, nor
+a heavy tone like an organ pipe or bass horn. Clapping the hands is a
+good initial test of a crude nature; then a moderate whistle, varying
+the pitch, for sometimes high sounds are perceived, but not low ones, or
+vice versa. Then a bell, such as a small table bell, the telephone,
+electric door bell, etc. Lastly, the human voice in various pitches,
+volumes, distances, and vowels. Little by little it can be determined
+whether the child hears all the sounds, and if not, then which, if any,
+he perceives. A totally deaf child may often deceive the investigator by
+turning his head at the critical moment, apparently in response to the
+sound that was made, while, on the other hand, a child very slightly
+deaf, or not deaf at all, may completely ignore the sounds made for the
+purpose of attracting his attention. Therefore, it takes time and
+repeated tests under varying environments to gradually eliminate
+possible errors and coincidences.
+
+It must be remembered that the intensity with which a sound affects the
+ear varies inversely as the square of the distance from the ear to the
+source of the sound. That is to say, if exactly the same sound is
+repeated at half the distance, the intensity with which it reaches the
+ear is four times as great as before, and if the distance is quartered,
+the intensity is sixteen times as great. In other words, if "ah" is
+spoken with a certain loudness eight inches from the child's ear, and
+then again with exactly the same pitch and volume only two inches from
+his ear, it will be sixteen times as loud to him as it was the first
+time.
+
+These simple tests will serve to determine whether the child has, or has
+not, a normal acuteness of hearing. They will not serve to determine
+with any accuracy the degree of impairment, if it is found that the
+hearing is impaired at all. More thorough tests will have to be
+postponed till the child is two years old or more. But the moment that
+impaired hearing is suspected, the best available ear specialist should
+be consulted in order to determine whether the cause can be removed, or
+measures taken to prevent a progressive increase in deafness.
+
+The visit to the otologist should be repeated at intervals of not more
+than eight or ten months, even where there is no question of treatment,
+in order that any change in the physical condition of the organs may be
+promptly detected.
+
+
+
+
+III
+
+HOW SHALL THE MOTHER GET INTO COMMUNICATION WITH HER DEAF CHILD?
+
+
+Let it be assumed that when the child is fifteen months old it is fairly
+well established that his hearing is somewhat below normal. Between
+fifteen months and two years of age all that is said in this section
+will apply equally to the child who is _feared_ to be _totally_ deaf and
+to one who is known to possess some sound perception, though not a
+normal degree of hearing. For, until he is old enough to respond to more
+complete and accurate tests, we must not give up the idea that he may
+have a sufficient remnant of hearing to be of great assistance to him in
+the acquisition of speech and language, if it is only developed and
+trained.
+
+Between the ages of twelve months and twenty-four months the child with
+perfect hearing makes rapid progress in learning to understand what is
+said to him, and by the time he is two years old has usually begun to
+speak many words and sentences in a more or less imperfect way. This has
+been accomplished principally by the mother's constant talking to her
+baby. If she has had the good sense to always speak in simple but
+complete sentences, and to avoid the foolish "baby talk" unfortunately
+affected by some people in addressing little children, the results of
+her daily and hourly talk is the possession by the child of a
+considerable vocabulary of words whose meaning he knows, and a less
+number that he is able himself to speak in a rather imperfect way.
+
+In what respects should the mother modify her treatment of the baby if
+she suspects that his hearing is defective? She should not talk to him
+any the less on this account, but, on the contrary, she should talk to
+him more. She should, however, speak a little louder, a little nearer to
+him, possibly a little more slowly and distinctly, exercising the
+greatest caution, however, not to exaggerate speech into unnatural
+facial contortions, or to accompany it by gestures. To fall into the
+habit of mouthing and gesticulating, making faces and motions, will
+defeat entirely the purpose of all efforts to develop an understanding
+of speech by the child. Unfortunately, such exaggerated and absurd
+speech is a natural and very prevalent fault. To avoid it is absolutely
+necessary, but requires constant watchfulness, as there is a strong
+temptation to try to make speech-reading easy for the child by opening
+the mouth wide and making extraordinary movements of the tongue.
+
+The object aimed at is to lead the child to interpret natural, everyday
+speech, and such facial contortions and exaggerations cut him off from
+practice in reading natural speech. This point cannot be too strongly
+emphasized. Speak naturally and normally _always_ to the deaf child.
+
+Above all, the mother should form the habit of watching his eyes and of
+speaking as often as possible when his gaze is fixed upon her face. The
+habit on his part of looking at the face of a speaker, and the habit on
+his mother's part of observing his gaze and, when it wanders, of pausing
+in her talk till he is looking at her again, are two very valuable aids
+in the language development of the deaf child. In addition to always
+raising her voice a little in speaking to her baby, the mother should
+several times a day take him in her lap and sing to him, and talk to him
+with her lips not far from his ear. Talk to him just as all mothers do
+to their babies (but not with the mangled and distorted words called
+"baby talk"), about the pussy, the dog, the bird, his foot, his toes,
+his arms and hands and fingers; about his papa, brothers, sisters; about
+the flowers, the grass, the trees, and a thousand other things. Say the
+good old Mother Goose rhymes of "Patty Cake, Patty Cake, Baker's Man,"
+"This little pig went to market," etc., etc. But in all your frolics and
+stories and songs, take the greatest care that he shall hear or see, or
+better still, _both_ see _and_ hear, what you are saying. Gradually he
+can be taught to understand many simple commands and questions just as
+hearing babies learn them, by constant repetition at times and under
+circumstances when the meaning is obvious. Such as "come," "go," "go to
+papa," "come to mamma," "jump," "stop," "kiss mother," "pet pussy,"
+"pick up," "put down," "milk," "water," "bread" (the later in life that
+he learns the meaning and taste of "candy" the better), "do you want
+some bread?" "milk," "water," etc. "Bring my slippers," "bring my
+shoes," "put on your hat," "take off your mittens," "wash your hands,"
+etc., etc., throughout the whole day.
+
+Very early the mother should learn to consider the direction from which
+the light comes, and should be careful to take her position _facing_ the
+main source of light which should come from _behind the child_. The eye
+can be trained from the very beginning of attention to unconsciously
+supplement an imperfect ear in comprehending spoken words. It is even
+possible for the eye to perform the entire task of interpreting speech,
+and, if the hearing is entirely lacking, the course outlined will result
+in training the brain to interpret the movements of speech as seen by
+the eye, as it would have been trained by the same procedure to
+interpret the sounds of speech had the organ of transmission not been
+injured. But the idea must be constantly in the mind of the mother that
+her boy needs to _see_ the spoken word at the very moment _when the idea
+that it represents is in his mind_, AS OFTEN as he would hear it if his
+hearing were perfect.
+
+This one suggestion, if faithfully lived up to from the age of one year
+to that of two years, would be almost enough. But there are other things
+that the mother can do as the mental development of the baby increases
+with each month of life. She should encourage him to babble and gurgle
+and murmur, as much as possible, to laugh and crow and make all the
+various baby noises that will train and develop his voice. Encourage
+noisy, romping, rollicking games as he gets older, that make him shout
+and call, for they are the natural and best voice exercises.
+
+
+
+
+IV
+
+WHAT ABOUT THE BABY'S SPEECH?
+
+
+The hearing baby babbles because he gets some pleasure from the sounds,
+and also because he desires to imitate the sounds of speech he hears
+around him. _He has his attention called constantly to sound._ The sense
+of vibration is not as strong nor as instructive as that of sound, but
+if _the attention_ of the child is early _called_ to it, a watchfulness
+for vibration _from within himself_ as well as from without, can be
+aroused, and a sensitiveness developed that would not have come as
+early, if at all, without special, directive effort on the part of the
+mother. She can lead her little one to oo-oo, and ee-ee, and mamma, and
+bub-bub, etc., by doing these babblings herself while the baby is in her
+arms and his tiny hands are wandering over her lips and face and throat.
+These exercises will gradually bring a recognition on the part of the
+child of the sensation of vibration that accompanies voice, and they
+will give facility, coupled with the normal and natural intonations that
+have been acquired when he was not conscious of any effort, that will
+prepare him for a better and more fluent speech when the time comes for
+more exact articulation training.
+
+But during the first two or three years of the child's life the
+principal stress should be placed upon his learning to understand what
+is said to him, without bothering much about his speaking himself. In
+the case of the hearing child, the understanding of language comes
+before he can himself utter it. This must also be the case with the deaf
+child, and the period preceding utterance must be longer, by reason of
+his handicap, than in the case of a child with normal hearing.
+
+
+
+
+V
+
+DEVELOPING THE MENTAL FACULTIES
+
+
+By the time he is two years old he has gained maturity and grasp enough
+to play many little educational games with his mother and his little
+brothers and sisters, or playmates. These games should be calculated to
+develop his various faculties, his powers of observation, memory, and
+concentration. To develop a faculty is really _to train the brain_. As a
+matter of fact, we see and hear and taste and smell and feel with our
+brains. The eye of a two-year-old child is practically as perfect an
+optical instrument as the eye of a boy of ten, and yet how much more the
+older boy seems to see. This is because his brain has been trained to
+_interpret_ the impressions that even the baby eyes received but did not
+understand. Of course, where the instrument is found to be imperfect we
+can assist it by means of additional lenses, or perhaps by some one of
+the skillful operations now performed by oculists, and, as the sight is
+of such increased importance to a deaf child, the greatest care and
+watchfulness should be given to his eyes. Do not let him sleep, or lie,
+facing the sun, or any other powerful light, but throughout his life be
+careful that all his use of eyesight be under conditions of ample and
+well-directed light. Supposing that the simple tests referred to
+heretofore have shown that the eyes, as optical instruments, are
+sufficiently perfect, our efforts need to be to train the brain to take
+cognizance of, and to interpret the impressions transmitted to it by the
+eyes. We shall not be able to improve the working of the eye by our
+efforts, but we can educate the brain.
+
+Color and form make the earliest appeal to the child's eyes, and we can
+use them for our educational play. The duplicate set of worsted balls of
+the seven primal colors can be increased to include easily
+distinguishable shades. The child can be sent on entertaining voyages
+of discovery around the room with a ball of a certain color to find
+other objects similar in color in the rugs, books, chairs, dresses,
+ties, etc.
+
+A game to develop observation of form can be made by collecting a group
+of objects of varying shapes in a pile on the floor or a low table;
+mother picks up some one of the objects, directs the attention of the
+little one to it, and after he has observed it somewhat she puts it back
+in the pile and moves all the objects about till they are well mixed up.
+Ask the little fellow then to pick out the object mother held in her
+hand a moment before. When he can do this by sight without difficulty,
+have him shut his eyes, place an object in his little hands, teach him
+to feel it over carefully, take it from him, and, while his eyes are
+still closed, place it once more in the pile. Let him then open his eyes
+and see if he can indicate the object he had previously held. When he
+has mastered this, give the game another turn by asking him to find by
+means of touch alone, while the eyes are still closed, the object that
+he has been feeling, after it is restored to the pile of other objects.
+Still another turn can be given by first letting him see the object,
+without touching it, then having him close his eyes, and by touch alone
+select it from the pile. A set of wooden forms, such as spheres, cubes,
+pyramids, cones, cylinders, and similar, but truncated, forms, can be
+obtained at any school supply store. To these can be added common
+household objects such as small frames, vases, napkin rings, spoons,
+forks, and other similar things, as well as some of the forms included
+in a complete set of the Montessori material.
+
+The Montessori weighted forms are excellent for training his muscular
+recognition of difference of weight, and an excellent way is to put
+various quantities of birdshot into half a dozen exactly similar little
+rubber balls that can be purchased at any toy store for two cents
+apiece. Then hand the boy one of the weighted balls, and after he has
+felt its weight put it back with the other similar-appearing balls and
+see if he can again discover it. An outfit for training his tactile
+sense can be made in any home by collecting duplicate pieces of cloth
+having different textures; such as velvet, rough woolen tweeds or
+homespun, silk, satin, cambric, muslin, etc., and pasting one set on
+cards. Also by stretching on a wooden frame, strings of varying sizes,
+weaves, and twists, and having a bunch of duplicates from which he can
+select, by sight and touch alone, the pieces that correspond, each to
+each, with those on the frame or on the cards. If there is a guitar, or
+mandolin, or zither, or a piano, available, perhaps, by and by, the
+mother can teach the child to recognize the difference in the vibratory
+sensation perceived by his fingers touching the body of the instrument
+when a low note and a high note are struck alternately. She can make a
+game of this, too, by later having him close his eyes and place his
+fingers in contact with the instrument and then tell her _approximately_
+what string or key she struck. The next step, if she can take it, is to
+place his little hands upon her chest to feel the lowest notes of her
+voice, and upon both the chest and the top of her head to feel the
+highest, and endeavoring to get him to recognize the similarity in
+vibratory sensation between what he now feels and what he previously
+felt on the musical instruments. The last step in this series of
+exercises to awaken a recognition of vibratory sensations is to lead him
+to feel in his own chest and head the vibrations set up by his own voice
+in shouting and laughing, crying or babbling.
+
+These hints that are so quickly and easily given, require weeks and
+months of patient, _happy_ effort to carry out. Beware that no one of
+them is repeated or continued so long at a time as to become a thing
+dreaded and disliked. Remember that the attention of a little child is
+like a constantly flitting butterfly that rests for only a moment or two
+on anything before dancing away to something else.
+
+There are many little games with kindergarten materials that can be
+used to develop the powers of attention, observation, imitation, and
+obedience. The laying in simple designs, by watchful imitation of the
+mother, of colored sticks, colored squares, etc.; the building with
+colored blocks; stringing of _large_ beads; weaving with _wide_ strips
+of colored paper simple designs that a mother could invent with the
+material at hand or could learn from any kindergarten manual. The point
+that must be firmly, but _pleasantly_, insisted upon in these exercises
+is careful and obedient following by the child of the exact order of
+movement and manner of placing adopted by the mother teacher. The entire
+value of these exercises for the purpose she wishes to accomplish
+depends upon _accurate observation_ by the child and _implicit
+obedience_.
+
+The material outfit prepared and sold by the American exploiters of the
+Montessori method is admirably adapted to the development of the budding
+faculties of the child, and the mother who is trying to do all in her
+power to prepare her little one to benefit to the greatest possible
+extent from the professional instruction that must come later, will make
+no mistake in supplying herself with the set of materials, and making
+herself intelligent on their use by the child.
+
+
+
+
+VI
+
+DEVELOPING THE LUNGS
+
+
+The tendency of the deaf child is to grow up with less development of
+lungs and of the imagination than hearing children. In order to overcome
+this tendency the child must be encouraged and _taught_ to play games
+and use toys that will exercise the lungs and develop the power of
+imaginative thought.
+
+In order to expand and strengthen the lungs through the child's play,
+supply him with the brightly colored paper wind-mills that he can set
+whirling by blowing lustily; also the rubber balloon toys, even though
+the torturing squeak of the toys is only heard by those in the vicinity
+and not by himself. An especially good exercise for the gentle and
+long-continued control of breath results from the toy blow pipes with
+conical wire bowls by means of which light, celluloid balls of bright
+colors are kept suspended in the air, dancing on the column of breath
+blown softly through the tube. The more steadily the child blows, the
+more mysteriously the ball remains at a fixed point, whirling rapidly
+but without any apparent support.
+
+Blowing soap bubbles, especially trying to blow big ones, is very useful
+as well as interesting.
+
+For physical development in which the lungs come in for their share and
+the sense of mechanical rhythm is fostered, an excellent exercise is
+marching in step to the stroke of the drum, proud in Boy Scout uniform.
+Dancing is a very desirable accomplishment for the deaf child.
+
+Tops and tenpins cultivate dexterity, as do playing ball and rolling
+hoop.
+
+
+
+
+VII
+
+THE CULTIVATION OF CREATIVE IMAGINATION
+
+
+This can be greatly helped by early use on the part of the child of
+colored modeling wax to reproduce objects and animals, and to construct
+models of imaginary houses, yards, trees, etc. A sand pile, or a large,
+shallow sand box, perhaps five feet square, with sides six inches high,
+and completely lined with enamel cloth to make it watertight, is a
+wonderful implement for constructive play on the part of the child.
+Whole villages of farms, fields, and forests, ponds and brooks, roads
+and railroads, can be made here in miniature.
+
+Building blocks of wood or stone; the metal construction toy called
+"Mechano"; dolls, doll houses, furniture, and equipment, are valuable,
+but they should be simple, inexpensive and not fragile.
+
+Cut-up picture puzzles, painting books, tracing slates with large and
+simple designs cultivate observation and ingenuity. Kaleidoscopes and
+stereoscopes are excellent, but moving pictures are so trying upon the
+eyes, and the air of the theaters is so bad, that a deaf child whose
+eyes are his only salvation, and whose health is doubly important,
+should not even know of their existence till he is seven or eight years
+old.
+
+
+
+
+VIII
+
+FURTHER TESTS OF HEARING
+
+
+But, as soon as the mother finds her little child sufficiently mature to
+benefit by the sense training described above, whether it be at twenty
+or, as is more likely, at from twenty-four to thirty months, she can
+begin to make a more complete and accurate determination of the degree
+of his deafness, for now she can establish a system of responses on the
+part of the child that will show her when he perceives the sounds she
+uses in her tests.
+
+In order to be certain that the little one knows what she wishes of him,
+she must begin with some sensation that she is sure he feels. We will
+assume that he has as yet no speech, and cannot count, at least does not
+know the names of the numbers. Let the mother pat him once on the
+shoulder and then cause him to hold up one of his little fingers. Then
+pat him twice, and make him hold up two fingers, then three times and
+have him put up three fingers. Now return to one pat and one finger,
+repeat two pats and the holding up of two of his fingers, and three pats
+and three fingers. Go over and over this little game until he has
+grasped the idea and will hold up as many fingers as he feels pats.
+Simple as the idea seems, it will often take a bright child some time to
+realize what you want him to do. But you are _sure_ that he feels the
+pats, whereas, if you began at once with sounds, you could not know
+whether his failure to respond was because he did not hear, or through
+not understanding what you expected of him. He will weary of the
+exercise soon, and then mother may as well turn to something else till
+he has rested.
+
+Having established this system of response on his part to sensations
+perceived, it is not difficult to shift from the number of pats to the
+number of times he hears a noise. This once accomplished, tests can be
+made with sounds of different kinds, different pitch, and different
+volume, varying the distance, the instruments, and the vowel when the
+articulate sounds are reached. He can be shown a whistle, then, when it
+is blown behind his back, he will hold up as many fingers as the times
+it was blown, if he perceives the sound. He can be asked to distinguish
+between a whistle, a little bell, and the clapping of the hands. When he
+is successful in that, the vowel sounds may be uttered not far from his
+ear, but behind him. Begin with "ah" (ä), as this is the most open and
+strongest; then try "oh" (o with macron), which is not easily confused
+with ä. Then ee (e with macron). If, after a time, a distance and a
+degree of loudness are found that enable him to recognize these sounds
+with unfailing accuracy, or at least 90 per cent. of the time, then
+other sounds can be added, such as aw (a with diaresis below), (a with
+breve) (as in hat), (i with macron) (as in ice), oo (as in cool), ow (as
+in owl). Using these sounds at different pitches, and with different
+intensities and distances, a sufficiently accurate estimate can be
+formed of the degree of his hearing power so far as his present needs
+are concerned.
+
+
+
+
+IX
+
+THE DEVELOPMENT OF RESIDUAL HEARING
+
+
+If any ability to perceive sounds is found, every effort should be made
+to lead the child to use it, and as the most essential use of hearing is
+in the comprehension of spoken language, the principal effort should be
+made along that line.
+
+Take three objects, the names of which are short, with the principal
+vowels quite easily distinguished. A little toy street car, a cap, and a
+toy sheep, would do nicely to begin with, as the three words, "car,"
+"cap," and "sheep," are not easily confused. Place two of the objects
+before him, the car and the sheep, and speak the name of one of them,
+"car," we will say, loudly and distinctly close to his ear, but in such
+a way that he cannot see your mouth. Then show him the car. Repeat it
+with "sheep" and show him the sheep. Repeat "car," and take his little
+hand, put it on the car. Then "sheep," and make him put his hand on the
+sheep. Continue this process until he will indicate to you the object
+you name. When he makes only occasional mistakes with two objects, add
+the cap. When he can get the right one about 90 per cent. of the time,
+then take three new words, returning occasionally to the first three.
+Very soon his own name and those of others, with photographs to enable
+him to indicate which, will prove of interest to him. When he has
+successfully learned to distinguish a few single words, a beginning can
+be made on short sentences. Commands that he can execute are convenient.
+"Shut your eyes," "Open your mouth," "Clap your hands," can follow drill
+on the three words, "eyes," "mouth," "hands." "Open the window," "Shut
+the window," "Open the book," "Shut the book," "Open the door," etc.
+"Stand up," "Sit down." When this beginning has been made, the road is
+open to the gradual increase in a hearing vocabulary, but do not
+attempt so much at once as to confuse and discourage the child.
+
+The suggestions already made should be studiously followed throughout
+his whole childhood. If his hearing is not too seriously impaired, he
+will begin to attempt to imitate spoken sounds by the time he is
+twenty-four to thirty months old. But his ability to imitate sounds is
+not an accurate measure of his ability to hear. He may perceive the
+sounds much better than he is able to reproduce them. Distinct utterance
+comes slowly to the child with normal hearing, and still more slowly and
+imperfectly to the child whose hearing is not good. But the continued
+effort to make him hear _words and sentences_ is a very valuable
+exercise for him and should be faithfully continued till he is old
+enough to respond to the tests of hearing as outlined and it has been
+definitely proved that he cannot possibly tell whether ä, or (o with
+macron) or (e with macron) is said, no matter how loud or how near the
+ear the sound is uttered.
+
+The question will naturally arise as to whether the child's hearing of
+speech can be aided by an electric or mechanical device. When it is
+possible to make the child perceive the sound of the vowels with the
+unaided voice uttered very near the ear, I believe it to be better, at
+first, not to interpose any artificial device. But I have found that
+sometimes, in cases where the sound perception was not at first
+sufficient to enable the child to distinguish even the most dissimilar
+vowel sounds, although uttered loudly close to the ear, I could awaken
+the attention of the child to sound, and stimulate the dormant power by
+the use of an Acousticon. After a few months I have been able to
+dispense with the instrument and use only the unaided voice at close
+range. Later, when some vocabulary has been acquired through these
+auricular exercises, it is often desirable to return to the Acousticon
+and teach the child to use it, in _order to extend the distance at which
+sounds can be heard_. By the use of the Acousticon, it then becomes
+possible to communicate by means of the ear without speaking at such
+short range. It is not easy, however, to induce a child to use an
+Acousticon at all times, whereas an adult will take the time and trouble
+necessary to become accustomed to the instrument, and will put up with
+the slight inconveniences inseparable from its use.
+
+
+
+
+X
+
+DEVELOPING THE POWER OF LIP READING
+
+
+In this effort to develop the hearing, however, the necessity must not
+be forgotten of also training the brain to associate ideas with what the
+eye sees on the lips when words are spoken. In the case of the very
+slightly deaf child, this visual training is not quite so important as
+the auricular training, but when there is much deafness it is the more
+important of the two. The comprehension of much language can be given to
+the little deaf child by constantly talking just as any mother does to
+her hearing baby, only being always careful to take a position facing
+the main source of light, which should come _from behind the child_.
+
+The hearing child arrives at the association of meaning with the sounds
+of words only after very many repetitions. How often must the child hear
+"Mamma," "Look at mamma," "See, here is mamma," "Mamma is coming,"
+"Mamma is here," "Where is mamma?" "Do you love mamma?" "Mamma loves
+baby," etc., etc., from morning to night, day after day, week after
+week. The mother does it for pleasure; to play with and pet the dear
+baby. She does not think of it as a teaching exercise, but it is a very
+important one. The deaf baby will learn gradually to associate a meaning
+with the various sequences of movement of the lips, if a little care is
+taken to watch his eyes and to speak when they are directed toward the
+speaker, and to stand in such relation to the light that it falls upon
+the speaker's face. The speech should be the same as to the hearing
+child, but it takes a little more care and watchfulness to have the deaf
+child _see_ the same word or phrase as _many times_ as the hearing child
+hears it. If it is spoken when the baby is not looking, it does not
+help.
+
+When the little one is learning to walk, the mother says, "Come to
+mamma," "Go to daddy," and gradually he learns "come" and "go." She has
+him play hide and seek with another child, and she says, "Where is Tom?"
+"Where is the baby's mouth?" "Where is the baby's nose?" etc., and by
+and by he knows "where" and "mouth" and "nose," and the names of his
+playmates or brothers and sisters. When he is sitting on the floor she
+picks him up, saying "up." When she puts him from her lap to the floor
+she says "down." If he is naughty she says "naughty," and perhaps spats
+his little hands, and so on through the day. A little care on her part,
+a little added thought and watchfulness, perhaps a few more repetitions,
+and little by little she will find her deaf baby learning to look at her
+always, and to understand much that is said to him. She must all this
+time remember, also, that the shades of feeling, pleasure,
+disappointment, approval, disapproval, doubt, certainty, love, anger,
+joy, which are largely conveyed to the hearing child by intonation of
+voice, must be conveyed to the deaf baby by facial expression and
+manner. They become very keen at interpreting moods by the look. Let
+the face be sunny and kind and INTERESTED, if possible. The first
+indication of impatience, of being bored and weary, will destroy much of
+one's influence with the deaf child.
+
+Sometimes it is harder to disguise one's feelings in the face than in
+the voice. Do not be caught unawares. Interest, cheerfulness, and
+patience are tremendous forces to help the little deaf child.
+
+Some one has said:
+
+
+     "When you consent, consent cordially;
+     When you refuse, refuse finally;
+     When you punish, punish good-naturedly."
+
+
+
+
+XI
+
+FORMING CHARACTER
+
+
+And now that the little one is two or three years old, it may be well to
+say a few words about his general training in character and habits.
+There is a strong, and a not unnatural tendency to maintain an attitude
+toward the deaf child that differs from that maintained by sensible
+mothers toward their other children. They often set up a different
+standard of conduct and of obligation for the afflicted child. His
+brothers and sisters are taught to always defer to his wishes; even to
+the extent of yielding to improper and selfish demands on his part, and
+conceding that they have no rights where he is concerned. He is not
+required to perform the little duties demanded of the other children. He
+is given privileges which the others do not, and which no one of them,
+including himself, should enjoy. He grows tyrannical, domineering, and
+selfish. The mother says: "Poor little chap; he has trouble enough, we
+must do all in our power to make up to him for what he misses by reason
+of his deafness." This is, however, a shortsighted, and really a cruel
+policy. It lays up much misery for his future, and in the end proves a
+serious handicap to one who needs to have as few additional difficulties
+as possible. Though it may seem hard-hearted, it is really kinder to put
+him on the same basis as any other child. Make him do everything
+possible for himself. Insist upon his being independent; dressing
+himself as soon as he is able, buttoning his own shoes, and performing
+all the little self-help acts that the wise mother demands of all her
+children. Make no distinction in the treatment accorded him. Ask the
+same services, reward right actions and punish wrongdoing as impartially
+as if he was not deaf, only being sure that he clearly connects the
+punishment with the wrong act. This, in the case of a deaf child,
+requires a little more care than with a hearing child. Train him to be
+thoughtful for the comfort of others, and respectful of their rights,
+just as you insist that the others observe his rights. He cannot be
+argued with, object lessons and example must be the means of teaching
+him manners and morals.
+
+
+
+
+XII
+
+CULTIVATING THE SOCIAL INSTINCT
+
+
+Between the ages of two and four years all the games and exercises
+heretofore described can continue to be used, together with others
+increasingly difficult and complicated, as the child's mind develops and
+his powers of observation, attention, and memory increase. Take very
+special care that he learns all the childhood games that other children
+know and enjoy. Devote yourself more to him in this respect than you
+would in the case of another child. Encourage the neighbors' children to
+come and play with him by making it especially pleasant for them. Teach
+them yourself to play "Hide the Thimble," "Hide and Seek," "Drop the
+Handkerchief," "Going to Jerusalem," "Old Maid," "Bean Bag." Follow the
+Leader is an excellent game by which to teach watchfulness and
+imitation. Cat and Mouse, Hot Potato, Ring on a String, are all games
+that can be played by groups and cultivate quickness. Ping Pong Football
+is excellent as a lung developer. That is the choosing of sides and
+trying to blow a ping pong ball between the goal posts formed by a pair
+of salt shakers at opposite ends of a table. Or blowing a feather across
+a sheet by opposing sides. Encourage good, romping, noisy games in which
+the children naturally laugh and shout. They are the best of
+voice-developing exercises, and by such means, and his long-distance
+shouting and calling to his playmates, the little hearing child gains
+much of his lung and voice power. In all his games, as in all his other
+activities, take very _special_ pains to talk to him, using the
+regulation expressions and training him to watch for the "It's your
+turn," or "Now, Tom," "Ready," "Whose turn is it?" etc., etc.
+
+If the foregoing suggestions have been carefully carried out since he
+was twelve months old, he will long ago have arrived unconsciously at
+the knowledge that all things, and all actions, and all feelings, have
+names, and that the mouth always makes the same sequence of movements
+for the same thing. In the babbling exercises recommended, he will
+gradually come to utter many of the vowel and consonant sounds of his
+native language; especially those that are made by the lips, and by
+evident positions of the tongue. Those sounds that require hidden
+positions of the organs, such as the sound of C and K in cat and ark, or
+G in go and dog, or ng in long, he is unlikely to have stumbled upon.
+These can be taught when the proper time comes, but their absence for
+the present need cause no anxiety. In fact, up to the time when he is
+three and a half or four years old, the matter of speaking is not one to
+be much troubled about. If the conception of language has been given him
+through lip-reading, and some ability to understand the necessary
+language of his daily life, his future success is assured.
+
+
+
+
+XIII
+
+SOMETHING ABOUT SCHOOLS AND METHODS
+
+
+Till the child is at least four years old, the proper place for him is
+at home, and if he must be sent to one of the large public schools for
+the deaf it should not be till he is five or even six years of age.
+
+But during these years the mother can gain much knowledge that will help
+her by visiting as many schools for the deaf as possible. There are
+about a hundred and fifty such schools in the United States and eight in
+Canada. They vary in size, in character, and in methods of instruction
+employed. There are public boarding schools, and public day schools,
+free to the resident of the state, or city, in which they are located.
+There are private boarding and day schools, maintained by charity, or by
+the tuition fees. Some of each class are oral schools; that is, they
+employ only speech methods of instruction, without any signs or finger
+spelling. Others are called "Combined" schools; that is, they permit,
+and in some exercises encourage, the use of finger spelling and gestural
+signs, while they also give some instruction by the speech method. There
+are sectarian and non-sectarian schools, both oral and combined.
+
+A very considerable number of schools for the deaf in the United States
+and Canada still use manual, or silent, methods of instruction, at least
+in part. But the speech, or oral, method is steadily growing in
+popularity, and gradually supplanting manual spelling and gestural
+signs. The time will certainly come when the public will be too
+intelligent to any longer tolerate the use between teacher and pupil, or
+between any employee and the pupils, in a school for the deaf, any
+system of manual communication.
+
+_Every deaf child, no matter if born totally deaf and of a low order of
+intelligence, can be given as much education by the exclusive use of the
+speech method as it can by any manual, or silent, method or by a
+combination of the speech and the silent method._ This is not the mere
+expression of an opinion, but the statement of a fact; a fact firmly
+established by actual results in state institutions where,
+unfortunately, the law requires the admission of pupils too poorly
+equipped intellectually to belong in a school with normally bright
+children. In addition to acquiring all the education of which his mental
+endowment makes him capable, he can be taught to speak and to understand
+when spoken to. The degree of perfection attainable depends upon the
+ability of the child, the skill of the teaching, and especially upon
+_the environment_ in which the child passes its formative educational
+years. The probability of the child's acquiring a maximum proficiency in
+speaking and in understanding others when they speak, is lessened in
+direct proportion to the extent to which he is permitted to use the
+silent or manual means of communication. In the so-called "combined"
+schools, the _environment_ is largely manual. A visit to the
+playgrounds, the baseball fields, the shops, dining rooms, and
+dormitories of "combined" schools will disclose the pupils using silent
+means of communication, not only between themselves, _but with those in
+charge of them. They do not think in spoken forms, but in finger
+spelling and signs_. The powerful influence of environment in those
+schools is _against_ the acquisition of the speech and lip-reading
+habit.
+
+The mother who has faithfully followed the suggestions offered in the
+foregoing pages will be able to appreciate what she sees on visiting the
+schools, and will gain much more from such visits than one who is
+entirely inexperienced in the problem. Every mother should make it her
+business to visit at least one _purely oral_ school, in order that she
+may make herself thoroughly intelligent on what may be expected of a
+deaf child.
+
+Unfortunately, pure oral schools are not as plentiful as "combined"
+schools, but it will well repay any parent to make a journey, even
+across the continent, if necessary, in order to study the workings of
+some good, purely oral, school. Do not be satisfied with a visit to the
+nearest "combined" school.
+
+_You owe it to your child_ to make yourself thoroughly intelligent as to
+the _possibilities_ open to a deaf child. You will not be intelligent
+till you have personally visited some good _purely oral_ school.
+
+The number, character, location, etc., of the schools are constantly
+changing. A descriptive list of all schools corrected to date will be
+gladly supplied by the author to any one requesting it.
+
+
+
+
+XIV
+
+THE PRESERVATION OF SPEECH
+
+WHEN DEAFNESS RESULTS FROM ACCIDENT OR ILLNESS AFTER INFANCY
+
+
+Up to this point it has been assumed that deafness occurred before the
+age of two years, and before the child had begun to speak. In cases
+where, through accident or illness, impairment of hearing has come after
+the child has begun to talk, the mother should bend all her efforts upon
+keeping the speech of her child. The younger the child, the more
+difficult is the task. Without the greatest vigilance and increasing
+attention, the speech of a little child who has become deaf will fade
+rapidly away, until it is lost entirely, and must be artificially
+recreated when he is old enough to grasp the complicated ideas involved
+in speech teaching to the deaf. But by persistently encouraging him to
+talk, and never, even for a day, allowing him to lapse into silence, and
+_by not accepting careless and faulty utterance, but pretending not to
+understand till the child speaks distinctly and correctly_, the natural
+speech, which was his before deafness occurred, can be preserved, and
+the speech habit thoroughly fixed. If, by good luck, the little one has
+learned to read even a simple primer before becoming deaf, it will be
+much easier to prevent a loss of speech. For this reading can be made an
+excuse for frequently using his speech. But when the child cannot read,
+the mother must depend entirely upon inducing him to talk to her,
+refusing to give him anything, or grant his request, till he asks for it
+in good spoken form; showing him pictures, playing games, frolicking
+with him; doing everything that a mother's love and ingenuity can
+suggest, to keep him talking all day long.
+
+The tendency of the child will be to drop, or slur, the final syllables
+of the words; to leave off the sound of final _ed_; to lose the
+sharpness of the _s_; to blur the _l_; and sometimes to lose the sound
+of _k_ and _c_. But, if he has learned to read, by pointing to these
+letters in the words he has spoken imperfectly, he will correct his own
+mistake. Prompt and increasing attention to the little fellow's speech
+during the first year after deafness occurs will usually serve to fix
+correct habits for life.
+
+
+
+
+XV
+
+TEACHING LIP READING
+
+
+All that has been said about training the little deaf child to read the
+lip movements and associate them with the names of things and of
+actions, will apply also to the little boy who has suddenly been made
+deaf, after speech has been learned. Be careful that he is looking at
+you always when you speak to him or reply to some question he has asked,
+but speak just as you would have done before he became deaf. You may
+have to repeat things to him very often at first, but do not permit any
+sign of impatience in your face. Do not let him get the idea that it is
+a hardship to talk to him. Remember that you are changing his manner of
+understanding speech over to another way, and that his present and
+future happiness depends very greatly on the thoroughness and promptness
+with which it is done. In all dealings with a deaf child the mother
+should remember that the child draws his impressions of the character
+and the feelings of those about him from the expression of their faces,
+and many almost unconscious little acts and gestures. Avoid very
+carefully any appearance of being impatient, or bored, or contemptuous
+at his failures. Try to understand the difficulties under which he is
+working to maintain his place in the world. Do not humor his whims, or
+spoil him by indulgence, yet treat him with the greatest consideration
+and fairness. Above all, be cheerful and, at least apparently,
+interested in his doings and sayings.
+
+
+
+
+XVI
+
+SCHOOL AGE
+
+
+The question of what is "school age" for a deaf child is answered very
+differently by different people. Most of the state institutions for the
+deaf in the United States, Canada, and Europe will not admit children
+younger than six years of age. Seven years is still the age of admission
+in some institutions, but the tendency is to lower the age limit. In
+some schools children of five are admitted, in a few those as young as
+four, and in two or three small schools babies of two and three are
+received. Any statement here must, therefore, be taken as only the
+expression of the author's opinion, resulting from more than twenty-five
+years of active teaching, combined with wide observation.
+
+It would appear that, where home conditions are not bad, either
+physically or morally, the proper place for the little deaf child till
+he is nearly, or quite, five, is with his mother. Very much can be done
+for the little one before he is five to prepare him for the instruction
+which should be given at that age, but it is possible for the mother to
+do what is necessary, and even the simplest home conditions are
+preferable for very little children to the institutional environment. It
+is impossible, in a school of from one hundred to five hundred pupils,
+to create a real home environment, such as the very little child should
+have. It is really a pity that the child of five should have to be
+placed in the institutional environment as it at present exists. If the
+legislative bodies of our states, and the gentlemen who manage the
+schools, could only be induced to adopt the cottage plan of housing in
+small units, the disadvantages of institutional life would be enormously
+reduced.
+
+
+
+
+XVII
+
+ORGANIZED EFFORTS BY PARENTS TO OBTAIN BETTER EDUCATIONAL CONDITIONS
+
+
+It should be possible for every taxpayer in every state who has a deaf
+child and who has not the means or the wish to place that child in a
+private school, to have the child educated in a free public school as
+completely by the speech method as his hearing children are educated by
+that method. He should not be compelled to send his child out of the
+state or else subject him to the influence of signs and finger spelling,
+with the probability that he will leave school a deaf mute.
+Unfortunately, in many states, this is not possible at present. But if
+the parents of deaf children would organize themselves into "Parents'
+Associations" and send representatives to the governors and legislative
+committees; and arrange for demonstrations by orally educated deaf
+children from pure oral schools; and carry on an active campaign of
+enlightenment and of agitation, the present state of affairs would soon
+cease to exist.
+
+I wish to make an urgent plea for the energetic efforts of all parents
+of deaf children to improve the speech-teaching conditions in their
+respective localities. At present, very far from all that is possible is
+being done to give deaf children a ready command of spoken English, and
+a working ability to understand when spoken to. The persons who have the
+most at stake in this matter, and who should be most active and
+persistent in demanding from the school authorities and legislatures
+better facilities for the acquisition of speech by deaf children, are
+the parents of those children. In each locality these parents should
+organize into "Parents' Associations." These local associations should,
+in turn, be connected by a statewide organization composed of
+representatives from each local association. These state organizations
+could then be combined by representation in a national organization of
+all the parents of deaf children in the United States. Such complete
+organization once effected, the reasonable demands made in the interests
+of better results in speech teaching would quickly be complied with by
+the respective schools and the legislatures or boards of directors that
+control them. The associations could induce their local papers to aid in
+a campaign to educate public opinion by printing facts concerning what
+is done elsewhere. If all parents of deaf children only knew what might
+be accomplished, and were so organized as to permit them to present
+their wishes forcibly to those able to change conditions, the deaf child
+would quickly come into his own.
+
+
+
+
+XVIII
+
+A PERSONAL MATTER FOR EACH PARENT
+
+
+Let some parent in each locality make it his or her business to get the
+names and addresses of all other parents of deaf children in the
+vicinity. Induce them to come together some evening and choose a
+chairman and an executive committee of three. Let these four people make
+a point of studying the education of the deaf as conducted in the most
+advanced communities. Let the executive committees of the several local
+associations get together once or twice a year for a sort of state
+convention of parents. Let them invite leading educators to address
+them, and let them appoint committees to visit schools in other states
+where different methods are employed. If such a movement was once
+started there would be found plenty of subject-matter for discussion,
+and plenty of opportunities to work for a betterment of conditions. The
+author of this little book would be glad to give any aid in his power to
+such a movement, and to place the results of his twenty-five years of
+experience at the disposal of any parent, or parents' organization.
+
+The first efforts should be directed to inducing, or compelling, the
+so-called "Combined Schools" for the deaf throughout the United States
+to wholly segregate at least a small oral department from the manually
+taught pupils. The orally taught pupils should never come in contact
+during their school life, either in the shops, dining rooms,
+playgrounds, or schoolrooms, with those pupils with whom finger spelling
+and signs are employed. All employees, whether superintendents,
+teachers, supervisors, teachers of trades, or servants, who have to do
+with the orally taught pupils should be _compelled_ to use only speech
+and lip reading (and writing, if absolutely necessary) under penalty of
+dismissal for failing to do so. Only by means of such segregation, and
+the enforcement of speech as a universal medium of communication, can
+the appropriations for oral work be made really productive of good
+results in what are now called "Combined Schools." This can be done on a
+small scale at the beginning, with the little entering beginners. Then
+if all beginners are put into this oral department it will gradually
+grow at the expense of the manual department, until, after a period of
+eight or ten years, the entire school will have become oral.
+
+This is the only method of procedure by which satisfactory results in
+speech teaching for practical purposes can be obtained in return for the
+generous appropriations that the states make. It has been fully
+demonstrated by actual operation in the state of Pennsylvania, where the
+largest school for the deaf in the world has in this manner been changed
+from a "Combined School" to a pure oral school.
+
+_All_ the deaf children in the State of Massachusetts are now taught
+wholly by the oral method. If that polyglot and heterogeneous
+population can be so treated, there is no state in the Union where the
+same could not be done if there were the desire and the ambition to do
+it.
+
+In many states deaf children have been, either by definite statement, or
+by tacit understanding, exempted from the enforcement of the compulsory
+education law. This is all wrong. They need the protection of that
+excellent law even more than the hearing child, and if the law for
+compulsory education does not, in fact, apply to them, it should at once
+be amended to do so.
+
+
+
+
+XIX
+
+DAY SCHOOLS
+
+
+The parents are the ones most interested in this matter, and it is
+through their efforts alone that improvement can be brought about. In
+Massachusetts, New York, New Jersey, Wisconsin, Michigan, Illinois,
+Ohio, Washington, Oregon, Texas, Missouri, and California, free public
+oral day schools have been established. This movement has reached its
+highest development in Wisconsin and Michigan. In Wisconsin there are
+twenty-four such schools scattered throughout the state, and in Michigan
+fourteen. New schools are opened by the Board of Education under
+prescribed conditions upon the request of a certain number of parents of
+deaf children. Such a law should be on the statute books of every state,
+and will be when the parents of deaf children organize and demand it.
+
+
+
+
+XX
+
+THE DEAF CHILD AT FIVE YEARS OF AGE
+
+
+When the little child that has been deaf from infancy is five years of
+age, he should be placed in a _purely oral school_ for the deaf, if such
+a thing is possible.
+
+The child who has become deaf by illness or accident after speech has
+been acquired, should be placed under experienced instruction by the
+speech method _at once_.
+
+To quote once more from my little book of suggestions to physicians:
+
+"If the proper school for the little hearing child of five did not
+happen to exist in his immediate neighborhood, no one would think of
+insisting upon the necessity of sending the little one away to a distant
+boarding school. But that is what must be done in the case of the little
+deaf child, if precious and irrecoverable years are not to be lost. It
+is often a difficult matter to persuade a mother to sacrifice her own
+personal happiness and comfort in having the little child with her, and
+to look far enough into the future to see that a true and unselfish love
+for the child requires her to entrust him to the care of others during
+those early and crucial years."
+
+
+
+
+XXI
+
+SCHOOLS FOR THE HEARING AND PRIVATE GOVERNESSES
+
+
+If no oral day or boarding school is available near at hand, the mother
+should have the far-sighted love that is unselfish, and the courage to
+part with her little five-year-old child during the months of the school
+year, and place him in some one of the distant schools where he can live
+and be taught in a purely oral environment. There are two alternatives
+to this, each of which is sometimes attempted, but both are undesirable.
+First the mother not infrequently attempts to have her child educated in
+the schools for hearing children. This is very unsatisfactory and even
+dangerous, for if persisted in it results in wholly inadequate progress,
+uneven development, bad speech, irretrievable loss of time, and often in
+a complete nervous breakdown. This may not come for some years, but the
+nervous system, once undermined by the excessive strain of trying to
+keep up under impossible conditions, can never be fully repaired. Here
+is what a _partially_ deaf woman writes of her experience as a child:
+
+"When I was three and one-half years old scarlet fever left me almost
+totally deaf. My father was a physician. He was urged to send me to a
+school for the deaf, but his medical training told him that what was
+needed was association with speaking children, if I were to retain my
+speech, for at that time the oral method was unknown in our state. So I
+went to school with hearing children. Unless you have been deaf, you
+will not understand the misery in this statement. A little, lonely deaf
+child, I went to a public school, hearing practically nothing of the
+teachers' instructions or the pupils' recitations. Of the torture of
+that deaf childhood I will not speak. You all know how cruel children
+may be, and a deaf child among hearing children often suffers untold
+torments."
+
+The second alternative is to seek some person who will teach the child
+in his own home. This, too, is very unsatisfactory, and involves loss of
+time and opportunity that can never be recovered.
+
+In the first place, the beginning years of a deaf child's educational
+life are the most important of all. They are crucial. It is then he
+requires the highest skill, the greatest experience, and the most
+perfect conditions. The best teachers can seldom, if ever, be induced to
+teach a single child in its home. Usually these teachers are more or
+less inferior. But even the best teacher in the world cannot do for a
+little deaf child in his home what she could accomplish for him in a
+well-organized and properly conducted school.
+
+Neither the intellect nor the character of the deaf child can be as
+successfully developed, after five years of age, by a private teacher in
+his home as in a good school.
+
+The following elements are essential for the highest educational welfare
+of a deaf child:
+
+_First._ The stimulus and incentive of association and competitive
+companionship.
+
+_Second._ The contact with more than one mind and more than one speaker.
+
+_Third._ The avoidance of becoming dependent upon some one as an
+interpreter, and the cultivation of independence and self-reliance
+through constant practice with various teachers.
+
+_Fourth._ A fully equipped and trained organization, providing a
+complete and uninterrupted education under one head.
+
+_Fifth._ Regularity of life, and the subordination of all living
+conditions to the highest educational advantage (a thing utterly
+incompatible with home conditions).
+
+These most necessary conditions are not possible of attainment through
+private instruction in the home. The child who is kept at home and given
+private instruction too often grows up to be timid, self-distrustful,
+and unfitted to cope with the difficulties and oppositions of the
+world. He falls an easy prey to temptation and is quickly discouraged by
+obstacles. Very often he is selfish, narrow, and overbearing. Not having
+those about him of his own age and with the same desires, he has become
+accustomed to having people yield to his whims and fancies as child
+playmates would not yield. He is more or less excluded from the plays
+and pleasures of childhood. All those about him have an advantage over
+him.
+
+On the other hand, the tendencies of the school-bred child are to be
+simple, natural, and childlike. His inclination to moodiness and
+suspiciousness is much less. He is happier. He becomes self-reliant,
+independent, and respectful of the rights of others. He is less petulant
+and more obedient. The wisest parents do not educate their hearing
+children at home, nor should they attempt it with a deaf child.
+
+
+
+
+XXII
+
+IMPORTANCE OF THE BEGINNING
+
+
+I wish to lay very special stress upon the necessity _at the beginning_
+of the most expert and experienced instruction that is attainable. If
+circumstances make it impossible to give to the child the best _all_ the
+time, then he should have the best at the start rather than later. Every
+effort and every sacrifice that are ever going to be made for the
+child's sake should be at the beginning of his school training, and not
+delayed till he is older. The years from five to eight or ten will
+determine his future success. If he has poor teaching during these early
+years, even the best teaching later will not be able to make up the loss
+entirely. But if he has good teaching during the first few years, then
+less expert teaching later cannot do him as much harm as it otherwise
+would. The early years are his most crucial period, and the best efforts
+should be expended then instead of when he is twelve or fourteen.
+
+
+
+
+XXIII
+
+AVOID THE YOUNG AND INEXPERIENCED TEACHER
+
+
+Between the ages of five and ten avoid the young and inexperienced
+teacher and the amateur as you would the plague. Unfortunately, the idea
+is prevalent that _any one_ can teach a little child, but that it takes
+experience to teach the older pupils. This is a disastrous fallacy.
+Young and inexperienced women are too often quite ready to assume the
+great responsibility of teaching a little deaf child. They rush in where
+angels might well fear to tread. Unfortunately, parents, and even school
+superintendents, are often too ready to permit them to do this dangerous
+thing.
+
+
+
+
+XXIV
+
+ON ENTERING SCHOOL
+
+
+Through the courtesy of the _Volta Review_, in which her article
+appeared, and of the author, Miss Eleanor B. Worcester, a teacher of the
+deaf for many years, and at one time the principal of a school, I am
+able to include the following very sensible and valuable advice for the
+guidance of mothers when their children enter school.
+
+
+THE FIRST YEAR AT SCHOOL
+
+BY ELEANOR B. WORCESTER
+
+
+At last the time has come when you feel that it is best for your boy to
+study with other children. And since your own town does not offer him a
+suitable opportunity, it is necessary to send the little fellow to one
+of the well-known boarding schools, where trained and wise men and women
+are devoting their thought and energy to giving every advantage of
+education, comfort, and happiness to the little people under their care.
+
+You have already decided, after much thought and the writing of many
+letters--perhaps after a visit to the school you incline to most--just
+where it is best that the child shall go.
+
+You have studied carefully all the directions about clothing given in
+the school catalogue, and have made sure that every little blouse or
+stocking has its owner's name written or sewed fast on it, and that all
+the small garments are in perfect order and ready for use.
+
+But have you thought how your own attitude toward this change in your
+boy's life is unconsciously preparing him either to rebel against and
+fear school, or to look forward to going there as one of the most
+delightful and interesting events of his life?
+
+I know that it is impossible for you to avoid dreading the day when your
+child must go among strangers, but I beg you not to let him see what
+your feeling is. It will take all your resolution and all your courage
+to wear not only a cheerful face, but a happy one; but you must make
+your boy feel that a very delightful time is coming.
+
+If you go about the necessary preparations as you might if he were going
+to the show or on a visit, he will enter into the spirit of things with
+enthusiasm; but if you once let him find you crying over his packing he
+will immediately jump to the conclusion that some dreadful thing is in
+prospect, and will be entirely prepared to be frightened at being left
+at school, and to break your heart by clinging to you and begging to go
+home again. And, more than this, he will be far more likely to be
+homesick.
+
+So, since you know it is best for him to be in school, and that it is
+the only possible road to happiness and usefulness, why not lead him to
+anticipate the going; to look forward to it as a treat, and to feel that
+to be a schoolboy is really the great end of existence?
+
+One of the first steps in this direction will be to help him understand
+a little what kind of a place he is bound for.
+
+Very likely the school you have decided on publishes an illustrated
+catalogue, and weeks before school opens begin to show him the pictures
+of the school buildings and grounds, and make him understand that on a
+certain day in September, which you mark on the calendar with bright
+crayon, you and he will go there. Let him see one of the little white
+beds where he will sleep after you return home, the sunny dining room
+where he will eat his morning porridge and his Sunday ice cream; the
+playground full of rollicksome youngsters, with whom he will seesaw and
+play tag by and by, and the busy schoolroom, where so many delightful
+and interesting things are sure to happen.
+
+Talk about all these things often and brightly and you will find that
+school has become a most desirable and fascinating place, and that every
+night there will be a great satisfaction in climbing on a chair to
+scratch off from the calendar another day done before the joy of going
+there.
+
+Then you can buy such delightful things to be put into that waiting
+trunk--things often to be looked at, but never to be used till that
+wonderful place is reached--long red and blue pencils, with rubbers on
+the ends; boxes of writing paper, all gay with pictures and exactly
+right for the first letters home; a foot rule, and, if you are a truly
+brave mother, a real jackknife to sharpen the same red and blue pencils
+and add to the joy of living.
+
+It is absorbing work, too, to mark them all with one's name, so they may
+never be mistaken for any other little boy's property, and to make a
+place for a new toy or two, though if you are wise you will not buy many
+playthings now, but will save them to send later, one by one, by parcel
+post, to be received with a joy it is a pity you cannot be there to
+see, it will be so out of proportion to any other pleasure you could
+give by such simple means.
+
+Of course, you must have some kodak pictures taken--ever so many of
+them--showing the family, the house, and the pets, as well as the boy
+himself. These are to be kept, too, to go in letters. They will be not
+only very precious possessions, but if they are labeled carefully they
+will be extremely useful in the classroom when your boy begins to learn
+to speak the names of the people at home.
+
+Since they are to be used for this double purpose, be sure that each
+member of the family group is very distinctly marked, or the names of
+Aunt Mary and sister Helen may get hopelessly mixed in the boy's mind!
+
+Finally, the last little garment and the last package is in the trunk,
+the last day is scratched off the calendar, and the boy himself is on
+the train. And now let me tell you something that you will not
+believe--that you will even resent, but which is perfectly true, and
+which I hope will comfort you a little when you say good-by to the
+boy--and that is this: it really is very unusual for a little child from
+five to eight years old to be homesick at school. There are so many
+distractions, so many new and curious things to see, so many interesting
+things to do, and there are so many other children all friendly and all
+happy, that even if your boy cries when you leave him, the probabilities
+are high that before you reach the station he will be playing--shyly or
+uproariously, as temperament may decide--but certainly happily, with
+some new-found friend.
+
+One of the most delightful things about a school for deaf children is
+the way all the other pupils welcome, pet, and look out for a newcomer.
+Every one makes much of him, and it would be hard indeed to be lonely
+long in the midst of so much attention and friendliness.
+
+And now a word about letters.
+
+Before you sent the boy to school I hope you didn't fail to teach him to
+recognize the written names of the different members of the family, so
+that he might be sure to understand whom his first letters came from.
+And don't forget that he will be eager for letters! Too many mothers
+feel that it is useless to write to their children during their first
+year away from them. They are so sure that no word from them can be
+understood that they content themselves with sending inquiries to the
+proper authorities, and an occasional picture postcard to the children
+themselves, and fail to realize how soon their little boy or girl grasps
+the fact that the other children have real letters in envelopes, and
+that these come from home, or how sharp a disappointment it is when day
+after day goes by and brings them nothing.
+
+If you could see, as I have seen, a letter, so worn that it was cracked
+on all its folds and dingy with much handling, carried day after day
+inside a little blouse, or guimpe, and put under the pillows every
+night, you would understand a little what those pieces of paper, covered
+with very imperfectly understood characters, but carrying love and
+remembrance from home, mean, even before the children can read them.
+And very soon, if you are an observant mother, your child will really be
+able to read them.
+
+For example, your boy's first letter may be something like this:
+
+
+     "DEAR MAMMA:
+
+     "I am well. I love you.               HARRY."
+
+
+When you answer it you might say, with the certainty that every word
+would be understood:
+
+
+     "DEAR HARRY:
+
+     "Mamma loves you. Papa is well. Mamma and Papa love you.
+
+     "Good-by.                             MAMMA."
+
+
+Not a very satisfactory letter, do you say? Perhaps not to you, but most
+delightful and understandable to the little boy to whom it is written.
+And if a little later you follow it with another containing one of the
+kodak pictures of the cat, with "Tommy" written under it, accompanying
+such a note as this, not only your little boy, but his teacher will
+bless you:
+
+
+     "DEAR HARRY:
+
+     "Mamma is well. Papa is well. Mamma and Papa love you. Tommy loves
+     you, too. Tommy is the cat. Tommy wants to see you.
+
+     "Good-by.                             MAMMA."
+
+
+I have written these two notes not as models to be copied, but to show
+you how with a little thought and care you may ring the changes on
+almost every sentence that your boy learns; and make use of every new
+word, giving him a great deal of pleasure and helping to fix the phrases
+in his mind and to make him realize that they are really valuable
+additions to his means of communication. But I do not mean that you
+should confine your letters entirely to words and sentences that the
+child already knows. In fact, new expressions, if they are short and
+simple, and if the main part of your letter is made up of things the
+child understands at once, will add very much to the interest of your
+letter. He will be eager to know what the strange words mean, and the
+new nouns, verbs, and adjectives will go immediately to swell his
+vocabulary.
+
+Like any child just learning to talk, your little boy will at first use
+nouns, when later he will use pronouns, so in your earliest letters to
+him you will be surer of making yourself understood if you do the same.
+Probably, too, with the exception of two or three sentences like "I am
+well. I love you," you will notice that all his statements are written
+in the past tense, and that will be a guide to you to confine your own
+remarks to the past, for the most part, till you notice that he has
+begun to use the future and the present himself. Watch his letters
+carefully and adapt your own language forms to his.
+
+There are two things that, as a general rule, I would advise you not to
+write about, and these are any illnesses in the family and--that supreme
+joy of school life--the box you are planning to send.
+
+My reasons for this taboo are that even very little children are often
+made unhappy and anxious, sometimes for days, if they know there is
+sickness at home, while in the second place boxes are so often delayed
+that they become the source of much disturbance of mind when the
+expressman fails to bring them.
+
+I knew a little girl who watched every delivery for a week and cried
+after every one because the box her mother had promised her did not
+appear. So let illness and boxes go unmentioned till you can write
+something like this, "Papa was sick last week. He is well now. He goes
+to the office every day." And after the box has had time to reach its
+destination you can say, "Mamma sent a box to you Wednesday. She put two
+handkerchiefs, some new shoes, six oranges, and some money in the box.
+Papa gave the money to you."
+
+If you are like most mothers, before many weeks have gone by you will be
+eager to visit your boy and see for yourself how he is getting on;
+whether he is really as happy as the letters from school assure you he
+is; what he is learning in class, and whether he has blankets enough on
+his bed and sugar enough on his oatmeal.
+
+But before the letter announcing the day of your arrival is posted or
+your ticket is bought, sit down by the fire and think the matter over.
+
+You have confidence in the school, else you would never have sent your
+boy there; and you have been told repeatedly either that the little
+fellow is happy and well or, it may be, that he was rather homesick at
+first, but has now settled down to a very comfortable and contented
+state of mind and is doing well in class.
+
+Now, if you go to see him too soon after he has left home there will
+really be a good deal more danger that the boy will be homesick after
+you leave him than there was when you took him to school in September,
+even if he has been quite happy up to the time of your visit.
+
+In the first place, he will think, drawing his conclusions from visits
+that he may have made before, that school is over and that you have
+come to take him home. So it will be a great surprise and shock when you
+go away without him. And in any case, after the separation of some
+weeks, his love for you will make him want to be with you, and he will
+really suffer when you say good-by.
+
+So, if I were you, I would wait till after the Christmas holidays before
+going for my visit. By that time he will be fully settled in his new
+life and will look on it as an established part of existence. He will
+know from observation that other mothers come for a little while and
+then go home again without taking their children with them, and his
+advance in understanding will make it much easier to explain to him that
+your visit is temporary and will not make any radical change in his own
+life.
+
+The delay will mean a good deal of self-sacrifice for you, but may very
+possibly save your boy from a sharp attack of homesickness, while later
+in the year this danger will usually have disappeared, and your visit
+will bring nothing but pleasure to you both and will help to make
+school what you want it to be--a place where all sorts of delightful
+things are constantly sure to happen.
+
+
+
+
+XXV
+
+DURING THE SCHOOL PERIOD
+
+
+But the opportunities and obligations of the parents of deaf children to
+aid in their education by no means cease when the children enter school.
+
+Throughout the entire period of school life, and even after their
+children leave school, the parents can be of very great assistance to
+them. During the time that the school is in session, if the child is
+away from home, the parents should write not less than once a week, and
+oftener if possible. These letters should contain all the little
+happenings at home, no matter how insignificant and uninteresting they
+may seem. If these things are expressed in simple language, using short
+sentences and common words, the letters will be one of the most
+efficient means of aiding the children to an ability to read, that the
+teacher possesses. The child is full of eager curiosity to know the
+smallest details of the familiar home life. He will exert his mind more
+to dig out the meaning of the language of home letters than he will to
+understand a story in a reader. Miss Worcester has suggested one or two
+little letters that would do during the first half year at school. By
+the beginning of the second year it would be helpful if the letters read
+something like this:
+
+
+     "MY DEAR BOY:
+
+     "We got your nice letter. Thank you for it. We always like to know
+     what you do at school. We like to know the names of your
+     schoolmates. We are glad when you tell us about your books and your
+     teachers. Mother, Tom, Jane and I are well. We talk about you
+     often. We are glad you can go to school. A cat frightened the hens.
+     The hens ran. The cat was naughty. I drove the cat away. I think
+     the cat wanted to eat the little chickens.
+
+     "Tom hid behind the door. He jumped out quickly. He frightened
+     Jane. She screamed. He laughed. Jane cried. Mother scolded Tom
+     because he made Jane cry. Tom said Jane was a baby. Jane said Tom
+     was a bad boy. Then Jane laughed. She forgave Tom. Tom said he was
+     sorry.
+
+     "We all love you.
+
+     "Good-by.
+
+                                 "Your loving
+                                         "FATHER."
+
+
+Each year the letters can be a little more grown up and they should
+always be frequent.
+
+
+
+
+XXVI
+
+DURING VACATION
+
+
+When vacation time comes and the children come home for the summer, the
+home folks will probably have some trouble at first in understanding
+their imperfect speech. Do not be discouraged. The speech will steadily
+improve from year to year, and you will soon be able to comprehend it,
+even when it is very faulty. But do not accept from the child anything
+except the best speech he is capable of. When the boy first arrives you
+will, probably, not know just how much to expect of him. To begin with,
+it will do him no harm to ask him to repeat what he says, even if you
+really did understand him the first time. He will probably speak much
+more distinctly the second time than he did the first, and you will see
+that you can demand of him more than you at first thought he could do.
+He will not be discouraged by being asked to repeat. He is used to it.
+The price of good speech, like the price of liberty, is eternal
+vigilance. During the school period, teachers and parents should give
+unremitting attention to demanding of the children, _every time they
+speak_, the best enunciation of which they are at that time capable.
+
+If you do not understand the boy, or he does not understand you, do not
+let him resort to gestures, nor use them yourself. Give him pencil and
+paper, if necessary. It will not be necessary often or long, and each
+day occasions of difficulty will grow fewer.
+
+Provide some useful and helpful occupation for the child for at least a
+part of each day. Do not let him play at random all the time. Continue a
+certain regularity of life in the matter of meals and getting up and
+going to bed. Insist upon respectful behavior and good manners. He has
+these demanded of him at school. Do not let him return in the fall
+having lost much that he had gained during the preceding year.
+
+When he is at home keep him in touch with the activities and the topics
+of discussion in the family circle. Do not let him withdraw or feel shut
+out. This will take a good deal of effort and self-denial and patience,
+but in the long run it will repay the parents. Failure to do this will
+eventually bring sorrow to all concerned. Train the other children to do
+their share of this. Insist upon their telling the deaf one their plans
+and their doings. Unless some care is taken he will see the others going
+without knowing where or why, he will sometimes lose pleasures because
+he did not hear the talk that was going on around him and no one thought
+to tell him. This has a tendency to make him bitter and unsocial.
+
+From the very beginning of spoken intercourse with the deaf child the
+greatest care should be taken to speak NATURALLY to him. Avoid entirely
+all exaggeration of lip movement and mouth opening. Speak a little
+slowly, perhaps, and always distinctly, but never with facial
+contortions and waving hands. The aim of his oral training is to enable
+him to understand the ordinary speech of people when they speak to him,
+and to do this he requires an immense amount of practice, just as the
+hearing child requires a great deal of practice for years before he can
+understand what people are saying to him. If you speak to him in a
+different way from that employed when speaking to others he will learn
+to understand that, but not your ordinary manner of speaking. He will
+also imitate it himself. The Chinaman speaks and understands only
+"Pidgin" English because only "Pidgin" English has been used in
+communicating with him. If people had spoken to the Chinaman as they do
+to other people he would have gradually acquired good English.
+
+So it is with the deaf child. If you want him to gradually learn to
+understand the ordinary intercourse of life, you must exercise him in it
+for years. You must not expect him to get much at first, any more than
+you expect the baby to understand to start with. But each month he will
+gain more, and by the time he is sixteen or seventeen he will have very
+nearly overtaken his hearing brother. But if you always address him with
+a yawning mouth and flopping tongue and lips, and use deaf-mute English
+to him, he will progress in his understanding and use of that, but it is
+not what you wish him to acquire. Be patient, be gentle, be untiring and
+unremitting in your efforts, but BE NATURAL. _Keep your eyes on his eyes
+and speak only when his gaze is upon your face._
+
+
+Before closing I ought to say that (more is the pity) there are many
+persons who live by trading upon the ignorance and credulity of the
+unfortunate. The deaf and the friends of the deaf fall an easy prey to
+the advertisements of quack remedies, ear drums, etc., that are always
+useless and sometimes actually dangerous. The American Medical
+Association has had the courage to issue a pamphlet in which these fake
+cures are described and exposed, and every deaf person, and parent of a
+deaf child, should have one of these pamphlets. The title is "Deafness
+Cure Fakes," and can be obtained by writing to the American Medical
+Association, 535 North Dearborn Street, Chicago, Illinois.
+
+Any one who has read these pages will easily see that the suggestions
+are all aimed to secure for the deaf a treatment similar in kind, though
+somewhat different in degree, to that accorded the normal hearing
+person. The tendency has been to differentiate the deaf too much from
+the hearing. By adopting the procedure of pure oralism, effectively
+applied under _real oral conditions_, uncontaminated, during the
+educational period from five to twenty years of age, by finger spelling
+or signs, the deaf will be far more fully restored to a normal position
+in the social and industrial world than they can ever be by the silent
+methods at present so largely used during their most impressionable
+years.
+
+
+
+
+XXVII
+
+SOME NOTS
+
+
+Do not be downcast.
+
+Deafness does not, necessarily, bring dumbness.
+
+Do not consider the deaf child as different from other children.
+
+Do not cease talking to him.
+
+Do not speak with exaggerated facial movements.
+
+Do not exempt him from the duties and tasks and obedience properly
+demanded of all children.
+
+Do not let him grow selfish.
+
+Do not let him grow indifferent.
+
+Do not be in haste.
+
+Do not show impatience.
+
+
+
+
+
+End of the Project Gutenberg EBook of What the Mother of a Deaf Child Ought
+to Know, by John Dutton Wright
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+      The Project Gutenberg eBook of What The Mother Of A Deaf Child Ought To Know, by John Dutton Wright.
+    </title>
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+
+The Project Gutenberg EBook of What the Mother of a Deaf Child Ought to
+Know, by John Dutton Wright
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: What the Mother of a Deaf Child Ought to Know
+
+Author: John Dutton Wright
+
+Release Date: May 23, 2006 [EBook #18439]
+
+Language: English
+
+Character set encoding: ISO-8859-1
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+*** START OF THIS PROJECT GUTENBERG EBOOK MOTHER OF A DEAF CHILD ***
+
+
+
+
+Produced by Kathryn Lybarger, Martin Pettit and the Online
+Distributed Proofreading Team at http://www.pgdp.net
+
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+
+
+</pre>
+
+
+
+<p><span class='pagenum'><a name="Page_iii" id="Page_iii">[Pg iii]</a></span></p>
+<h1>WHAT THE MOTHER OF A DEAF CHILD OUGHT TO KNOW</h1>
+
+
+<h3>BY</h3>
+
+<h2>JOHN DUTTON WRIGHT</h2>
+
+<h4>FOUNDER AND PRINCIPAL OF THE WRIGHT ORAL SCHOOL FOR THE<br />
+DEAF, NEW YORK CITY; COLLABORATOR OF "THE LARYNGO-<br />
+SCOPE" AND THE "VOLTA REVIEW"; DIRECTOR OF THE<br />
+AMERICAN ASSOCIATION TO PROMOTE THE TEACHING<br />
+OF SPEECH TO THE DEAF; AUTHOR OF "EDUCA-<br />
+TIONAL NEEDS OF THE DEAF," FOR THE<br />
+GUIDANCE OF PHYSICIANS</h4>
+
+<p class="center"><img src="images/003.png" width='123' height='150' alt="Publisher's logo" /></p>
+
+<p class='tbrk'>&nbsp;</p>
+
+<h3>NEW YORK</h3>
+<h2>FREDERICK A. STOKES COMPANY</h2>
+<h3>PUBLISHERS</h3>
+
+<p class='tbrk'>&nbsp;</p>
+
+<hr class='smler' />
+
+<p class='tbrk'>&nbsp;</p>
+
+<p><span class='pagenum'><a name="Page_iv" id="Page_iv">[Pg iv]</a></span></p>
+
+<h4><i>Copyright, 1915, by</i></h4>
+
+<h3><span class="smcap">Frederick A. Stokes Company</span></h3>
+
+<h4><i>All rights reserved, including that of translation into foreign
+languages</i></h4>
+
+<p class='tbrk'>&nbsp;</p>
+
+<h4><i>March, 1915</i></h4>
+
+<p class='tbrk'>&nbsp;</p>
+
+<hr class='smler' />
+
+<p class='tbrk'>&nbsp;</p>
+
+<p><span class='pagenum'><a name="Page_v" id="Page_v">[Pg v]</a></span></p>
+
+<h3>TO MY WIFE</h3>
+
+<h4>AT WHOSE SUGGESTION THIS LITTLE BOOK<br />
+WAS WRITTEN IN ORDER THAT MOTHERS<br />
+MAY DO ALL IN THEIR POWER FOR<br />
+THEIR DEAF CHILDREN</h4>
+
+<p class='tbrk'>&nbsp;</p>
+
+<hr class='smler' />
+
+<p class='tbrk'>&nbsp;</p>
+
+<p><span class='pagenum'><a name="Page_vii" id="Page_vii">[Pg vii]</a></span></p>
+
+<h2>CONTENTS</h2>
+
+<div class="index">
+<ul>
+<li><span class="mono">CHAPTER</span></li>
+<li><span class="mono">&nbsp;<a href="#PREFACE">PREFACE</a></span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<a href="#I">I.</a></span>&nbsp;&nbsp;<span class="smcap">Facing the Facts</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;&nbsp;<a href="#II">II.</a></span>&nbsp;&nbsp;<span class="smcap">How Shall the Mother Begin Her Part of the Work?</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;<a href="#III">III.</a></span>&nbsp;&nbsp;<span class="smcap">How Shall the Mother Get Into Communication With Her Deaf Child?</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;&nbsp;<a href="#IV">IV.</a></span>&nbsp;&nbsp;<span class="smcap">What About the Baby's Speech?</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<a href="#V">V.</a></span>&nbsp;&nbsp;<span class="smcap">Developing the Mental Faculties</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;&nbsp;<a href="#VI">VI.</a></span>&nbsp;&nbsp;<span class="smcap">Developing the Lungs</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;<a href="#VII">VII.</a></span>&nbsp;&nbsp;<span class="smcap">The Cultivation of Creative Imagination</span></li>
+<li><span class="mono">&nbsp;&nbsp;<a href="#VIII">VIII.</a></span>&nbsp;&nbsp;<span class="smcap">Further Tests of Hearing</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;&nbsp;<a href="#IX">IX.</a></span>&nbsp;&nbsp;<span class="smcap">The Development of Residual Hearing</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<a href="#X">X.</a></span>&nbsp;&nbsp;<span class="smcap">Developing the Power of Lip-reading</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;&nbsp;<a href="#XI">XI.</a></span>&nbsp;&nbsp;<span class="smcap">Forming Character</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;<a href="#XII">XII.</a></span>&nbsp;&nbsp;<span class="smcap">Cultivating the Social Instinct</span></li>
+<li><span class="mono">&nbsp;&nbsp;<a href="#XIII">XIII.</a></span>&nbsp;&nbsp;<span class="smcap">Something About Schools and Methods</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;<a href="#XIV">XIV.</a></span>&nbsp;&nbsp;<span class="smcap">The Preservation of Speech. When Deafness Results From Accident Or Illness After Infancy</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;&nbsp;<a href="#XV">XV.</a></span>&nbsp;&nbsp;<span class="smcap">Teaching Lip-reading</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;<a href="#XVI">XVI.</a></span>&nbsp;&nbsp;<span class="smcap">School Age</span></li>
+<li><span class="mono">&nbsp;&nbsp;<a href="#XVII">XVII.</a></span>&nbsp;&nbsp;<span class="smcap">Organized Efforts by Parents To Obtain Better Educational Conditions</span></li>
+<li><span class="mono">&nbsp;<a href="#XVIII">XVIII.</a></span>&nbsp;&nbsp;<span class="smcap">A Personal Matter for Each Parent</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;<a href="#XIX">XIX.</a></span>&nbsp;&nbsp;<span class="smcap">Day Schools</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;&nbsp;<a href="#XX">XX.</a></span>&nbsp;&nbsp;<span class="smcap">The Deaf Child at Five Years of Age</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;<a href="#XXI">XXI.</a></span>&nbsp;&nbsp;<span class="smcap">Schools for the Hearing and Private Governesses</span></li>
+<li><span class="mono">&nbsp;&nbsp;<a href="#XXII">XXII.</a></span>&nbsp;&nbsp;<span class="smcap">Importance of the Beginning</span></li>
+<li><span class="mono">&nbsp;<a href="#XXIII">XXIII.</a></span>&nbsp;&nbsp;<span class="smcap">Avoid the Young and Inexperienced Teache</span></li>
+<li><span class="mono">&nbsp;&nbsp;<a href="#XXIV">XXIV.</a></span>&nbsp;&nbsp;<span class="smcap">On Entering School</span></li>
+<li><span class="mono">&nbsp;&nbsp;&nbsp;<a href="#XXV">XXV.</a></span>&nbsp;&nbsp;<span class="smcap">During the School Period</span></li>
+<li><span class="mono">&nbsp;&nbsp;<a href="#XXVI">XXVI.</a></span>&nbsp;&nbsp;<span class="smcap">During Vacation</span></li>
+<li><span class="mono">&nbsp;<a href="#XXVII">XXVII.</a></span>&nbsp;&nbsp;<span class="smcap">Some Nots</span></li>
+</ul>
+</div>
+
+<hr />
+<p><span class='pagenum'><a name="Page_ix" id="Page_ix">[Pg ix]</a></span></p>
+<h2><a name="PREFACE" id="PREFACE"></a>PREFACE</h2>
+
+<p>The mother of a little deaf child once wrote as follows:</p>
+
+<blockquote><p>"As a mother of a deaf child, and one whose experience has been
+unusual only in that it has been more fortunate than that of the
+average mother so situated, I want to place before you (the
+teachers of the deaf) a plea for the education of the parents of
+little deaf children.</p>
+
+<p>"While you are laboring for the education of the deaf, and for
+their sakes are training teachers to carry on the work, there are,
+in almost every home that shelters a little deaf child, blunders
+being made that will retard his development and hinder your work
+for years to come&mdash;blunders that a little timely advice might
+prevent. We parents are not willfully ignorant, not always stupidly
+so; but that we<span class='pagenum'><a name="Page_x" id="Page_x">[Pg x]</a></span> are in most cases densely so, there can be no
+doubt.</p>
+
+<p>"Can you for the moment put yourselves into our place? Suppose you
+are just the ordinary American parents, perhaps living far from the
+center of things. You know in a hazy way that there are deaf and
+blind and other afflicted people&mdash;perhaps you have seen some of
+them.</p>
+
+<p>"Now, into your home comes disease or a sudden awakening to the
+meaning of existing conditions, and you find that <i>your</i> child is
+<i>deaf</i>.</p>
+
+<p>"At first your thought is of physicians; they fail you. Advice from
+friends and advertisements from quacks pour in upon you; still you
+find no comfort and no help.</p>
+
+<p>"You stop talking to the child. What is the use? He cannot hear
+you! You pity him&mdash;oh, infinitely! And your pity takes the form of
+indulgence. You love him and you long to understand him; but you
+cannot interpret him and he feels the change, the helplessness<span class='pagenum'><a name="Page_xi" id="Page_xi">[Pg xi]</a></span> in
+your attitude toward him. You try one thing after another,
+floundering desperately in your effort to discover what radical
+step must be taken to meet this emergency. After a time you seize
+upon the idea that seems to you the best. Probably it is to wait
+until he is six or seven and then put him into an institution. But
+while you wait for school age to arrive, you lose that close touch
+with the soul of your child which may be established only in these
+early years, for you have no adequate means of communication with
+him&mdash;no way to win his confidence. Soon the child has passed this
+stage, and no school can ever give him what you might and would
+have given had you known how.</p>
+
+<p>"You who are trained teachers of the deaf can hardly realize the
+need of advice about matters perfectly obvious to <span class="smcap">you</span>; but the need
+exists. May I tell you from my own experience a few of the things
+about which you might advise&mdash;you, who know!</p>
+
+<p>"In the first place, suggest to parents that<span class='pagenum'><a name="Page_xii" id="Page_xii">[Pg xii]</a></span> they make simple
+tests of their children's hearing; and tell them how and why those
+who are <i>partially</i> deaf should be helped.</p>
+
+<p>"Then tell them to talk, and talk, and talk, to their little deaf
+ones&mdash;to say everything and say it naturally. And tell them some
+things in particular that should be said&mdash;commands, etc., and
+<i>certainly</i> 'I love you.' Tell them to speak in whole sentences.
+Give them an idea of the possibilities of lip-reading.</p>
+
+<p>"Tell them that <i>by the expression of the face</i> they may convey to
+the deaf child the interest, approval, disapproval, etc., that they
+would express to a hearing child in the tone of voice.</p>
+
+<p>"Tell them that there is <i>rarely</i> an untrained person who can
+<i>safely</i> meddle with articulation.</p>
+
+<p>"Tell them that it is not true that all deaf children are bad; that
+the deaf must learn obedience as others do.</p>
+
+<p>"Tell them the many things which you wish your pupils had learned
+before they entered school.<span class='pagenum'><a name="Page_xiii" id="Page_xiii">[Pg xiii]</a></span></p>
+
+<p>"Only this I beg of you&mdash;tell them!</p>
+
+<p class='right'>"<span class="smcap">Lucile M. Moore</span>."</p></blockquote>
+
+<p>For the sake of presenting the ideas contained in this little book in a
+somewhat systematic manner it was best to arrange them on the
+supposition that they would come to the notice of the mothers while
+their children were yet less than two years of age. In many cases,
+however, this will not be the case. When, therefore, the child is three,
+four, or five years old when this falls into the hands of the mother, it
+would still be well if she carried out the suggestions in the order in
+which they are here arranged. With the maturity of mind and body that
+comes with the added years, the child can pass through the earlier
+stages of the training much more rapidly than can be the case with the
+baby. Nevertheless, the preliminary steps should not be omitted. A child
+of four can be carried in six months through the exercises that occupied
+two years when begun with the child of twelve<span class='pagenum'><a name="Page_xiv" id="Page_xiv">[Pg xiv]</a></span> months, but the older
+child should not be started with exercises suggested for the years after
+two.</p>
+
+<p>Mothers of deaf children cannot be expected to be trained teachers of
+the deaf. It would be useless, and, in fact, often unfortunate, to ask
+them to attempt to teach articulation to their children. Even for them
+to teach the children to write would usually be undesirable because the
+greatest gain from the mother's efforts comes from the early
+establishment of the speech-reading habit and <i>entire</i> dependence upon
+it. It is a very great help to have this habit fixed before writing is
+taught. There is no haste about the child's learning to write. That is
+easily and quickly accomplished when the proper time comes. The
+difficult thing to do is, very fortunately, the thing the mother is best
+fitted to accomplish, namely, to create in the child the ability to
+interpret speech by means of the eye, and the habit of expecting to get
+ideas by watching the face of a speaker.</p>
+
+<p>With these ideas in mind there has been<span class='pagenum'><a name="Page_xv" id="Page_xv">[Pg xv]</a></span> careful avoidance in this
+little book of any suggestion that the mother should be anxious about
+the speech development of the child before five years of age. If she has
+the patience and the time to follow the directions given, she will have
+done her child a very great service; the greatest that lies within her
+power; and she will have laid the foundation for a more rapid and better
+development of speech than would have been possible without her
+preliminary training.</p>
+
+<p>Not every mother will find it possible to carry out all the suggestions
+offered in this little book, but no one should feel discouraged on that
+account. It seemed best to offer too many suggestions rather than too
+few, because these pages may fall into the hands of some mothers whose
+situation is such that full advantage can be taken of every idea here
+given. Presence of too much matter in the little book will not destroy
+its usefulness in cases where only a portion can be applied, whereas the
+lack of some of the ideas might<span class='pagenum'><a name="Page_xvi" id="Page_xvi">[Pg xvi]</a></span> limit its value in certain instances.
+No one should give up in despair just because it is not possible to do
+all that is here suggested. Something, at least, can be found here which
+it is possible to do that will help very much.</p>
+
+<p>Sometimes, through a false sense of shame, or through ignorance of the
+possibilities open to a deaf child, mothers have refused to admit that
+their children were deaf, or to allow anything to be done for them,
+until very valuable time has been lost. This is unfair to the child, and
+very wrong. A mother should have only pity for the deaf child and
+eagerness to aid him to overcome his handicap so far as possible. Delay
+in frankly facing the facts and in taking all possible measures to
+develop the remaining faculties will in the end only increase the
+mother's shame and add to it the pangs of remorse.</p>
+
+<p>In a little book written to guide physicians in advising parents of deaf
+children, I said:</p>
+
+<p>"The situation of a deaf child differs very much, from an educational
+standpoint, from<span class='pagenum'><a name="Page_xvii" id="Page_xvii">[Pg xvii]</a></span> that of the little hearing child. Two hours a day
+playing educational games in a kindergarten is as much as is usually
+given, or is needful, for the little hearing child up to six or seven
+years of age; and his mental development and success in after life will
+not be seriously endangered if even that is omitted and he does not
+begin to go to school until he is eight or nine. The hearing child of
+eight who has never been in school and cannot read or write has,
+nevertheless, without conscious effort, mastered the two most important
+educational tasks in life. He has learned to speak and has acquired the
+greater part of his working vocabulary. In other words, although he has
+never been across the threshold of a school, his education is well
+advanced for his years and mental development.</p>
+
+<p>"The situation of the uninstructed deaf child of eight is very
+different. The task which it has taken the hearing child eight years to
+accomplish, the deaf child of eight has not even begun. He cannot speak
+a word; he does not<span class='pagenum'><a name="Page_xviii" id="Page_xviii">[Pg xviii]</a></span> even know that there is such a thing as a word. He
+is eight years behind his hearing brother, and even if he starts now,
+unless some means can be found for aiding him to overtake his brother
+educationally, he will be only eight years old in education when he is
+sixteen years of age. And when he is sixteen, the psychological period
+will have passed for acquiring what he should have learned when he was
+eight. The fact that the child is deaf does not exempt him from the
+inexorable laws of mental psychology and heredity. In the development of
+the human mind there is a certain period when all conditions are
+favorable for the acquisition of speech and language. Unnumbered
+generations of ancestors acquired speech and language at that stage of
+their mental development, and this little deaf descendant's mind obeys
+the law of inherited tendencies.</p>
+
+<p>"If the speech and language-learning period, from two years of age to
+ten, is allowed to pass unimproved, the task of learning them later is
+rendered unnecessarily difficult.<span class='pagenum'><a name="Page_xix" id="Page_xix">[Pg xix]</a></span></p>
+
+<p>"Therefore, in the case of the little deaf child, the years from two to
+ten are crucial, and of far greater importance than the same period in
+the case of the hearing child."</p>
+
+<p>Even though the child be totally deaf from birth, he can nevertheless be
+taught to speak and to understand when others speak to him. He can be
+given the same education that he would be capable of mastering if he
+could hear. The mother need not be despairing nor heart-broken. A
+prompt, brave, and intelligent facing of the situation will result in
+making the child one to be proud of and to lean upon.</p>
+
+<p class='right'>JOHN D. WRIGHT.</p>
+
+<p>1 Mount Morris Park, West, New York City.<br />
+&nbsp; &nbsp; February, 1915.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_1" id="Page_1">[Pg 1]</a></span></p>
+
+<h1>WHAT THE MOTHER OF A DEAF CHILD OUGHT TO KNOW</h1>
+
+<h3>(<i>Mothers are strongly advised to read the Preface</i>)</h3>
+
+<p class='tbrk'>&nbsp;</p>
+<h2><a name="I" id="I"></a>I</h2>
+
+<h3><span class="smcap">Facing the Facts</span></h3>
+
+
+<p>While deafness is a serious misfortune, it is neither a sin, nor a
+disgrace, to be ashamed of. It is a handicap, to be sure, but one to be
+bravely and cheerfully faced, for it does not destroy the chances for
+happiness and success. It is cause for neither discouragement nor
+despair. It will demand patient devotion and courageous effort to
+overcome the disadvantage, but what mother is not willing to show these
+in large measure for her child when the future holds assurance of
+comfort and usefulness?</p>
+
+<p>The earlier that the facts are known and squarely faced, the better. It
+is always wiser<span class='pagenum'><a name="Page_2" id="Page_2">[Pg 2]</a></span> in life to prepare for the worst and gratefully accept
+the best, than to refuse to acknowledge the possibility of the worst
+until it is too late to remedy it, or at least to reduce it to its
+lowest terms.</p>
+
+<p>When a mother first suspects that her child's hearing is not perfectly
+normal, what should she do? Of course, first of all, the best available
+ear specialist should be consulted at once in order to determine whether
+the cause can be removed and normal hearing restored. Sometimes,
+however, the specialists are uncertain of the outcome, and sometimes
+their hopes are not realized. In the meantime, precious days and weeks
+are passing in which something could be done for the little one
+educationally, without in any way interfering with the medical efforts
+at relief. The two things can be, and should be, carried on
+simultaneously. If normal hearing is restored no harm has been done by
+the educational training; in fact, the development of the child has been
+advanced. On the other hand, if the hopes that<span class='pagenum'><a name="Page_3" id="Page_3">[Pg 3]</a></span> were entertained are
+disappointed, then precious and irrecoverable time has not been lost.</p>
+
+<p>The title presupposes that the mother has already accepted the fact that
+her child's hearing is not perfect, and, for the sake of the child, it
+is to be hoped that this knowledge came to her very promptly after the
+occurrence of the deafness.</p>
+
+<p>One would naturally expect a mother, of her own accord, to carefully
+test all the senses of her child by many simple and repeated exercises
+during the first few months of its life. The many cases, however, in
+which deafness on the part of a child has not been recognized, or at
+least not acknowledged, by the mother till the third, fourth, or even
+fifth year, show a strange neglect of a highly desirable investigation,
+and a natural unwillingness to accept a truth, the possibility of which
+must certainly have occurred to her long before.</p>
+
+<p>If she could only realize that she need not feel downcast and
+heavy-hearted by reason of her little one's imperfect hearing; if she
+could<span class='pagenum'><a name="Page_4" id="Page_4">[Pg 4]</a></span> only know that she need not look forward to a life for him
+different from that of other children; if she could understand that
+training and education can enable him to overcome to an extraordinary
+degree the disadvantage of deafness, she would set about the task with
+cheerfulness and hope, and if she knew that the sooner she began, the
+better it would be for the little one, she would not stubbornly refuse
+for so long to acknowledge even the possibility of deafness.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_5" id="Page_5">[Pg 5]</a></span></p>
+<h2><a name="II" id="II"></a>II</h2>
+
+<h3><span class="smcap">How Shall the Mother Begin Her Part of the Work</span>?</h3>
+
+
+<p>First of all, something like an inventory should be taken of the
+faculties possessed by the child which he can use in working out his
+problem. Has he good sight, normal smell, taste, muscular sense, and
+memory? To what extent is his hearing impaired? Is there any possibility
+of restoring it to normal acuteness, or of improving it, or of
+preventing any further impairment?</p>
+
+<p>The completeness with which these questions can be answered depends, to
+a considerable extent, on his age and his physical condition. We will
+suppose that he is about fifteen months old and in good bodily
+condition. If he is older, the same tests would be used to begin with,
+though we could at once pass on to more complicated and difficult ones
+that<span class='pagenum'><a name="Page_6" id="Page_6">[Pg 6]</a></span> cannot as yet be used with the fifteen-months-old baby.</p>
+
+<p>First, with regard to sight. We wish to know if he can distinguish
+reasonably small objects at reasonable distances; whether he can see
+moderately small things at short distances; whether the angle of his
+vision is normal. In other words, whether his range and angle of vision
+are sufficient for all ordinary purposes.</p>
+
+<p>If he can recognize his father or mother or brothers and sisters at a
+distance of a hundred feet he can see far enough for all practical
+purposes. If he readily finds a small object like a pin or a small black
+bead when dropped on the floor, his sight is sharp enough at short range
+to serve his purposes. If his attention can be attracted by waving a
+hand or a little flag or a flower fifty or sixty degrees on either side
+of the direction in which he is looking, that is, two-thirds of the way
+to the side of his head, his angle of vision is sufficiently wide. If he
+can pick out from seven balls of worsted<span class='pagenum'><a name="Page_7" id="Page_7">[Pg 7]</a></span> of the seven primary
+colors&mdash;red, orange, yellow, green, blue, indigo, and violet&mdash;the ball
+that matches another of the same color, he is at least not color-blind
+and has a sufficient sense of color for the ordinary purposes of life.
+It may be necessary to wait till eighteen months for a satisfactory
+color test. Color blindness, when present, is usually most apparent in a
+failure to distinguish between red and green, these two widely differing
+colors seeming to produce the same impression upon the color-blind eye.
+The child will be just as likely to choose a red ball to match the green
+one in his hand as to select another red ball. But repeated tests should
+be made before accepting color blindness as a fact, since sometimes the
+brain can be educated to discriminate between red and green even when
+the impressions have not the normal degree of difference.</p>
+
+<p>The tests for taste, smell, muscular sense, touch, and memory cannot be
+made with much thoroughness or satisfaction till two years of age,
+though observation will show a recognition<span class='pagenum'><a name="Page_8" id="Page_8">[Pg 8]</a></span> by taste and smell of that
+which is agreeable and that which is disagreeable. Accurate tests of
+hearing cannot be made till the child is three or four, but it is
+possible when he is twelve months old to determine whether the hearing
+is normal or is seriously impaired, and it is very desirable that this
+should be done.</p>
+
+<p>The expression "seriously impaired," when applied to the hearing of a
+little child, must be given an entirely different interpretation than it
+would have if used with reference to an adult who had previously had
+normal hearing. A degree of impairment that would be unimportant in an
+adult is a very serious matter in the case of a child. This is because
+the ear is the natural teacher of speech and language. If the sounds of
+speech are not clearly heard the imitation of them will always be
+imperfect, and the acquisition of language will be impeded. If deafness
+is so great that spoken words are not heard at all, then the child will
+not learn to speak and to understand when spoken to unless specially
+taught. A much slighter de<span class='pagenum'><a name="Page_9" id="Page_9">[Pg 9]</a></span>gree of deafness will prevent the proper
+acquisition of speech and language than would in later life prevent the
+comprehension of conversation in a familiar language. As even the child
+of fifteen months would benefit from some modifications of the ordinary
+treatment of a baby, if his hearing was not normally acute, it is to his
+advantage to have the fact of his deafness known at once by those in
+charge of him.</p>
+
+<p>It is not as easy as it might seem to the inexperienced to determine
+even approximately the situation of a fifteen-months-old baby with
+respect to its hearing. Our interest here is, of course, in the tests of
+hearing that do not require special apparatus and special training. In
+the case of a child less than two years of age we must rely upon merely
+attracting his attention by various sounds, judging the effect upon him
+by his expression and actions. We cannot, at that age, establish a
+system of responses, nor expect him to imitate the sounds he hears.
+Sounds should be used for testing<span class='pagenum'><a name="Page_10" id="Page_10">[Pg 10]</a></span> that disturb only the air, and are
+not sufficiently low and powerful to set in vibration the floor, chair,
+or any other object with which he may be in contact. Deaf children
+rapidly become abnormally sensitive to vibrations, which are to them
+what noises are to us. A rather smooth, not too shrill, whistle is one
+excellent sound to use. Not a fluttering whistle like the postman's, nor
+a heavy tone like an organ pipe or bass horn. Clapping the hands is a
+good initial test of a crude nature; then a moderate whistle, varying
+the pitch, for sometimes high sounds are perceived, but not low ones, or
+vice versa. Then a bell, such as a small table bell, the telephone,
+electric door bell, etc. Lastly, the human voice in various pitches,
+volumes, distances, and vowels. Little by little it can be determined
+whether the child hears all the sounds, and if not, then which, if any,
+he perceives. A totally deaf child may often deceive the investigator by
+turning his head at the critical moment, apparently in response to the
+sound that was<span class='pagenum'><a name="Page_11" id="Page_11">[Pg 11]</a></span> made, while, on the other hand, a child very slightly
+deaf, or not deaf at all, may completely ignore the sounds made for the
+purpose of attracting his attention. Therefore, it takes time and
+repeated tests under varying environments to gradually eliminate
+possible errors and coincidences.</p>
+
+<p>It must be remembered that the intensity with which a sound affects the
+ear varies inversely as the square of the distance from the ear to the
+source of the sound. That is to say, if exactly the same sound is
+repeated at half the distance, the intensity with which it reaches the
+ear is four times as great as before, and if the distance is quartered,
+the intensity is sixteen times as great. In other words, if "ah" is
+spoken with a certain loudness eight inches from the child's ear, and
+then again with exactly the same pitch and volume only two inches from
+his ear, it will be sixteen times as loud to him as it was the first
+time.</p>
+
+<p>These simple tests will serve to determine whether the child has, or has
+not, a normal<span class='pagenum'><a name="Page_12" id="Page_12">[Pg 12]</a></span> acuteness of hearing. They will not serve to determine
+with any accuracy the degree of impairment, if it is found that the
+hearing is impaired at all. More thorough tests will have to be
+postponed till the child is two years old or more. But the moment that
+impaired hearing is suspected, the best available ear specialist should
+be consulted in order to determine whether the cause can be removed, or
+measures taken to prevent a progressive increase in deafness.</p>
+
+<p>The visit to the otologist should be repeated at intervals of not more
+than eight or ten months, even where there is no question of treatment,
+in order that any change in the physical condition of the organs may be
+promptly detected.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_13" id="Page_13">[Pg 13]</a></span></p>
+<h2><a name="III" id="III"></a>III</h2>
+
+<h3><span class="smcap">How Shall the Mother Get into Communication with her Deaf Child</span>?</h3>
+
+
+<p>Let it be assumed that when the child is fifteen months old it is fairly
+well established that his hearing is somewhat below normal. Between
+fifteen months and two years of age all that is said in this section
+will apply equally to the child who is <i>feared</i> to be <i>totally</i> deaf and
+to one who is known to possess some sound perception, though not a
+normal degree of hearing. For, until he is old enough to respond to more
+complete and accurate tests, we must not give up the idea that he may
+have a sufficient remnant of hearing to be of great assistance to him in
+the acquisition of speech and language, if it is only developed and
+trained.</p>
+
+<p>Between the ages of twelve months and twenty-four months the child with
+perfect hearing<span class='pagenum'><a name="Page_14" id="Page_14">[Pg 14]</a></span> makes rapid progress in learning to understand what is
+said to him, and by the time he is two years old has usually begun to
+speak many words and sentences in a more or less imperfect way. This has
+been accomplished principally by the mother's constant talking to her
+baby. If she has had the good sense to always speak in simple but
+complete sentences, and to avoid the foolish "baby talk" unfortunately
+affected by some people in addressing little children, the results of
+her daily and hourly talk is the possession by the child of a
+considerable vocabulary of words whose meaning he knows, and a less
+number that he is able himself to speak in a rather imperfect way.</p>
+
+<p>In what respects should the mother modify her treatment of the baby if
+she suspects that his hearing is defective? She should not talk to him
+any the less on this account, but, on the contrary, she should talk to
+him more. She should, however, speak a little louder, a little nearer to
+him, possibly a little more slowly and distinctly, exercising the
+greatest<span class='pagenum'><a name="Page_15" id="Page_15">[Pg 15]</a></span> caution, however, not to exaggerate speech into unnatural
+facial contortions, or to accompany it by gestures. To fall into the
+habit of mouthing and gesticulating, making faces and motions, will
+defeat entirely the purpose of all efforts to develop an understanding
+of speech by the child. Unfortunately, such exaggerated and absurd
+speech is a natural and very prevalent fault. To avoid it is absolutely
+necessary, but requires constant watchfulness, as there is a strong
+temptation to try to make speech-reading easy for the child by opening
+the mouth wide and making extraordinary movements of the tongue.</p>
+
+<p>The object aimed at is to lead the child to interpret natural, everyday
+speech, and such facial contortions and exaggerations cut him off from
+practice in reading natural speech. This point cannot be too strongly
+emphasized. Speak naturally and normally <i>always</i> to the deaf child.</p>
+
+<p>Above all, the mother should form the habit of watching his eyes and of
+speaking as often<span class='pagenum'><a name="Page_16" id="Page_16">[Pg 16]</a></span> as possible when his gaze is fixed upon her face. The
+habit on his part of looking at the face of a speaker, and the habit on
+his mother's part of observing his gaze and, when it wanders, of pausing
+in her talk till he is looking at her again, are two very valuable aids
+in the language development of the deaf child. In addition to always
+raising her voice a little in speaking to her baby, the mother should
+several times a day take him in her lap and sing to him, and talk to him
+with her lips not far from his ear. Talk to him just as all mothers do
+to their babies (but not with the mangled and distorted words called
+"baby talk"), about the pussy, the dog, the bird, his foot, his toes,
+his arms and hands and fingers; about his papa, brothers, sisters; about
+the flowers, the grass, the trees, and a thousand other things. Say the
+good old Mother Goose rhymes of "Patty Cake, Patty Cake, Baker's Man,"
+"This little pig went to market," etc., etc. But in all your frolics and
+stories and songs, take the greatest care that he shall hear<span class='pagenum'><a name="Page_17" id="Page_17">[Pg 17]</a></span> or see, or
+better still, <i>both</i> see <i>and</i> hear, what you are saying. Gradually he
+can be taught to understand many simple commands and questions just as
+hearing babies learn them, by constant repetition at times and under
+circumstances when the meaning is obvious. Such as "come," "go," "go to
+papa," "come to mamma," "jump," "stop," "kiss mother," "pet pussy,"
+"pick up," "put down," "milk," "water," "bread" (the later in life that
+he learns the meaning and taste of "candy" the better), "do you want
+some bread?" "milk," "water," etc. "Bring my slippers," "bring my
+shoes," "put on your hat," "take off your mittens," "wash your hands,"
+etc., etc., throughout the whole day.</p>
+
+<p>Very early the mother should learn to consider the direction from which
+the light comes, and should be careful to take her position <i>facing</i> the
+main source of light which should come from <i>behind the child</i>. The eye
+can be trained from the very beginning of attention to unconsciously
+supplement an imperfect ear in com<span class='pagenum'><a name="Page_18" id="Page_18">[Pg 18]</a></span>prehending spoken words. It is even
+possible for the eye to perform the entire task of interpreting speech,
+and, if the hearing is entirely lacking, the course outlined will result
+in training the brain to interpret the movements of speech as seen by
+the eye, as it would have been trained by the same procedure to
+interpret the sounds of speech had the organ of transmission not been
+injured. But the idea must be constantly in the mind of the mother that
+her boy needs to <i>see</i> the spoken word at the very moment <i>when the idea
+that it represents is in his mind</i>, <span class="smcap">as often</span> as he would hear it if his
+hearing were perfect.</p>
+
+<p>This one suggestion, if faithfully lived up to from the age of one year
+to that of two years, would be almost enough. But there are other things
+that the mother can do as the mental development of the baby increases
+with each month of life. She should encourage him to babble and gurgle
+and murmur, as much as possible, to laugh and crow and make all the
+various baby noises that will train and develop<span class='pagenum'><a name="Page_19" id="Page_19">[Pg 19]</a></span> his voice. Encourage
+noisy, romping, rollicking games as he gets older, that make him shout
+and call, for they are the natural and best voice exercises.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_20" id="Page_20">[Pg 20]</a></span></p>
+<h2><a name="IV" id="IV"></a>IV</h2>
+
+<h3><span class="smcap">What About the Baby's Speech</span>?</h3>
+
+<p>The hearing baby babbles because he gets some pleasure from the sounds,
+and also because he desires to imitate the sounds of speech he hears
+around him. <i>He has his attention called constantly to sound.</i> The sense
+of vibration is not as strong nor as instructive as that of sound, but
+if <i>the attention</i> of the child is early <i>called</i> to it, a watchfulness
+for vibration <i>from within himself</i> as well as from without, can be
+aroused, and a sensitiveness developed that would not have come as
+early, if at all, without special, directive effort on the part of the
+mother. She can lead her little one to oo-oo, and ee-ee, and mamma, and
+bub-bub, etc., by doing these babblings herself while the baby is in her
+arms and his tiny hands are wandering over her lips and face and throat.
+These exercises will gradually bring a recogni<span class='pagenum'><a name="Page_21" id="Page_21">[Pg 21]</a></span>tion on the part of the
+child of the sensation of vibration that accompanies voice, and they
+will give facility, coupled with the normal and natural intonations that
+have been acquired when he was not conscious of any effort, that will
+prepare him for a better and more fluent speech when the time comes for
+more exact articulation training.</p>
+
+<p>But during the first two or three years of the child's life the
+principal stress should be placed upon his learning to understand what
+is said to him, without bothering much about his speaking himself. In
+the case of the hearing child, the understanding of language comes
+before he can himself utter it. This must also be the case with the deaf
+child, and the period preceding utterance must be longer, by reason of
+his handicap, than in the case of a child with normal hearing.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_22" id="Page_22">[Pg 22]</a></span></p>
+<h2><a name="V" id="V"></a>V</h2>
+
+<h3><span class="smcap">Developing the Mental Faculties</span></h3>
+
+<p>By the time he is two years old he has gained maturity and grasp enough
+to play many little educational games with his mother and his little
+brothers and sisters, or playmates. These games should be calculated to
+develop his various faculties, his powers of observation, memory, and
+concentration. To develop a faculty is really <i>to train the brain</i>. As a
+matter of fact, we see and hear and taste and smell and feel with our
+brains. The eye of a two-year-old child is practically as perfect an
+optical instrument as the eye of a boy of ten, and yet how much more the
+older boy seems to see. This is because his brain has been trained to
+<i>interpret</i> the impressions that even the baby eyes received but did not
+understand. Of course, where the instrument is found to be imperfect we
+can assist it by means of addi<span class='pagenum'><a name="Page_23" id="Page_23">[Pg 23]</a></span>tional lenses, or perhaps by some one of
+the skillful operations now performed by oculists, and, as the sight is
+of such increased importance to a deaf child, the greatest care and
+watchfulness should be given to his eyes. Do not let him sleep, or lie,
+facing the sun, or any other powerful light, but throughout his life be
+careful that all his use of eyesight be under conditions of ample and
+well-directed light. Supposing that the simple tests referred to
+heretofore have shown that the eyes, as optical instruments, are
+sufficiently perfect, our efforts need to be to train the brain to take
+cognizance of, and to interpret the impressions transmitted to it by the
+eyes. We shall not be able to improve the working of the eye by our
+efforts, but we can educate the brain.</p>
+
+<p>Color and form make the earliest appeal to the child's eyes, and we can
+use them for our educational play. The duplicate set of worsted balls of
+the seven primal colors can be increased to include easily
+distinguishable shades. The child can be sent on entertaining<span class='pagenum'><a name="Page_24" id="Page_24">[Pg 24]</a></span> voyages
+of discovery around the room with a ball of a certain color to find
+other objects similar in color in the rugs, books, chairs, dresses,
+ties, etc.</p>
+
+<p>A game to develop observation of form can be made by collecting a group
+of objects of varying shapes in a pile on the floor or a low table;
+mother picks up some one of the objects, directs the attention of the
+little one to it, and after he has observed it somewhat she puts it back
+in the pile and moves all the objects about till they are well mixed up.
+Ask the little fellow then to pick out the object mother held in her
+hand a moment before. When he can do this by sight without difficulty,
+have him shut his eyes, place an object in his little hands, teach him
+to feel it over carefully, take it from him, and, while his eyes are
+still closed, place it once more in the pile. Let him then open his eyes
+and see if he can indicate the object he had previously held. When he
+has mastered this, give the game another turn by asking him to find by
+means of<span class='pagenum'><a name="Page_25" id="Page_25">[Pg 25]</a></span> touch alone, while the eyes are still closed, the object that
+he has been feeling, after it is restored to the pile of other objects.
+Still another turn can be given by first letting him see the object,
+without touching it, then having him close his eyes, and by touch alone
+select it from the pile. A set of wooden forms, such as spheres, cubes,
+pyramids, cones, cylinders, and similar, but truncated, forms, can be
+obtained at any school supply store. To these can be added common
+household objects such as small frames, vases, napkin rings, spoons,
+forks, and other similar things, as well as some of the forms included
+in a complete set of the Montessori material.</p>
+
+<p>The Montessori weighted forms are excellent for training his muscular
+recognition of difference of weight, and an excellent way is to put
+various quantities of birdshot into half a dozen exactly similar little
+rubber balls that can be purchased at any toy store for two cents
+apiece. Then hand the boy one of the weighted balls, and after he has
+felt its weight<span class='pagenum'><a name="Page_26" id="Page_26">[Pg 26]</a></span> put it back with the other similar-appearing balls and
+see if he can again discover it. An outfit for training his tactile
+sense can be made in any home by collecting duplicate pieces of cloth
+having different textures; such as velvet, rough woolen tweeds or
+homespun, silk, satin, cambric, muslin, etc., and pasting one set on
+cards. Also by stretching on a wooden frame, strings of varying sizes,
+weaves, and twists, and having a bunch of duplicates from which he can
+select, by sight and touch alone, the pieces that correspond, each to
+each, with those on the frame or on the cards. If there is a guitar, or
+mandolin, or zither, or a piano, available, perhaps, by and by, the
+mother can teach the child to recognize the difference in the vibratory
+sensation perceived by his fingers touching the body of the instrument
+when a low note and a high note are struck alternately. She can make a
+game of this, too, by later having him close his eyes and place his
+fingers in contact with the instrument and then tell her <i>approximately</i>
+what string or key she<span class='pagenum'><a name="Page_27" id="Page_27">[Pg 27]</a></span> struck. The next step, if she can take it, is to
+place his little hands upon her chest to feel the lowest notes of her
+voice, and upon both the chest and the top of her head to feel the
+highest, and endeavoring to get him to recognize the similarity in
+vibratory sensation between what he now feels and what he previously
+felt on the musical instruments. The last step in this series of
+exercises to awaken a recognition of vibratory sensations is to lead him
+to feel in his own chest and head the vibrations set up by his own voice
+in shouting and laughing, crying or babbling.</p>
+
+<p>These hints that are so quickly and easily given, require weeks and
+months of patient, <i>happy</i> effort to carry out. Beware that no one of
+them is repeated or continued so long at a time as to become a thing
+dreaded and disliked. Remember that the attention of a little child is
+like a constantly flitting butterfly that rests for only a moment or two
+on anything before dancing away to something else.</p>
+
+<p>There are many little games with kindergar<span class='pagenum'><a name="Page_28" id="Page_28">[Pg 28]</a></span>ten materials that can be
+used to develop the powers of attention, observation, imitation, and
+obedience. The laying in simple designs, by watchful imitation of the
+mother, of colored sticks, colored squares, etc.; the building with
+colored blocks; stringing of <i>large</i> beads; weaving with <i>wide</i> strips
+of colored paper simple designs that a mother could invent with the
+material at hand or could learn from any kindergarten manual. The point
+that must be firmly, but <i>pleasantly</i>, insisted upon in these exercises
+is careful and obedient following by the child of the exact order of
+movement and manner of placing adopted by the mother teacher. The entire
+value of these exercises for the purpose she wishes to accomplish
+depends upon <i>accurate observation</i> by the child and <i>implicit
+obedience</i>.</p>
+
+<p>The material outfit prepared and sold by the American exploiters of the
+Montessori method is admirably adapted to the development of the budding
+faculties of the child, and the mother who is trying to do all in her
+power to prepare<span class='pagenum'><a name="Page_29" id="Page_29">[Pg 29]</a></span> her little one to benefit to the greatest possible
+extent from the professional instruction that must come later, will make
+no mistake in supplying herself with the set of materials, and making
+herself intelligent on their use by the child.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_30" id="Page_30">[Pg 30]</a></span></p>
+<h2><a name="VI" id="VI"></a>VI</h2>
+
+<h3><span class="smcap">Developing the Lungs</span></h3>
+
+<p>The tendency of the deaf child is to grow up with less development of
+lungs and of the imagination than hearing children. In order to overcome
+this tendency the child must be encouraged and <i>taught</i> to play games
+and use toys that will exercise the lungs and develop the power of
+imaginative thought.</p>
+
+<p>In order to expand and strengthen the lungs through the child's play,
+supply him with the brightly colored paper wind-mills that he can set
+whirling by blowing lustily; also the rubber balloon toys, even though
+the torturing squeak of the toys is only heard by those in the vicinity
+and not by himself. An especially good exercise for the gentle and
+long-continued control of breath results from the toy blow pipes with
+conical wire bowls by means of which light, celluloid balls of bright
+colors<span class='pagenum'><a name="Page_31" id="Page_31">[Pg 31]</a></span> are kept suspended in the air, dancing on the column of breath
+blown softly through the tube. The more steadily the child blows, the
+more mysteriously the ball remains at a fixed point, whirling rapidly
+but without any apparent support.</p>
+
+<p>Blowing soap bubbles, especially trying to blow big ones, is very useful
+as well as interesting.</p>
+
+<p>For physical development in which the lungs come in for their share and
+the sense of mechanical rhythm is fostered, an excellent exercise is
+marching in step to the stroke of the drum, proud in Boy Scout uniform.
+Dancing is a very desirable accomplishment for the deaf child.</p>
+
+<p>Tops and tenpins cultivate dexterity, as do playing ball and rolling
+hoop.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_32" id="Page_32">[Pg 32]</a></span></p>
+<h2><a name="VII" id="VII"></a>VII</h2>
+
+<h3><span class="smcap">The Cultivation of Creative Imagination</span></h3>
+
+<p>This can be greatly helped by early use on the part of the child of
+colored modeling wax to reproduce objects and animals, and to construct
+models of imaginary houses, yards, trees, etc. A sand pile, or a large,
+shallow sand box, perhaps five feet square, with sides six inches high,
+and completely lined with enamel cloth to make it watertight, is a
+wonderful implement for constructive play on the part of the child.
+Whole villages of farms, fields, and forests, ponds and brooks, roads
+and railroads, can be made here in miniature.</p>
+
+<p>Building blocks of wood or stone; the metal construction toy called
+"Mechano"; dolls, doll houses, furniture, and equipment, are valuable,
+but they should be simple, inexpensive and not fragile.</p>
+
+<p>Cut-up picture puzzles, painting books, trac<span class='pagenum'><a name="Page_33" id="Page_33">[Pg 33]</a></span>ing slates with large and
+simple designs cultivate observation and ingenuity. Kaleidoscopes and
+stereoscopes are excellent, but moving pictures are so trying upon the
+eyes, and the air of the theaters is so bad, that a deaf child whose
+eyes are his only salvation, and whose health is doubly important,
+should not even know of their existence till he is seven or eight years
+old.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_34" id="Page_34">[Pg 34]</a></span></p>
+<h2><a name="VIII" id="VIII"></a>VIII</h2>
+
+<h3><span class="smcap">Further Tests of Hearing</span></h3>
+
+<p>But, as soon as the mother finds her little child sufficiently mature to
+benefit by the sense training described above, whether it be at twenty
+or, as is more likely, at from twenty-four to thirty months, she can
+begin to make a more complete and accurate determination of the degree
+of his deafness, for now she can establish a system of responses on the
+part of the child that will show her when he perceives the sounds she
+uses in her tests.</p>
+
+<p>In order to be certain that the little one knows what she wishes of him,
+she must begin with some sensation that she is sure he feels. We will
+assume that he has as yet no speech, and cannot count, at least does not
+know the names of the numbers. Let the mother pat him once on the
+shoulder and then cause him<span class='pagenum'><a name="Page_35" id="Page_35">[Pg 35]</a></span> to hold up one of his little fingers. Then
+pat him twice, and make him hold up two fingers, then three times and
+have him put up three fingers. Now return to one pat and one finger,
+repeat two pats and the holding up of two of his fingers, and three pats
+and three fingers. Go over and over this little game until he has
+grasped the idea and will hold up as many fingers as he feels pats.
+Simple as the idea seems, it will often take a bright child some time to
+realize what you want him to do. But you are <i>sure</i> that he feels the
+pats, whereas, if you began at once with sounds, you could not know
+whether his failure to respond was because he did not hear, or through
+not understanding what you expected of him. He will weary of the
+exercise soon, and then mother may as well turn to something else till
+he has rested.</p>
+
+<p>Having established this system of response on his part to sensations
+perceived, it is not difficult to shift from the number of pats to the
+number of times he hears a noise. This<span class='pagenum'><a name="Page_36" id="Page_36">[Pg 36]</a></span> once accomplished, tests can be
+made with sounds of different kinds, different pitch, and different
+volume, varying the distance, the instruments, and the vowel when the
+articulate sounds are reached. He can be shown a whistle, then, when it
+is blown behind his back, he will hold up as many fingers as the times
+it was blown, if he perceives the sound. He can be asked to distinguish
+between a whistle, a little bell, and the clapping of the hands. When he
+is successful in that, the vowel sounds may be uttered not far from his
+ear, but behind him. Begin with "ah" (&auml;), as this is the most open and
+strongest; then try "oh" (&#333;), which is not easily confused with &auml;.
+Then ee (&#275;). If, after a time, a distance and a degree of loudness
+are found that enable him to recognize these sounds with unfailing
+accuracy, or at least 90 per cent. of the time, then other sounds can be
+added, such as aw (a&#804;), &#259; (as in hat), &#299; (as in ice), oo (as in
+cool), ow (as in owl). Using these sounds at different pitches, and with
+different intensities and distances, a<span class='pagenum'><a name="Page_37" id="Page_37">[Pg 37]</a></span> sufficiently accurate estimate
+can be formed of the degree of his hearing power so far as his present
+needs are concerned.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_38" id="Page_38">[Pg 38]</a></span></p>
+<h2><a name="IX" id="IX"></a>IX</h2>
+
+<h3><span class="smcap">The Development of Residual Hearing</span></h3>
+
+<p>If any ability to perceive sounds is found, every effort should be made
+to lead the child to use it, and as the most essential use of hearing is
+in the comprehension of spoken language, the principal effort should be
+made along that line.</p>
+
+<p>Take three objects, the names of which are short, with the principal
+vowels quite easily distinguished. A little toy street car, a cap, and a
+toy sheep, would do nicely to begin with, as the three words, "car,"
+"cap," and "sheep," are not easily confused. Place two of the objects
+before him, the car and the sheep, and speak the name of one of them,
+"car," we will say, loudly and distinctly close to his ear, but in such
+a way that he cannot see your mouth. Then show him the car. Repeat it
+with "sheep" and show him the sheep. Repeat<span class='pagenum'><a name="Page_39" id="Page_39">[Pg 39]</a></span> "car," and take his little
+hand, put it on the car. Then "sheep," and make him put his hand on the
+sheep. Continue this process until he will indicate to you the object
+you name. When he makes only occasional mistakes with two objects, add
+the cap. When he can get the right one about 90 per cent. of the time,
+then take three new words, returning occasionally to the first three.
+Very soon his own name and those of others, with photographs to enable
+him to indicate which, will prove of interest to him. When he has
+successfully learned to distinguish a few single words, a beginning can
+be made on short sentences. Commands that he can execute are convenient.
+"Shut your eyes," "Open your mouth," "Clap your hands," can follow drill
+on the three words, "eyes," "mouth," "hands." "Open the window," "Shut
+the window," "Open the book," "Shut the book," "Open the door," etc.
+"Stand up," "Sit down." When this beginning has been made, the road is
+open to the gradual increase in a hearing vocabulary, but<span class='pagenum'><a name="Page_40" id="Page_40">[Pg 40]</a></span> do not
+attempt so much at once as to confuse and discourage the child.</p>
+
+<p>The suggestions already made should be studiously followed throughout
+his whole childhood. If his hearing is not too seriously impaired, he
+will begin to attempt to imitate spoken sounds by the time he is
+twenty-four to thirty months old. But his ability to imitate sounds is
+not an accurate measure of his ability to hear. He may perceive the
+sounds much better than he is able to reproduce them. Distinct utterance
+comes slowly to the child with normal hearing, and still more slowly and
+imperfectly to the child whose hearing is not good. But the continued
+effort to make him hear <i>words and sentences</i> is a very valuable
+exercise for him and should be faithfully continued till he is old
+enough to respond to the tests of hearing as outlined and it has been
+definitely proved that he cannot possibly tell whether &auml;, or &#333; or
+&#275; is said, no matter how loud or how near the ear the sound is
+uttered.</p>
+
+<p>The question will naturally arise as to<span class='pagenum'><a name="Page_41" id="Page_41">[Pg 41]</a></span> whether the child's hearing of
+speech can be aided by an electric or mechanical device. When it is
+possible to make the child perceive the sound of the vowels with the
+unaided voice uttered very near the ear, I believe it to be better, at
+first, not to interpose any artificial device. But I have found that
+sometimes, in cases where the sound perception was not at first
+sufficient to enable the child to distinguish even the most dissimilar
+vowel sounds, although uttered loudly close to the ear, I could awaken
+the attention of the child to sound, and stimulate the dormant power by
+the use of an Acousticon. After a few months I have been able to
+dispense with the instrument and use only the unaided voice at close
+range. Later, when some vocabulary has been acquired through these
+auricular exercises, it is often desirable to return to the Acousticon
+and teach the child to use it, in <i>order to extend the distance at which
+sounds can be heard</i>. By the use of the Acousticon, it then becomes
+possible to communicate by means of the ear without<span class='pagenum'><a name="Page_42" id="Page_42">[Pg 42]</a></span> speaking at such
+short range. It is not easy, however, to induce a child to use an
+Acousticon at all times, whereas an adult will take the time and trouble
+necessary to become accustomed to the instrument, and will put up with
+the slight inconveniences inseparable from its use.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_43" id="Page_43">[Pg 43]</a></span></p>
+<h2><a name="X" id="X"></a>X</h2>
+
+<h3><span class="smcap">Developing the Power of Lip Reading</span></h3>
+
+<p>In this effort to develop the hearing, however, the necessity must not
+be forgotten of also training the brain to associate ideas with what the
+eye sees on the lips when words are spoken. In the case of the very
+slightly deaf child, this visual training is not quite so important as
+the auricular training, but when there is much deafness it is the more
+important of the two. The comprehension of much language can be given to
+the little deaf child by constantly talking just as any mother does to
+her hearing baby, only being always careful to take a position facing
+the main source of light, which should come <i>from behind the child</i>.</p>
+
+<p>The hearing child arrives at the association of meaning with the sounds
+of words only after very many repetitions. How often must the child hear
+"Mamma," "Look at mamma," "See,<span class='pagenum'><a name="Page_44" id="Page_44">[Pg 44]</a></span> here is mamma," "Mamma is coming,"
+"Mamma is here," "Where is mamma?" "Do you love mamma?" "Mamma loves
+baby," etc., etc., from morning to night, day after day, week after
+week. The mother does it for pleasure; to play with and pet the dear
+baby. She does not think of it as a teaching exercise, but it is a very
+important one. The deaf baby will learn gradually to associate a meaning
+with the various sequences of movement of the lips, if a little care is
+taken to watch his eyes and to speak when they are directed toward the
+speaker, and to stand in such relation to the light that it falls upon
+the speaker's face. The speech should be the same as to the hearing
+child, but it takes a little more care and watchfulness to have the deaf
+child <i>see</i> the same word or phrase as <i>many times</i> as the hearing child
+hears it. If it is spoken when the baby is not looking, it does not
+help.</p>
+
+<p>When the little one is learning to walk, the mother says, "Come to
+mamma," "Go to daddy," and gradually he learns "come" and "go."<span class='pagenum'><a name="Page_45" id="Page_45">[Pg 45]</a></span> She has
+him play hide and seek with another child, and she says, "Where is Tom?"
+"Where is the baby's mouth?" "Where is the baby's nose?" etc., and by
+and by he knows "where" and "mouth" and "nose," and the names of his
+playmates or brothers and sisters. When he is sitting on the floor she
+picks him up, saying "up." When she puts him from her lap to the floor
+she says "down." If he is naughty she says "naughty," and perhaps spats
+his little hands, and so on through the day. A little care on her part,
+a little added thought and watchfulness, perhaps a few more repetitions,
+and little by little she will find her deaf baby learning to look at her
+always, and to understand much that is said to him. She must all this
+time remember, also, that the shades of feeling, pleasure,
+disappointment, approval, disapproval, doubt, certainty, love, anger,
+joy, which are largely conveyed to the hearing child by intonation of
+voice, must be conveyed to the deaf baby by facial expression and
+manner. They become very keen at interpreting moods<span class='pagenum'><a name="Page_46" id="Page_46">[Pg 46]</a></span> by the look. Let
+the face be sunny and kind and <span class="smcap">interested</span>, if possible. The first
+indication of impatience, of being bored and weary, will destroy much of
+one's influence with the deaf child.</p>
+
+<p>Sometimes it is harder to disguise one's feelings in the face than in
+the voice. Do not be caught unawares. Interest, cheerfulness, and
+patience are tremendous forces to help the little deaf child.</p>
+
+<p>Some one has said:</p>
+
+<div class="poem">
+<div class='stanza'><div>"When you consent, consent cordially;</div>
+<div>When you refuse, refuse finally;</div>
+<div>When you punish, punish good-naturedly."</div></div>
+</div>
+
+<hr />
+<p><span class='pagenum'><a name="Page_47" id="Page_47">[Pg 47]</a></span></p>
+<h2><a name="XI" id="XI"></a>XI</h2>
+
+<h3><span class="smcap">Forming Character</span></h3>
+
+<p>And now that the little one is two or three years old, it may be well to
+say a few words about his general training in character and habits.
+There is a strong, and a not unnatural tendency to maintain an attitude
+toward the deaf child that differs from that maintained by sensible
+mothers toward their other children. They often set up a different
+standard of conduct and of obligation for the afflicted child. His
+brothers and sisters are taught to always defer to his wishes; even to
+the extent of yielding to improper and selfish demands on his part, and
+conceding that they have no rights where he is concerned. He is not
+required to perform the little duties demanded of the other children. He
+is given privileges which the others do not, and which no one of them,
+including himself, should enjoy. He grows tyrannical,<span class='pagenum'><a name="Page_48" id="Page_48">[Pg 48]</a></span> domineering, and
+selfish. The mother says: "Poor little chap; he has trouble enough, we
+must do all in our power to make up to him for what he misses by reason
+of his deafness." This is, however, a shortsighted, and really a cruel
+policy. It lays up much misery for his future, and in the end proves a
+serious handicap to one who needs to have as few additional difficulties
+as possible. Though it may seem hard-hearted, it is really kinder to put
+him on the same basis as any other child. Make him do everything
+possible for himself. Insist upon his being independent; dressing
+himself as soon as he is able, buttoning his own shoes, and performing
+all the little self-help acts that the wise mother demands of all her
+children. Make no distinction in the treatment accorded him. Ask the
+same services, reward right actions and punish wrongdoing as impartially
+as if he was not deaf, only being sure that he clearly connects the
+punishment with the wrong act. This, in the case of a deaf child,
+requires a little more care than with a<span class='pagenum'><a name="Page_49" id="Page_49">[Pg 49]</a></span> hearing child. Train him to be
+thoughtful for the comfort of others, and respectful of their rights,
+just as you insist that the others observe his rights. He cannot be
+argued with, object lessons and example must be the means of teaching
+him manners and morals.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_50" id="Page_50">[Pg 50]</a></span></p>
+<h2><a name="XII" id="XII"></a>XII</h2>
+
+<h3><span class="smcap">Cultivating the Social Instinct</span></h3>
+
+<p>Between the ages of two and four years all the games and exercises
+heretofore described can continue to be used, together with others
+increasingly difficult and complicated, as the child's mind develops and
+his powers of observation, attention, and memory increase. Take very
+special care that he learns all the childhood games that other children
+know and enjoy. Devote yourself more to him in this respect than you
+would in the case of another child. Encourage the neighbors' children to
+come and play with him by making it especially pleasant for them. Teach
+them yourself to play "Hide the Thimble," "Hide and Seek," "Drop the
+Handkerchief," "Going to Jerusalem," "Old Maid," "Bean Bag." Follow the
+Leader is an excellent game by which to teach watchfulness and
+imitation. Cat and Mouse,<span class='pagenum'><a name="Page_51" id="Page_51">[Pg 51]</a></span> Hot Potato, Ring on a String, are all games
+that can be played by groups and cultivate quickness. Ping Pong Football
+is excellent as a lung developer. That is the choosing of sides and
+trying to blow a ping pong ball between the goal posts formed by a pair
+of salt shakers at opposite ends of a table. Or blowing a feather across
+a sheet by opposing sides. Encourage good, romping, noisy games in which
+the children naturally laugh and shout. They are the best of
+voice-developing exercises, and by such means, and his long-distance
+shouting and calling to his playmates, the little hearing child gains
+much of his lung and voice power. In all his games, as in all his other
+activities, take very <i>special</i> pains to talk to him, using the
+regulation expressions and training him to watch for the "It's your
+turn," or "Now, Tom," "Ready," "Whose turn is it?" etc., etc.</p>
+
+<p>If the foregoing suggestions have been carefully carried out since he
+was twelve months old, he will long ago have arrived unconsciously at
+the knowledge that all things, and all ac<span class='pagenum'><a name="Page_52" id="Page_52">[Pg 52]</a></span>tions, and all feelings, have
+names, and that the mouth always makes the same sequence of movements
+for the same thing. In the babbling exercises recommended, he will
+gradually come to utter many of the vowel and consonant sounds of his
+native language; especially those that are made by the lips, and by
+evident positions of the tongue. Those sounds that require hidden
+positions of the organs, such as the sound of C and K in cat and ark, or
+G in go and dog, or ng in long, he is unlikely to have stumbled upon.
+These can be taught when the proper time comes, but their absence for
+the present need cause no anxiety. In fact, up to the time when he is
+three and a half or four years old, the matter of speaking is not one to
+be much troubled about. If the conception of language has been given him
+through lip-reading, and some ability to understand the necessary
+language of his daily life, his future success is assured.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_53" id="Page_53">[Pg 53]</a></span></p>
+<h2><a name="XIII" id="XIII"></a>XIII</h2>
+
+<h3><span class="smcap">Something About Schools and Methods</span></h3>
+
+<p>Till the child is at least four years old, the proper place for him is
+at home, and if he must be sent to one of the large public schools for
+the deaf it should not be till he is five or even six years of age.</p>
+
+<p>But during these years the mother can gain much knowledge that will help
+her by visiting as many schools for the deaf as possible. There are
+about a hundred and fifty such schools in the United States and eight in
+Canada. They vary in size, in character, and in methods of instruction
+employed. There are public boarding schools, and public day schools,
+free to the resident of the state, or city, in which they are located.
+There are private boarding and day schools, maintained by charity, or by
+the tuition fees. Some of each class are oral schools; that is, they
+employ only speech methods of<span class='pagenum'><a name="Page_54" id="Page_54">[Pg 54]</a></span> instruction, without any signs or finger
+spelling. Others are called "Combined" schools; that is, they permit,
+and in some exercises encourage, the use of finger spelling and gestural
+signs, while they also give some instruction by the speech method. There
+are sectarian and non-sectarian schools, both oral and combined.</p>
+
+<p>A very considerable number of schools for the deaf in the United States
+and Canada still use manual, or silent, methods of instruction, at least
+in part. But the speech, or oral, method is steadily growing in
+popularity, and gradually supplanting manual spelling and gestural
+signs. The time will certainly come when the public will be too
+intelligent to any longer tolerate the use between teacher and pupil, or
+between any employee and the pupils, in a school for the deaf, any
+system of manual communication.</p>
+
+<p><i>Every deaf child, no matter if born totally deaf and of a low order of
+intelligence, can be given as much education by the exclusive use of the
+speech method as it can by any manual, or silent, method or by a
+combination of the speech and the silent method.</i><span class='pagenum'><a name="Page_55" id="Page_55">[Pg 55]</a></span> This is not the mere
+expression of an opinion, but the statement of a fact; a fact firmly
+established by actual results in state institutions where,
+unfortunately, the law requires the admission of pupils too poorly
+equipped intellectually to belong in a school with normally bright
+children. In addition to acquiring all the education of which his mental
+endowment makes him capable, he can be taught to speak and to understand
+when spoken to. The degree of perfection attainable depends upon the
+ability of the child, the skill of the teaching, and especially upon
+<i>the environment</i> in which the child passes its formative educational
+years. The probability of the child's acquiring a maximum proficiency in
+speaking and in understanding others when they speak, is lessened in
+direct proportion to the extent to which he is permitted to use the
+silent or manual means of communication. In the so-called "combined"
+schools, the <i>environment</i> is largely manual. A<span class='pagenum'><a name="Page_56" id="Page_56">[Pg 56]</a></span> visit to the
+playgrounds, the baseball fields, the shops, dining rooms, and
+dormitories of "combined" schools will disclose the pupils using silent
+means of communication, not only between themselves, <i>but with those in
+charge of them. They do not think in spoken forms, but in finger
+spelling and signs.</i> The powerful influence of environment in those
+schools is <i>against</i> the acquisition of the speech and lip-reading
+habit.</p>
+
+<p>The mother who has faithfully followed the suggestions offered in the
+foregoing pages will be able to appreciate what she sees on visiting the
+schools, and will gain much more from such visits than one who is
+entirely inexperienced in the problem. Every mother should make it her
+business to visit at least one <i>purely oral</i> school, in order that she
+may make herself thoroughly intelligent on what may be expected of a
+deaf child.</p>
+
+<p>Unfortunately, pure oral schools are not as plentiful as "combined"
+schools, but it will well repay any parent to make a journey, even<span class='pagenum'><a name="Page_57" id="Page_57">[Pg 57]</a></span>
+across the continent, if necessary, in order to study the workings of
+some good, purely oral, school. Do not be satisfied with a visit to the
+nearest "combined" school.</p>
+
+<p><i>You owe it to your child</i> to make yourself thoroughly intelligent as to
+the <i>possibilities</i> open to a deaf child. You will not be intelligent
+till you have personally visited some good <i>purely oral</i> school.</p>
+
+<p>The number, character, location, etc., of the schools are constantly
+changing. A descriptive list of all schools corrected to date will be
+gladly supplied by the author to any one requesting it.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_58" id="Page_58">[Pg 58]</a></span></p>
+<h2><a name="XIV" id="XIV"></a>XIV</h2>
+
+<h3><span class="smcap">The Preservation of Speech</span></h3>
+
+<h4>WHEN DEAFNESS RESULTS FROM ACCIDENT OR ILLNESS AFTER INFANCY</h4>
+
+<p>Up to this point it has been assumed that deafness occurred before the
+age of two years, and before the child had begun to speak. In cases
+where, through accident or illness, impairment of hearing has come after
+the child has begun to talk, the mother should bend all her efforts upon
+keeping the speech of her child. The younger the child, the more
+difficult is the task. Without the greatest vigilance and increasing
+attention, the speech of a little child who has become deaf will fade
+rapidly away, until it is lost entirely, and must be artificially
+recreated when he is old enough to grasp the complicated ideas involved
+in speech teaching to the deaf. But by persistently encouraging him<span class='pagenum'><a name="Page_59" id="Page_59">[Pg 59]</a></span> to
+talk, and never, even for a day, allowing him to lapse into silence, and
+<i>by not accepting careless and faulty utterance, but pretending not to
+understand till the child speaks distinctly and correctly</i>, the natural
+speech, which was his before deafness occurred, can be preserved, and
+the speech habit thoroughly fixed. If, by good luck, the little one has
+learned to read even a simple primer before becoming deaf, it will be
+much easier to prevent a loss of speech. For this reading can be made an
+excuse for frequently using his speech. But when the child cannot read,
+the mother must depend entirely upon inducing him to talk to her,
+refusing to give him anything, or grant his request, till he asks for it
+in good spoken form; showing him pictures, playing games, frolicking
+with him; doing everything that a mother's love and ingenuity can
+suggest, to keep him talking all day long.</p>
+
+<p>The tendency of the child will be to drop, or slur, the final syllables
+of the words; to leave off the sound of final <i>ed</i>; to lose the
+sharpness<span class='pagenum'><a name="Page_60" id="Page_60">[Pg 60]</a></span> of the <i>s</i>; to blur the <i>l</i>; and sometimes to lose the sound
+of <i>k</i> and <i>c</i>. But, if he has learned to read, by pointing to these
+letters in the words he has spoken imperfectly, he will correct his own
+mistake. Prompt and increasing attention to the little fellow's speech
+during the first year after deafness occurs will usually serve to fix
+correct habits for life.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_61" id="Page_61">[Pg 61]</a></span></p>
+<h2><a name="XV" id="XV"></a>XV</h2>
+
+<h3><span class="smcap">Teaching Lip Reading</span></h3>
+
+<p>All that has been said about training the little deaf child to read the
+lip movements and associate them with the names of things and of
+actions, will apply also to the little boy who has suddenly been made
+deaf, after speech has been learned. Be careful that he is looking at
+you always when you speak to him or reply to some question he has asked,
+but speak just as you would have done before he became deaf. You may
+have to repeat things to him very often at first, but do not permit any
+sign of impatience in your face. Do not let him get the idea that it is
+a hardship to talk to him. Remember that you are changing his manner of
+understanding speech over to another way, and that his present and
+future happiness depends very greatly on the thoroughness and promptness
+with which it is done. In all deal<span class='pagenum'><a name="Page_62" id="Page_62">[Pg 62]</a></span>ings with a deaf child the mother
+should remember that the child draws his impressions of the character
+and the feelings of those about him from the expression of their faces,
+and many almost unconscious little acts and gestures. Avoid very
+carefully any appearance of being impatient, or bored, or contemptuous
+at his failures. Try to understand the difficulties under which he is
+working to maintain his place in the world. Do not humor his whims, or
+spoil him by indulgence, yet treat him with the greatest consideration
+and fairness. Above all, be cheerful and, at least apparently,
+interested in his doings and sayings.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_63" id="Page_63">[Pg 63]</a></span></p>
+<h2><a name="XVI" id="XVI"></a>XVI</h2>
+
+<h3><span class="smcap">School Age</span></h3>
+
+<p>The question of what is "school age" for a deaf child is answered very
+differently by different people. Most of the state institutions for the
+deaf in the United States, Canada, and Europe will not admit children
+younger than six years of age. Seven years is still the age of admission
+in some institutions, but the tendency is to lower the age limit. In
+some schools children of five are admitted, in a few those as young as
+four, and in two or three small schools babies of two and three are
+received. Any statement here must, therefore, be taken as only the
+expression of the author's opinion, resulting from more than twenty-five
+years of active teaching, combined with wide observation.</p>
+
+<p>It would appear that, where home conditions are not bad, either
+physically or morally, the<span class='pagenum'><a name="Page_64" id="Page_64">[Pg 64]</a></span> proper place for the little deaf child till
+he is nearly, or quite, five, is with his mother. Very much can be done
+for the little one before he is five to prepare him for the instruction
+which should be given at that age, but it is possible for the mother to
+do what is necessary, and even the simplest home conditions are
+preferable for very little children to the institutional environment. It
+is impossible, in a school of from one hundred to five hundred pupils,
+to create a real home environment, such as the very little child should
+have. It is really a pity that the child of five should have to be
+placed in the institutional environment as it at present exists. If the
+legislative bodies of our states, and the gentlemen who manage the
+schools, could only be induced to adopt the cottage plan of housing in
+small units, the disadvantages of institutional life would be enormously
+reduced.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_65" id="Page_65">[Pg 65]</a></span></p>
+<h2><a name="XVII" id="XVII"></a>XVII</h2>
+
+<h3><span class="smcap">Organized Efforts by Parents to Obtain Better Educational Conditions</span></h3>
+
+<p>It should be possible for every taxpayer in every state who has a deaf
+child and who has not the means or the wish to place that child in a
+private school, to have the child educated in a free public school as
+completely by the speech method as his hearing children are educated by
+that method. He should not be compelled to send his child out of the
+state or else subject him to the influence of signs and finger spelling,
+with the probability that he will leave school a deaf mute.
+Unfortunately, in many states, this is not possible at present. But if
+the parents of deaf children would organize themselves into "Parents'
+Associations" and send representatives to the governors and legislative
+committees; and arrange for demonstrations by orally educated deaf
+children from<span class='pagenum'><a name="Page_66" id="Page_66">[Pg 66]</a></span> pure oral schools; and carry on an active campaign of
+enlightenment and of agitation, the present state of affairs would soon
+cease to exist.</p>
+
+<p>I wish to make an urgent plea for the energetic efforts of all parents
+of deaf children to improve the speech-teaching conditions in their
+respective localities. At present, very far from all that is possible is
+being done to give deaf children a ready command of spoken English, and
+a working ability to understand when spoken to. The persons who have the
+most at stake in this matter, and who should be most active and
+persistent in demanding from the school authorities and legislatures
+better facilities for the acquisition of speech by deaf children, are
+the parents of those children. In each locality these parents should
+organize into "Parents' Associations." These local associations should,
+in turn, be connected by a statewide organization composed of
+representatives from each local association. These state organizations
+could then be combined by repre<span class='pagenum'><a name="Page_67" id="Page_67">[Pg 67]</a></span>sentation in a national organization of
+all the parents of deaf children in the United States. Such complete
+organization once effected, the reasonable demands made in the interests
+of better results in speech teaching would quickly be complied with by
+the respective schools and the legislatures or boards of directors that
+control them. The associations could induce their local papers to aid in
+a campaign to educate public opinion by printing facts concerning what
+is done elsewhere. If all parents of deaf children only knew what might
+be accomplished, and were so organized as to permit them to present
+their wishes forcibly to those able to change conditions, the deaf child
+would quickly come into his own.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_68" id="Page_68">[Pg 68]</a></span></p>
+<h2><a name="XVIII" id="XVIII"></a>XVIII</h2>
+
+<h3><span class="smcap">A Personal Matter for Each Parent</span></h3>
+
+<p>Let some parent in each locality make it his or her business to get the
+names and addresses of all other parents of deaf children in the
+vicinity. Induce them to come together some evening and choose a
+chairman and an executive committee of three. Let these four people make
+a point of studying the education of the deaf as conducted in the most
+advanced communities. Let the executive committees of the several local
+associations get together once or twice a year for a sort of state
+convention of parents. Let them invite leading educators to address
+them, and let them appoint committees to visit schools in other states
+where different methods are employed. If such a movement was once
+started there would be found plenty of subject-matter for discussion,
+and plenty of opportunities to work for a better<span class='pagenum'><a name="Page_69" id="Page_69">[Pg 69]</a></span>ment of conditions. The
+author of this little book would be glad to give any aid in his power to
+such a movement, and to place the results of his twenty-five years of
+experience at the disposal of any parent, or parents' organization.</p>
+
+<p>The first efforts should be directed to inducing, or compelling, the
+so-called "Combined Schools" for the deaf throughout the United States
+to wholly segregate at least a small oral department from the manually
+taught pupils. The orally taught pupils should never come in contact
+during their school life, either in the shops, dining rooms,
+playgrounds, or schoolrooms, with those pupils with whom finger spelling
+and signs are employed. All employees, whether superintendents,
+teachers, supervisors, teachers of trades, or servants, who have to do
+with the orally taught pupils should be <i>compelled</i> to use only speech
+and lip reading (and writing, if absolutely necessary) under penalty of
+dismissal for failing to do so. Only by means of such segregation, and
+the en<span class='pagenum'><a name="Page_70" id="Page_70">[Pg 70]</a></span>forcement of speech as a universal medium of communication, can
+the appropriations for oral work be made really productive of good
+results in what are now called "Combined Schools." This can be done on a
+small scale at the beginning, with the little entering beginners. Then
+if all beginners are put into this oral department it will gradually
+grow at the expense of the manual department, until, after a period of
+eight or ten years, the entire school will have become oral.</p>
+
+<p>This is the only method of procedure by which satisfactory results in
+speech teaching for practical purposes can be obtained in return for the
+generous appropriations that the states make. It has been fully
+demonstrated by actual operation in the state of Pennsylvania, where the
+largest school for the deaf in the world has in this manner been changed
+from a "Combined School" to a pure oral school.</p>
+
+<p><i>All</i> the deaf children in the State of Massachusetts are now taught
+wholly by the oral<span class='pagenum'><a name="Page_71" id="Page_71">[Pg 71]</a></span> method. If that polyglot and heterogeneous
+population can be so treated, there is no state in the Union where the
+same could not be done if there were the desire and the ambition to do
+it.</p>
+
+<p>In many states deaf children have been, either by definite statement, or
+by tacit understanding, exempted from the enforcement of the compulsory
+education law. This is all wrong. They need the protection of that
+excellent law even more than the hearing child, and if the law for
+compulsory education does not, in fact, apply to them, it should at once
+be amended to do so.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_72" id="Page_72">[Pg 72]</a></span></p>
+<h2><a name="XIX" id="XIX"></a>XIX</h2>
+
+<h3><span class="smcap">Day Schools</span></h3>
+
+<p>The parents are the ones most interested in this matter, and it is
+through their efforts alone that improvement can be brought about. In
+Massachusetts, New York, New Jersey, Wisconsin, Michigan, Illinois,
+Ohio, Washington, Oregon, Texas, Missouri, and California, free public
+oral day schools have been established. This movement has reached its
+highest development in Wisconsin and Michigan. In Wisconsin there are
+twenty-four such schools scattered throughout the state, and in Michigan
+fourteen. New schools are opened by the Board of Education under
+prescribed conditions upon the request of a certain number of parents of
+deaf children. Such a law should be on the statute books of every state,
+and will be when the parents of deaf children organize and demand it.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_73" id="Page_73">[Pg 73]</a></span></p>
+<h2><a name="XX" id="XX"></a>XX</h2>
+
+<h3><span class="smcap">The Deaf Child at Five Years of Age</span></h3>
+
+<p>When the little child that has been deaf from infancy is five years of
+age, he should be placed in a <i>purely oral school</i> for the deaf, if such
+a thing is possible.</p>
+
+<p>The child who has become deaf by illness or accident after speech has
+been acquired, should be placed under experienced instruction by the
+speech method <i>at once</i>.</p>
+
+<p>To quote once more from my little book of suggestions to physicians:</p>
+
+<p>"If the proper school for the little hearing child of five did not
+happen to exist in his immediate neighborhood, no one would think of
+insisting upon the necessity of sending the little one away to a distant
+boarding school. But that is what must be done in the case of the little
+deaf child, if precious and irrecoverable years are not to be lost. It
+is often a difficult<span class='pagenum'><a name="Page_74" id="Page_74">[Pg 74]</a></span> matter to persuade a mother to sacrifice her own
+personal happiness and comfort in having the little child with her, and
+to look far enough into the future to see that a true and unselfish love
+for the child requires her to entrust him to the care of others during
+those early and crucial years."</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_75" id="Page_75">[Pg 75]</a></span></p>
+<h2><a name="XXI" id="XXI"></a>XXI</h2>
+
+<h3><span class="smcap">Schools for the Hearing and Private Governesses</span></h3>
+
+<p>If no oral day or boarding school is available near at hand, the mother
+should have the far-sighted love that is unselfish, and the courage to
+part with her little five-year-old child during the months of the school
+year, and place him in some one of the distant schools where he can live
+and be taught in a purely oral environment. There are two alternatives
+to this, each of which is sometimes attempted, but both are undesirable.
+First the mother not infrequently attempts to have her child educated in
+the schools for hearing children. This is very unsatisfactory and even
+dangerous, for if persisted in it results in wholly inadequate progress,
+uneven development, bad speech, irretrievable loss of time, and often in
+a com<span class='pagenum'><a name="Page_76" id="Page_76">[Pg 76]</a></span>plete nervous breakdown. This may not come for some years, but the
+nervous system, once undermined by the excessive strain of trying to
+keep up under impossible conditions, can never be fully repaired. Here
+is what a <i>partially</i> deaf woman writes of her experience as a child:</p>
+
+<p>"When I was three and one-half years old scarlet fever left me almost
+totally deaf. My father was a physician. He was urged to send me to a
+school for the deaf, but his medical training told him that what was
+needed was association with speaking children, if I were to retain my
+speech, for at that time the oral method was unknown in our state. So I
+went to school with hearing children. Unless you have been deaf, you
+will not understand the misery in this statement. A little, lonely deaf
+child, I went to a public school, hearing practically nothing of the
+teachers' instructions or the pupils' recitations. Of the torture of
+that deaf childhood I will not speak. You all know how cruel children
+may be, and a deaf child<span class='pagenum'><a name="Page_77" id="Page_77">[Pg 77]</a></span> among hearing children often suffers untold
+torments."</p>
+
+<p>The second alternative is to seek some person who will teach the child
+in his own home. This, too, is very unsatisfactory, and involves loss of
+time and opportunity that can never be recovered.</p>
+
+<p>In the first place, the beginning years of a deaf child's educational
+life are the most important of all. They are crucial. It is then he
+requires the highest skill, the greatest experience, and the most
+perfect conditions. The best teachers can seldom, if ever, be induced to
+teach a single child in its home. Usually these teachers are more or
+less inferior. But even the best teacher in the world cannot do for a
+little deaf child in his home what she could accomplish for him in a
+well-organized and properly conducted school.</p>
+
+<p>Neither the intellect nor the character of the deaf child can be as
+successfully developed, after five years of age, by a private teacher in
+his home as in a good school.<span class='pagenum'><a name="Page_78" id="Page_78">[Pg 78]</a></span></p>
+
+<p>The following elements are essential for the highest educational welfare
+of a deaf child:</p>
+
+<p><i>First.</i> The stimulus and incentive of association and competitive
+companionship.</p>
+
+<p><i>Second.</i> The contact with more than one mind and more than one speaker.</p>
+
+<p><i>Third.</i> The avoidance of becoming dependent upon some one as an
+interpreter, and the cultivation of independence and self-reliance
+through constant practice with various teachers.</p>
+
+<p><i>Fourth.</i> A fully equipped and trained organization, providing a
+complete and uninterrupted education under one head.</p>
+
+<p><i>Fifth.</i> Regularity of life, and the subordination of all living
+conditions to the highest educational advantage (a thing utterly
+incompatible with home conditions).</p>
+
+<p>These most necessary conditions are not possible of attainment through
+private instruction in the home. The child who is kept at home and given
+private instruction too often grows up to be timid, self-distrustful,
+and unfitted to<span class='pagenum'><a name="Page_79" id="Page_79">[Pg 79]</a></span> cope with the difficulties and oppositions of the
+world. He falls an easy prey to temptation and is quickly discouraged by
+obstacles. Very often he is selfish, narrow, and overbearing. Not having
+those about him of his own age and with the same desires, he has become
+accustomed to having people yield to his whims and fancies as child
+playmates would not yield. He is more or less excluded from the plays
+and pleasures of childhood. All those about him have an advantage over
+him.</p>
+
+<p>On the other hand, the tendencies of the school-bred child are to be
+simple, natural, and childlike. His inclination to moodiness and
+suspiciousness is much less. He is happier. He becomes self-reliant,
+independent, and respectful of the rights of others. He is less petulant
+and more obedient. The wisest parents do not educate their hearing
+children at home, nor should they attempt it with a deaf child.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_80" id="Page_80">[Pg 80]</a></span></p>
+<h2><a name="XXII" id="XXII"></a>XXII</h2>
+
+<h3><span class="smcap">Importance of the Beginning</span></h3>
+
+<p>I wish to lay very special stress upon the necessity <i>at the beginning</i>
+of the most expert and experienced instruction that is attainable. If
+circumstances make it impossible to give to the child the best <i>all</i> the
+time, then he should have the best at the start rather than later. Every
+effort and every sacrifice that are ever going to be made for the
+child's sake should be at the beginning of his school training, and not
+delayed till he is older. The years from five to eight or ten will
+determine his future success. If he has poor teaching during these early
+years, even the best teaching later will not be able to make up the loss
+entirely. But if he has good teaching during the first few years, then
+less expert teaching later cannot do<span class='pagenum'><a name="Page_81" id="Page_81">[Pg 81]</a></span> him as much harm as it otherwise
+would. The early years are his most crucial period, and the best efforts
+should be expended then instead of when he is twelve or fourteen.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_82" id="Page_82">[Pg 82]</a></span></p>
+<h2><a name="XXIII" id="XXIII"></a>XXIII</h2>
+
+<h3><span class="smcap">Avoid the Young and Inexperienced Teacher</span></h3>
+
+<p>Between the ages of five and ten avoid the young and inexperienced
+teacher and the amateur as you would the plague. Unfortunately, the idea
+is prevalent that <i>any one</i> can teach a little child, but that it takes
+experience to teach the older pupils. This is a disastrous fallacy.
+Young and inexperienced women are too often quite ready to assume the
+great responsibility of teaching a little deaf child. They rush in where
+angels might well fear to tread. Unfortunately, parents, and even school
+superintendents, are often too ready to permit them to do this dangerous
+thing.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_83" id="Page_83">[Pg 83]</a></span></p>
+<h2><a name="XXIV" id="XXIV"></a>XXIV</h2>
+
+<h3><span class="smcap">On Entering School</span></h3>
+
+<p>Through the courtesy of the <i>Volta Review</i>, in which her article
+appeared, and of the author, Miss Eleanor B. Worcester, a teacher of the
+deaf for many years, and at one time the principal of a school, I am
+able to include the following very sensible and valuable advice for the
+guidance of mothers when their children enter school.</p>
+
+<p class='tbrk'>&nbsp;</p>
+
+<h3><span class="smcap">The First Year at School</span></h3>
+
+<h4>BY ELEANOR B. WORCESTER</h4>
+
+<p>At last the time has come when you feel that it is best for your boy to
+study with other children. And since your own town does not offer<span class='pagenum'><a name="Page_84" id="Page_84">[Pg 84]</a></span> him a
+suitable opportunity, it is necessary to send the little fellow to one
+of the well-known boarding schools, where trained and wise men and women
+are devoting their thought and energy to giving every advantage of
+education, comfort, and happiness to the little people under their care.</p>
+
+<p>You have already decided, after much thought and the writing of many
+letters&mdash;perhaps after a visit to the school you incline to most&mdash;just
+where it is best that the child shall go.</p>
+
+<p>You have studied carefully all the directions about clothing given in
+the school catalogue, and have made sure that every little blouse or
+stocking has its owner's name written or sewed fast on it, and that all
+the small garments are in perfect order and ready for use.</p>
+
+<p>But have you thought how your own attitude toward this change in your
+boy's life is unconsciously preparing him either to rebel against and
+fear school, or to look forward to<span class='pagenum'><a name="Page_85" id="Page_85">[Pg 85]</a></span> going there as one of the most
+delightful and interesting events of his life?</p>
+
+<p>I know that it is impossible for you to avoid dreading the day when your
+child must go among strangers, but I beg you not to let him see what
+your feeling is. It will take all your resolution and all your courage
+to wear not only a cheerful face, but a happy one; but you must make
+your boy feel that a very delightful time is coming.</p>
+
+<p>If you go about the necessary preparations as you might if he were going
+to the show or on a visit, he will enter into the spirit of things with
+enthusiasm; but if you once let him find you crying over his packing he
+will immediately jump to the conclusion that some dreadful thing is in
+prospect, and will be entirely prepared to be frightened at being left
+at school, and to break your heart by clinging to you and begging to go
+home again. And, more than this, he will be far more likely to be
+homesick.</p>
+
+<p>So, since you know it is best for him to be in school, and that it is
+the only possible road<span class='pagenum'><a name="Page_86" id="Page_86">[Pg 86]</a></span> to happiness and usefulness, why not lead him to
+anticipate the going; to look forward to it as a treat, and to feel that
+to be a schoolboy is really the great end of existence?</p>
+
+<p>One of the first steps in this direction will be to help him understand
+a little what kind of a place he is bound for.</p>
+
+<p>Very likely the school you have decided on publishes an illustrated
+catalogue, and weeks before school opens begin to show him the pictures
+of the school buildings and grounds, and make him understand that on a
+certain day in September, which you mark on the calendar with bright
+crayon, you and he will go there. Let him see one of the little white
+beds where he will sleep after you return home, the sunny dining room
+where he will eat his morning porridge and his Sunday ice cream; the
+playground full of rollicksome youngsters, with whom he will seesaw and
+play tag by and by, and the busy schoolroom, where so many delightful
+and interesting things are sure to happen.</p>
+
+<p>Talk about all these things often and brightly<span class='pagenum'><a name="Page_87" id="Page_87">[Pg 87]</a></span> and you will find that
+school has become a most desirable and fascinating place, and that every
+night there will be a great satisfaction in climbing on a chair to
+scratch off from the calendar another day done before the joy of going
+there.</p>
+
+<p>Then you can buy such delightful things to be put into that waiting
+trunk&mdash;things often to be looked at, but never to be used till that
+wonderful place is reached&mdash;long red and blue pencils, with rubbers on
+the ends; boxes of writing paper, all gay with pictures and exactly
+right for the first letters home; a foot rule, and, if you are a truly
+brave mother, a real jackknife to sharpen the same red and blue pencils
+and add to the joy of living.</p>
+
+<p>It is absorbing work, too, to mark them all with one's name, so they may
+never be mistaken for any other little boy's property, and to make a
+place for a new toy or two, though if you are wise you will not buy many
+playthings now, but will save them to send later, one by one, by parcel
+post, to be received with a joy it is a pity you cannot be there to
+see,<span class='pagenum'><a name="Page_88" id="Page_88">[Pg 88]</a></span> it will be so out of proportion to any other pleasure you could
+give by such simple means.</p>
+
+<p>Of course, you must have some kodak pictures taken&mdash;ever so many of
+them&mdash;showing the family, the house, and the pets, as well as the boy
+himself. These are to be kept, too, to go in letters. They will be not
+only very precious possessions, but if they are labeled carefully they
+will be extremely useful in the classroom when your boy begins to learn
+to speak the names of the people at home.</p>
+
+<p>Since they are to be used for this double purpose, be sure that each
+member of the family group is very distinctly marked, or the names of
+Aunt Mary and sister Helen may get hopelessly mixed in the boy's mind!</p>
+
+<p>Finally, the last little garment and the last package is in the trunk,
+the last day is scratched off the calendar, and the boy himself is on
+the train. And now let me tell you something that you will not
+believe&mdash;that you will even resent, but which is perfectly true, and
+which I hope will comfort you a little when you<span class='pagenum'><a name="Page_89" id="Page_89">[Pg 89]</a></span> say good-by to the
+boy&mdash;and that is this: it really is very unusual for a little child from
+five to eight years old to be homesick at school. There are so many
+distractions, so many new and curious things to see, so many interesting
+things to do, and there are so many other children all friendly and all
+happy, that even if your boy cries when you leave him, the probabilities
+are high that before you reach the station he will be playing&mdash;shyly or
+uproariously, as temperament may decide&mdash;but certainly happily, with
+some new-found friend.</p>
+
+<p>One of the most delightful things about a school for deaf children is
+the way all the other pupils welcome, pet, and look out for a newcomer.
+Every one makes much of him, and it would be hard indeed to be lonely
+long in the midst of so much attention and friendliness.</p>
+
+<p>And now a word about letters.</p>
+
+<p>Before you sent the boy to school I hope you didn't fail to teach him to
+recognize the written names of the different members of the family, so
+that he might be sure to understand<span class='pagenum'><a name="Page_90" id="Page_90">[Pg 90]</a></span> whom his first letters came from.
+And don't forget that he will be eager for letters! Too many mothers
+feel that it is useless to write to their children during their first
+year away from them. They are so sure that no word from them can be
+understood that they content themselves with sending inquiries to the
+proper authorities, and an occasional picture postcard to the children
+themselves, and fail to realize how soon their little boy or girl grasps
+the fact that the other children have real letters in envelopes, and
+that these come from home, or how sharp a disappointment it is when day
+after day goes by and brings them nothing.</p>
+
+<p>If you could see, as I have seen, a letter, so worn that it was cracked
+on all its folds and dingy with much handling, carried day after day
+inside a little blouse, or guimpe, and put under the pillows every
+night, you would understand a little what those pieces of paper, covered
+with very imperfectly understood characters, but carrying love and
+remembrance from home, mean, even before the children can<span class='pagenum'><a name="Page_91" id="Page_91">[Pg 91]</a></span> read them.
+And very soon, if you are an observant mother, your child will really be
+able to read them.</p>
+
+<p>For example, your boy's first letter may be something like this:</p>
+
+<blockquote><p>"<span class="smcap">Dear Mamma</span>:</p>
+
+<p>"I am well. I love you. &nbsp; &nbsp; &nbsp;<span class="smcap">Harry</span>."</p></blockquote>
+
+<p>When you answer it you might say, with the certainty that every word
+would be understood:</p>
+
+<blockquote><p>"<span class="smcap">Dear Harry</span>:</p>
+
+<p>"Mamma loves you. Papa is well. Mamma and Papa love you.</p>
+
+<p>"Good-by. &nbsp; &nbsp; &nbsp;<span class="smcap">Mamma</span>."</p></blockquote>
+
+<p>Not a very satisfactory letter, do you say? Perhaps not to you, but most
+delightful and understandable to the little boy to whom it is written.
+And if a little later you follow it with another containing one of the
+kodak pictures of the cat, with "Tommy" written under it, accompanying
+such a note as this, not only your little boy, but his teacher will
+bless you:<span class='pagenum'><a name="Page_92" id="Page_92">[Pg 92]</a></span></p>
+
+<blockquote><p>"<span class="smcap">Dear Harry</span>:</p>
+
+<p>"Mamma is well. Papa is well. Mamma and Papa love you. Tommy loves
+you, too. Tommy is the cat. Tommy wants to see you.</p>
+
+<p>"Good-by. &nbsp; &nbsp; &nbsp;<span class="smcap">Mamma</span>."</p></blockquote>
+
+<p>I have written these two notes not as models to be copied, but to show
+you how with a little thought and care you may ring the changes on
+almost every sentence that your boy learns; and make use of every new
+word, giving him a great deal of pleasure and helping to fix the phrases
+in his mind and to make him realize that they are really valuable
+additions to his means of communication. But I do not mean that you
+should confine your letters entirely to words and sentences that the
+child already knows. In fact, new expressions, if they are short and
+simple, and if the main part of your letter is made up of things the
+child understands at once, will add very much to the interest of your
+letter. He will be eager to know what the strange words mean, and the
+new<span class='pagenum'><a name="Page_93" id="Page_93">[Pg 93]</a></span> nouns, verbs, and adjectives will go immediately to swell his
+vocabulary.</p>
+
+<p>Like any child just learning to talk, your little boy will at first use
+nouns, when later he will use pronouns, so in your earliest letters to
+him you will be surer of making yourself understood if you do the same.
+Probably, too, with the exception of two or three sentences like "I am
+well. I love you," you will notice that all his statements are written
+in the past tense, and that will be a guide to you to confine your own
+remarks to the past, for the most part, till you notice that he has
+begun to use the future and the present himself. Watch his letters
+carefully and adapt your own language forms to his.</p>
+
+<p>There are two things that, as a general rule, I would advise you not to
+write about, and these are any illnesses in the family and&mdash;that supreme
+joy of school life&mdash;the box you are planning to send.</p>
+
+<p>My reasons for this taboo are that even very little children are often
+made unhappy and<span class='pagenum'><a name="Page_94" id="Page_94">[Pg 94]</a></span> anxious, sometimes for days, if they know there is
+sickness at home, while in the second place boxes are so often delayed
+that they become the source of much disturbance of mind when the
+expressman fails to bring them.</p>
+
+<p>I knew a little girl who watched every delivery for a week and cried
+after every one because the box her mother had promised her did not
+appear. So let illness and boxes go unmentioned till you can write
+something like this, "Papa was sick last week. He is well now. He goes
+to the office every day." And after the box has had time to reach its
+destination you can say, "Mamma sent a box to you Wednesday. She put two
+handkerchiefs, some new shoes, six oranges, and some money in the box.
+Papa gave the money to you."</p>
+
+<p>If you are like most mothers, before many weeks have gone by you will be
+eager to visit your boy and see for yourself how he is getting on;
+whether he is really as happy as the letters from school assure you he
+is; what he is learning in class, and whether he has blankets<span class='pagenum'><a name="Page_95" id="Page_95">[Pg 95]</a></span> enough on
+his bed and sugar enough on his oatmeal.</p>
+
+<p>But before the letter announcing the day of your arrival is posted or
+your ticket is bought, sit down by the fire and think the matter over.</p>
+
+<p>You have confidence in the school, else you would never have sent your
+boy there; and you have been told repeatedly either that the little
+fellow is happy and well or, it may be, that he was rather homesick at
+first, but has now settled down to a very comfortable and contented
+state of mind and is doing well in class.</p>
+
+<p>Now, if you go to see him too soon after he has left home there will
+really be a good deal more danger that the boy will be homesick after
+you leave him than there was when you took him to school in September,
+even if he has been quite happy up to the time of your visit.</p>
+
+<p>In the first place, he will think, drawing his conclusions from visits
+that he may have made before, that school is over and that you have<span class='pagenum'><a name="Page_96" id="Page_96">[Pg 96]</a></span>
+come to take him home. So it will be a great surprise and shock when you
+go away without him. And in any case, after the separation of some
+weeks, his love for you will make him want to be with you, and he will
+really suffer when you say good-by.</p>
+
+<p>So, if I were you, I would wait till after the Christmas holidays before
+going for my visit. By that time he will be fully settled in his new
+life and will look on it as an established part of existence. He will
+know from observation that other mothers come for a little while and
+then go home again without taking their children with them, and his
+advance in understanding will make it much easier to explain to him that
+your visit is temporary and will not make any radical change in his own
+life.</p>
+
+<p>The delay will mean a good deal of self-sacrifice for you, but may very
+possibly save your boy from a sharp attack of homesickness, while later
+in the year this danger will usually have disappeared, and your visit
+will bring nothing but pleasure to you both and will help<span class='pagenum'><a name="Page_97" id="Page_97">[Pg 97]</a></span> to make
+school what you want it to be&mdash;a place where all sorts of delightful
+things are constantly sure to happen.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_98" id="Page_98">[Pg 98]</a></span></p>
+<h2><a name="XXV" id="XXV"></a>XXV</h2>
+
+<h3><span class="smcap">During the School Period</span></h3>
+
+<p>But the opportunities and obligations of the parents of deaf children to
+aid in their education by no means cease when the children enter school.</p>
+
+<p>Throughout the entire period of school life, and even after their
+children leave school, the parents can be of very great assistance to
+them. During the time that the school is in session, if the child is
+away from home, the parents should write not less than once a week, and
+oftener if possible. These letters should contain all the little
+happenings at home, no matter how insignificant and uninteresting they
+may seem. If these things are expressed in simple language, using short
+sentences and common words, the letters will be one of the most
+efficient means of aiding the children to an ability to read, that the
+teacher possesses.<span class='pagenum'><a name="Page_99" id="Page_99">[Pg 99]</a></span> The child is full of eager curiosity to know the
+smallest details of the familiar home life. He will exert his mind more
+to dig out the meaning of the language of home letters than he will to
+understand a story in a reader. Miss Worcester has suggested one or two
+little letters that would do during the first half year at school. By
+the beginning of the second year it would be helpful if the letters read
+something like this:</p>
+
+<blockquote><p>"<span class="smcap">My Dear Boy</span>:</p>
+
+<p>"We got your nice letter. Thank you for it. We always like to know
+what you do at school. We like to know the names of your
+schoolmates. We are glad when you tell us about your books and your
+teachers. Mother, Tom, Jane and I are well. We talk about you
+often. We are glad you can go to school. A cat frightened the hens.
+The hens ran. The cat was naughty. I drove the cat away. I think
+the cat wanted to eat the little chickens.</p>
+
+<p>"Tom hid behind the door. He jumped out quickly. He frightened
+Jane. She screamed. He laughed. Jane cried. Mother scolded Tom
+because he made Jane cry. Tom said Jane was a baby.<span class='pagenum'><a name="Page_100" id="Page_100">[Pg 100]</a></span> Jane said Tom
+was a bad boy. Then Jane laughed. She forgave Tom. Tom said he was
+sorry.</p>
+
+<p>"We all love you.</p>
+
+<p>"Good-by.</p>
+
+<p class='right'>"Your loving &nbsp; &nbsp; &nbsp;<br />
+"<span class="smcap">Father</span>."</p></blockquote>
+
+<p>Each year the letters can be a little more grown up and they should
+always be frequent.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_101" id="Page_101">[Pg 101]</a></span></p>
+<h2><a name="XXVI" id="XXVI"></a>XXVI</h2>
+
+<h3><span class="smcap">During Vacation</span></h3>
+
+<p>When vacation time comes and the children come home for the summer, the
+home folks will probably have some trouble at first in understanding
+their imperfect speech. Do not be discouraged. The speech will steadily
+improve from year to year, and you will soon be able to comprehend it,
+even when it is very faulty. But do not accept from the child anything
+except the best speech he is capable of. When the boy first arrives you
+will, probably, not know just how much to expect of him. To begin with,
+it will do him no harm to ask him to repeat what he says, even if you
+really did understand him the first time. He will probably speak much
+more distinctly the second time than he did the first, and you will see
+that you can demand of him more than you at first thought he could do.
+He will not be dis<span class='pagenum'><a name="Page_102" id="Page_102">[Pg 102]</a></span>couraged by being asked to repeat. He is used to it.
+The price of good speech, like the price of liberty, is eternal
+vigilance. During the school period, teachers and parents should give
+unremitting attention to demanding of the children, <i>every time they
+speak</i>, the best enunciation of which they are at that time capable.</p>
+
+<p>If you do not understand the boy, or he does not understand you, do not
+let him resort to gestures, nor use them yourself. Give him pencil and
+paper, if necessary. It will not be necessary often or long, and each
+day occasions of difficulty will grow fewer.</p>
+
+<p>Provide some useful and helpful occupation for the child for at least a
+part of each day. Do not let him play at random all the time. Continue a
+certain regularity of life in the matter of meals and getting up and
+going to bed. Insist upon respectful behavior and good manners. He has
+these demanded of him at school. Do not let him return in the fall
+having lost much that he had gained during the preceding year.<span class='pagenum'><a name="Page_103" id="Page_103">[Pg 103]</a></span></p>
+
+<p>When he is at home keep him in touch with the activities and the topics
+of discussion in the family circle. Do not let him withdraw or feel shut
+out. This will take a good deal of effort and self-denial and patience,
+but in the long run it will repay the parents. Failure to do this will
+eventually bring sorrow to all concerned. Train the other children to do
+their share of this. Insist upon their telling the deaf one their plans
+and their doings. Unless some care is taken he will see the others going
+without knowing where or why, he will sometimes lose pleasures because
+he did not hear the talk that was going on around him and no one thought
+to tell him. This has a tendency to make him bitter and unsocial.</p>
+
+<p>From the very beginning of spoken intercourse with the deaf child the
+greatest care should be taken to speak <span class="smcap">naturally</span> to him. Avoid entirely
+all exaggeration of lip movement and mouth opening. Speak a little
+slowly, perhaps, and always distinctly, but never with facial
+contortions and waving hands. The<span class='pagenum'><a name="Page_104" id="Page_104">[Pg 104]</a></span> aim of his oral training is to enable
+him to understand the ordinary speech of people when they speak to him,
+and to do this he requires an immense amount of practice, just as the
+hearing child requires a great deal of practice for years before he can
+understand what people are saying to him. If you speak to him in a
+different way from that employed when speaking to others he will learn
+to understand that, but not your ordinary manner of speaking. He will
+also imitate it himself. The Chinaman speaks and understands only
+"Pidgin" English because only "Pidgin" English has been used in
+communicating with him. If people had spoken to the Chinaman as they do
+to other people he would have gradually acquired good English.</p>
+
+<p>So it is with the deaf child. If you want him to gradually learn to
+understand the ordinary intercourse of life, you must exercise him in it
+for years. You must not expect him to get much at first, any more than
+you expect the baby to understand to start with. But<span class='pagenum'><a name="Page_105" id="Page_105">[Pg 105]</a></span> each month he will
+gain more, and by the time he is sixteen or seventeen he will have very
+nearly overtaken his hearing brother. But if you always address him with
+a yawning mouth and flopping tongue and lips, and use deaf-mute English
+to him, he will progress in his understanding and use of that, but it is
+not what you wish him to acquire. Be patient, be gentle, be untiring and
+unremitting in your efforts, but <span class="smcap">be natural</span>. <i>Keep your eyes on his eyes
+and speak only when his gaze is upon your face.</i></p>
+
+<p class='tbrk'>&nbsp;</p>
+
+<p>Before closing I ought to say that (more is the pity) there are many
+persons who live by trading upon the ignorance and credulity of the
+unfortunate. The deaf and the friends of the deaf fall an easy prey to
+the advertisements of quack remedies, ear drums, etc., that are always
+useless and sometimes actually dangerous. The American Medical
+Association has had the courage to issue a pamphlet in which these fake
+cures are described and ex<span class='pagenum'><a name="Page_106" id="Page_106">[Pg 106]</a></span>posed, and every deaf person, and parent of a
+deaf child, should have one of these pamphlets. The title is "Deafness
+Cure Fakes," and can be obtained by writing to the American Medical
+Association, 535 North Dearborn Street, Chicago, Illinois.</p>
+
+<p>Any one who has read these pages will easily see that the suggestions
+are all aimed to secure for the deaf a treatment similar in kind, though
+somewhat different in degree, to that accorded the normal hearing
+person. The tendency has been to differentiate the deaf too much from
+the hearing. By adopting the procedure of pure oralism, effectively
+applied under <i>real oral conditions</i>, uncontaminated, during the
+educational period from five to twenty years of age, by finger spelling
+or signs, the deaf will be far more fully restored to a normal position
+in the social and industrial world than they can ever be by the silent
+methods at present so largely used during their most impressionable
+years.</p>
+
+<hr />
+<p><span class='pagenum'><a name="Page_107" id="Page_107">[Pg 107]</a></span></p>
+<h2><a name="XXVII" id="XXVII"></a>XXVII</h2>
+
+<h3>SOME NOTS</h3>
+
+<p>Do not be downcast.</p>
+
+<p>Deafness does not, necessarily, bring dumbness.</p>
+
+<p>Do not consider the deaf child as different from other children.</p>
+
+<p>Do not cease talking to him.</p>
+
+<p>Do not speak with exaggerated facial movements.</p>
+
+<p>Do not exempt him from the duties and tasks and obedience properly
+demanded of all children.</p>
+
+<p>Do not let him grow selfish.</p>
+
+<p>Do not let him grow indifferent.</p>
+
+<p>Do not be in haste.</p>
+
+<p>Do not show impatience.</p>
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of the Project Gutenberg EBook of What the Mother of a Deaf Child Ought
+to Know, by John Dutton Wright
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+The Project Gutenberg EBook of What the Mother of a Deaf Child Ought to
+Know, by John Dutton Wright
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: What the Mother of a Deaf Child Ought to Know
+
+Author: John Dutton Wright
+
+Release Date: May 23, 2006 [EBook #18439]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK MOTHER OF A DEAF CHILD ***
+
+
+
+
+Produced by Kathryn Lybarger, Martin Pettit and the Online
+Distributed Proofreading Team at http://www.pgdp.net
+
+
+
+
+
+
+                  WHAT THE MOTHER OF A
+                DEAF CHILD OUGHT TO KNOW
+
+                          BY
+
+                  JOHN DUTTON WRIGHT
+
+FOUNDER AND PRINCIPAL OF THE WRIGHT ORAL SCHOOL FOR THE
+   DEAF, NEW YORK CITY; COLLABORATOR OF "THE LARYNGO-
+     SCOPE" AND THE "VOLTA REVIEW"; DIRECTOR OF THE
+      AMERICAN ASSOCIATION TO PROMOTE THE TEACHING
+        OF SPEECH TO THE DEAF; AUTHOR OF "EDUCA-
+           TIONAL NEEDS OF THE DEAF," FOR THE
+                GUIDANCE OF PHYSICIANS
+
+                 [Illustration: Logo]
+
+                       NEW YORK
+              FREDERICK A. STOKES COMPANY
+                      PUBLISHERS
+
+
+                _Copyright, 1915, by_
+
+              FREDERICK A. STOKES COMPANY
+
+ _All rights reserved, including that of translation
+                 into foreign languages_
+
+                    _March, 1915_
+
+
+                     TO MY WIFE
+
+          AT WHOSE SUGGESTION THIS LITTLE BOOK
+            WAS WRITTEN IN ORDER THAT MOTHERS
+              MAY DO ALL IN THEIR POWER FOR
+                  THEIR DEAF CHILDREN
+
+
+
+
+CONTENTS
+
+CHAPTER                                                 PAGE
+       PREFACE                                        ix-xix
+
+    I. FACING THE FACTS                                    1
+
+   II. HOW SHALL THE MOTHER BEGIN HER PART OF THE WORK?    5
+
+  III. HOW SHALL THE MOTHER GET INTO COMMUNICATION
+       WITH HER DEAF CHILD?                               13
+
+   IV. WHAT ABOUT THE BABY'S SPEECH?                      20
+
+    V. DEVELOPING THE MENTAL FACULTIES                    22
+
+   VI. DEVELOPING THE LUNGS                               30
+
+  VII. THE CULTIVATION OF CREATIVE IMAGINATION            32
+
+ VIII. FURTHER TESTS OF HEARING                           34
+
+   IX. THE DEVELOPMENT OF RESIDUAL HEARING                38
+
+    X. DEVELOPING THE POWER OF LIP-READING                43
+
+   XI. FORMING CHARACTER                                  47
+
+  XII. CULTIVATING THE SOCIAL INSTINCT                    50
+
+ XIII. SOMETHING ABOUT SCHOOLS AND METHODS                53
+
+  XIV. THE PRESERVATION OF SPEECH. WHEN DEAFNESS
+       RESULTS FROM ACCIDENT OR ILLNESS AFTER INFANCY     58
+
+   XV. TEACHING LIP-READING                               61
+
+  XVI. SCHOOL AGE                                         63
+
+ XVII. ORGANIZED EFFORTS BY PARENTS TO OBTAIN
+       BETTER EDUCATIONAL CONDITIONS                      65
+
+XVIII. A PERSONAL MATTER FOR EACH PARENT                  68
+
+  XIX. DAY SCHOOLS                                        72
+
+   XX. THE DEAF CHILD AT FIVE YEARS OF AGE                73
+
+  XXI. SCHOOLS FOR THE HEARING AND PRIVATE GOVERNESSES    75
+
+ XXII. IMPORTANCE OF THE BEGINNING                        80
+
+XXIII. AVOID THE YOUNG AND INEXPERIENCED TEACHER          82
+
+ XXIV. ON ENTERING SCHOOL                                 83
+
+  XXV. DURING THE SCHOOL PERIOD                           98
+
+ XXVI. DURING VACATION                                   101
+
+XXVII. SOME NOTS                                         107
+
+
+
+
+PREFACE
+
+
+The mother of a little deaf child once wrote as follows:
+
+
+     "As a mother of a deaf child, and one whose experience has been
+     unusual only in that it has been more fortunate than that of the
+     average mother so situated, I want to place before you (the
+     teachers of the deaf) a plea for the education of the parents of
+     little deaf children.
+
+     "While you are laboring for the education of the deaf, and for
+     their sakes are training teachers to carry on the work, there are,
+     in almost every home that shelters a little deaf child, blunders
+     being made that will retard his development and hinder your work
+     for years to come--blunders that a little timely advice might
+     prevent. We parents are not willfully ignorant, not always stupidly
+     so; but that we are in most cases densely so, there can be no
+     doubt.
+
+     "Can you for the moment put yourselves into our place? Suppose you
+     are just the ordinary American parents, perhaps living far from the
+     center of things. You know in a hazy way that there are deaf and
+     blind and other afflicted people--perhaps you have seen some of
+     them.
+
+     "Now, into your home comes disease or a sudden awakening to the
+     meaning of existing conditions, and you find that _your_ child is
+     _deaf_.
+
+     "At first your thought is of physicians; they fail you. Advice from
+     friends and advertisements from quacks pour in upon you; still you
+     find no comfort and no help.
+
+     "You stop talking to the child. What is the use? He cannot hear
+     you! You pity him--oh, infinitely! And your pity takes the form of
+     indulgence. You love him and you long to understand him; but you
+     cannot interpret him and he feels the change, the helplessness in
+     your attitude toward him. You try one thing after another,
+     floundering desperately in your effort to discover what radical
+     step must be taken to meet this emergency. After a time you seize
+     upon the idea that seems to you the best. Probably it is to wait
+     until he is six or seven and then put him into an institution. But
+     while you wait for school age to arrive, you lose that close touch
+     with the soul of your child which may be established only in these
+     early years, for you have no adequate means of communication with
+     him--no way to win his confidence. Soon the child has passed this
+     stage, and no school can ever give him what you might and would
+     have given had you known how.
+
+     "You who are trained teachers of the deaf can hardly realize the
+     need of advice about matters perfectly obvious to YOU; but the need
+     exists. May I tell you from my own experience a few of the things
+     about which you might advise--you, who know!
+
+     "In the first place, suggest to parents that they make simple
+     tests of their children's hearing; and tell them how and why those
+     who are _partially_ deaf should be helped.
+
+     "Then tell them to talk, and talk, and talk, to their little deaf
+     ones--to say everything and say it naturally. And tell them some
+     things in particular that should be said--commands, etc., and
+     _certainly_ 'I love you.' Tell them to speak in whole sentences.
+     Give them an idea of the possibilities of lip-reading.
+
+     "Tell them that _by the expression of the face_ they may convey to
+     the deaf child the interest, approval, disapproval, etc., that they
+     would express to a hearing child in the tone of voice.
+
+     "Tell them that there is _rarely_ an untrained person who can
+     _safely_ meddle with articulation.
+
+     "Tell them that it is not true that all deaf children are bad; that
+     the deaf must learn obedience as others do.
+
+     "Tell them the many things which you wish your pupils had learned
+     before they entered school.
+
+     "Only this I beg of you--tell them!
+                                              "LUCILE M. MOORE."
+
+
+For the sake of presenting the ideas contained in this little book in a
+somewhat systematic manner it was best to arrange them on the
+supposition that they would come to the notice of the mothers while
+their children were yet less than two years of age. In many cases,
+however, this will not be the case. When, therefore, the child is three,
+four, or five years old when this falls into the hands of the mother, it
+would still be well if she carried out the suggestions in the order in
+which they are here arranged. With the maturity of mind and body that
+comes with the added years, the child can pass through the earlier
+stages of the training much more rapidly than can be the case with the
+baby. Nevertheless, the preliminary steps should not be omitted. A child
+of four can be carried in six months through the exercises that occupied
+two years when begun with the child of twelve months, but the older
+child should not be started with exercises suggested for the years after
+two.
+
+Mothers of deaf children cannot be expected to be trained teachers of
+the deaf. It would be useless, and, in fact, often unfortunate, to ask
+them to attempt to teach articulation to their children. Even for them
+to teach the children to write would usually be undesirable because the
+greatest gain from the mother's efforts comes from the early
+establishment of the speech-reading habit and _entire_ dependence upon
+it. It is a very great help to have this habit fixed before writing is
+taught. There is no haste about the child's learning to write. That is
+easily and quickly accomplished when the proper time comes. The
+difficult thing to do is, very fortunately, the thing the mother is best
+fitted to accomplish, namely, to create in the child the ability to
+interpret speech by means of the eye, and the habit of expecting to get
+ideas by watching the face of a speaker.
+
+With these ideas in mind there has been careful avoidance in this
+little book of any suggestion that the mother should be anxious about
+the speech development of the child before five years of age. If she has
+the patience and the time to follow the directions given, she will have
+done her child a very great service; the greatest that lies within her
+power; and she will have laid the foundation for a more rapid and better
+development of speech than would have been possible without her
+preliminary training.
+
+Not every mother will find it possible to carry out all the suggestions
+offered in this little book, but no one should feel discouraged on that
+account. It seemed best to offer too many suggestions rather than too
+few, because these pages may fall into the hands of some mothers whose
+situation is such that full advantage can be taken of every idea here
+given. Presence of too much matter in the little book will not destroy
+its usefulness in cases where only a portion can be applied, whereas the
+lack of some of the ideas might limit its value in certain instances.
+No one should give up in despair just because it is not possible to do
+all that is here suggested. Something, at least, can be found here which
+it is possible to do that will help very much.
+
+Sometimes, through a false sense of shame, or through ignorance of the
+possibilities open to a deaf child, mothers have refused to admit that
+their children were deaf, or to allow anything to be done for them,
+until very valuable time has been lost. This is unfair to the child, and
+very wrong. A mother should have only pity for the deaf child and
+eagerness to aid him to overcome his handicap so far as possible. Delay
+in frankly facing the facts and in taking all possible measures to
+develop the remaining faculties will in the end only increase the
+mother's shame and add to it the pangs of remorse.
+
+In a little book written to guide physicians in advising parents of deaf
+children, I said:
+
+"The situation of a deaf child differs very much, from an educational
+standpoint, from that of the little hearing child. Two hours a day
+playing educational games in a kindergarten is as much as is usually
+given, or is needful, for the little hearing child up to six or seven
+years of age; and his mental development and success in after life will
+not be seriously endangered if even that is omitted and he does not
+begin to go to school until he is eight or nine. The hearing child of
+eight who has never been in school and cannot read or write has,
+nevertheless, without conscious effort, mastered the two most important
+educational tasks in life. He has learned to speak and has acquired the
+greater part of his working vocabulary. In other words, although he has
+never been across the threshold of a school, his education is well
+advanced for his years and mental development.
+
+"The situation of the uninstructed deaf child of eight is very
+different. The task which it has taken the hearing child eight years to
+accomplish, the deaf child of eight has not even begun. He cannot speak
+a word; he does not even know that there is such a thing as a word. He
+is eight years behind his hearing brother, and even if he starts now,
+unless some means can be found for aiding him to overtake his brother
+educationally, he will be only eight years old in education when he is
+sixteen years of age. And when he is sixteen, the psychological period
+will have passed for acquiring what he should have learned when he was
+eight. The fact that the child is deaf does not exempt him from the
+inexorable laws of mental psychology and heredity. In the development of
+the human mind there is a certain period when all conditions are
+favorable for the acquisition of speech and language. Unnumbered
+generations of ancestors acquired speech and language at that stage of
+their mental development, and this little deaf descendant's mind obeys
+the law of inherited tendencies.
+
+"If the speech and language-learning period, from two years of age to
+ten, is allowed to pass unimproved, the task of learning them later is
+rendered unnecessarily difficult.
+
+"Therefore, in the case of the little deaf child, the years from two to
+ten are crucial, and of far greater importance than the same period in
+the case of the hearing child."
+
+Even though the child be totally deaf from birth, he can nevertheless be
+taught to speak and to understand when others speak to him. He can be
+given the same education that he would be capable of mastering if he
+could hear. The mother need not be despairing nor heart-broken. A
+prompt, brave, and intelligent facing of the situation will result in
+making the child one to be proud of and to lean upon.
+
+                                                  JOHN D. WRIGHT.
+
+1 Mount Morris Park, West, New York City.
+February, 1915.
+
+
+
+
+WHAT THE MOTHER OF A DEAF CHILD OUGHT TO KNOW
+
+(_Mothers are strongly advised to read the Preface_)
+
+
+
+
+I
+
+FACING THE FACTS
+
+
+While deafness is a serious misfortune, it is neither a sin, nor a
+disgrace, to be ashamed of. It is a handicap, to be sure, but one to be
+bravely and cheerfully faced, for it does not destroy the chances for
+happiness and success. It is cause for neither discouragement nor
+despair. It will demand patient devotion and courageous effort to
+overcome the disadvantage, but what mother is not willing to show these
+in large measure for her child when the future holds assurance of
+comfort and usefulness?
+
+The earlier that the facts are known and squarely faced, the better. It
+is always wiser in life to prepare for the worst and gratefully accept
+the best, than to refuse to acknowledge the possibility of the worst
+until it is too late to remedy it, or at least to reduce it to its
+lowest terms.
+
+When a mother first suspects that her child's hearing is not perfectly
+normal, what should she do? Of course, first of all, the best available
+ear specialist should be consulted at once in order to determine whether
+the cause can be removed and normal hearing restored. Sometimes,
+however, the specialists are uncertain of the outcome, and sometimes
+their hopes are not realized. In the meantime, precious days and weeks
+are passing in which something could be done for the little one
+educationally, without in any way interfering with the medical efforts
+at relief. The two things can be, and should be, carried on
+simultaneously. If normal hearing is restored no harm has been done by
+the educational training; in fact, the development of the child has been
+advanced. On the other hand, if the hopes that were entertained are
+disappointed, then precious and irrecoverable time has not been lost.
+
+The title presupposes that the mother has already accepted the fact that
+her child's hearing is not perfect, and, for the sake of the child, it
+is to be hoped that this knowledge came to her very promptly after the
+occurrence of the deafness.
+
+One would naturally expect a mother, of her own accord, to carefully
+test all the senses of her child by many simple and repeated exercises
+during the first few months of its life. The many cases, however, in
+which deafness on the part of a child has not been recognized, or at
+least not acknowledged, by the mother till the third, fourth, or even
+fifth year, show a strange neglect of a highly desirable investigation,
+and a natural unwillingness to accept a truth, the possibility of which
+must certainly have occurred to her long before.
+
+If she could only realize that she need not feel downcast and
+heavy-hearted by reason of her little one's imperfect hearing; if she
+could only know that she need not look forward to a life for him
+different from that of other children; if she could understand that
+training and education can enable him to overcome to an extraordinary
+degree the disadvantage of deafness, she would set about the task with
+cheerfulness and hope, and if she knew that the sooner she began, the
+better it would be for the little one, she would not stubbornly refuse
+for so long to acknowledge even the possibility of deafness.
+
+
+
+
+II
+
+HOW SHALL THE MOTHER BEGIN HER PART OF THE WORK?
+
+
+First of all, something like an inventory should be taken of the
+faculties possessed by the child which he can use in working out his
+problem. Has he good sight, normal smell, taste, muscular sense, and
+memory? To what extent is his hearing impaired? Is there any possibility
+of restoring it to normal acuteness, or of improving it, or of
+preventing any further impairment?
+
+The completeness with which these questions can be answered depends, to
+a considerable extent, on his age and his physical condition. We will
+suppose that he is about fifteen months old and in good bodily
+condition. If he is older, the same tests would be used to begin with,
+though we could at once pass on to more complicated and difficult ones
+that cannot as yet be used with the fifteen-months-old baby.
+
+First, with regard to sight. We wish to know if he can distinguish
+reasonably small objects at reasonable distances; whether he can see
+moderately small things at short distances; whether the angle of his
+vision is normal. In other words, whether his range and angle of vision
+are sufficient for all ordinary purposes.
+
+If he can recognize his father or mother or brothers and sisters at a
+distance of a hundred feet he can see far enough for all practical
+purposes. If he readily finds a small object like a pin or a small black
+bead when dropped on the floor, his sight is sharp enough at short range
+to serve his purposes. If his attention can be attracted by waving a
+hand or a little flag or a flower fifty or sixty degrees on either side
+of the direction in which he is looking, that is, two-thirds of the way
+to the side of his head, his angle of vision is sufficiently wide. If he
+can pick out from seven balls of worsted of the seven primary
+colors--red, orange, yellow, green, blue, indigo, and violet--the ball
+that matches another of the same color, he is at least not color-blind
+and has a sufficient sense of color for the ordinary purposes of life.
+It may be necessary to wait till eighteen months for a satisfactory
+color test. Color blindness, when present, is usually most apparent in a
+failure to distinguish between red and green, these two widely differing
+colors seeming to produce the same impression upon the color-blind eye.
+The child will be just as likely to choose a red ball to match the green
+one in his hand as to select another red ball. But repeated tests should
+be made before accepting color blindness as a fact, since sometimes the
+brain can be educated to discriminate between red and green even when
+the impressions have not the normal degree of difference.
+
+The tests for taste, smell, muscular sense, touch, and memory cannot be
+made with much thoroughness or satisfaction till two years of age,
+though observation will show a recognition by taste and smell of that
+which is agreeable and that which is disagreeable. Accurate tests of
+hearing cannot be made till the child is three or four, but it is
+possible when he is twelve months old to determine whether the hearing
+is normal or is seriously impaired, and it is very desirable that this
+should be done.
+
+The expression "seriously impaired," when applied to the hearing of a
+little child, must be given an entirely different interpretation than it
+would have if used with reference to an adult who had previously had
+normal hearing. A degree of impairment that would be unimportant in an
+adult is a very serious matter in the case of a child. This is because
+the ear is the natural teacher of speech and language. If the sounds of
+speech are not clearly heard the imitation of them will always be
+imperfect, and the acquisition of language will be impeded. If deafness
+is so great that spoken words are not heard at all, then the child will
+not learn to speak and to understand when spoken to unless specially
+taught. A much slighter degree of deafness will prevent the proper
+acquisition of speech and language than would in later life prevent the
+comprehension of conversation in a familiar language. As even the child
+of fifteen months would benefit from some modifications of the ordinary
+treatment of a baby, if his hearing was not normally acute, it is to his
+advantage to have the fact of his deafness known at once by those in
+charge of him.
+
+It is not as easy as it might seem to the inexperienced to determine
+even approximately the situation of a fifteen-months-old baby with
+respect to its hearing. Our interest here is, of course, in the tests of
+hearing that do not require special apparatus and special training. In
+the case of a child less than two years of age we must rely upon merely
+attracting his attention by various sounds, judging the effect upon him
+by his expression and actions. We cannot, at that age, establish a
+system of responses, nor expect him to imitate the sounds he hears.
+Sounds should be used for testing that disturb only the air, and are
+not sufficiently low and powerful to set in vibration the floor, chair,
+or any other object with which he may be in contact. Deaf children
+rapidly become abnormally sensitive to vibrations, which are to them
+what noises are to us. A rather smooth, not too shrill, whistle is one
+excellent sound to use. Not a fluttering whistle like the postman's, nor
+a heavy tone like an organ pipe or bass horn. Clapping the hands is a
+good initial test of a crude nature; then a moderate whistle, varying
+the pitch, for sometimes high sounds are perceived, but not low ones, or
+vice versa. Then a bell, such as a small table bell, the telephone,
+electric door bell, etc. Lastly, the human voice in various pitches,
+volumes, distances, and vowels. Little by little it can be determined
+whether the child hears all the sounds, and if not, then which, if any,
+he perceives. A totally deaf child may often deceive the investigator by
+turning his head at the critical moment, apparently in response to the
+sound that was made, while, on the other hand, a child very slightly
+deaf, or not deaf at all, may completely ignore the sounds made for the
+purpose of attracting his attention. Therefore, it takes time and
+repeated tests under varying environments to gradually eliminate
+possible errors and coincidences.
+
+It must be remembered that the intensity with which a sound affects the
+ear varies inversely as the square of the distance from the ear to the
+source of the sound. That is to say, if exactly the same sound is
+repeated at half the distance, the intensity with which it reaches the
+ear is four times as great as before, and if the distance is quartered,
+the intensity is sixteen times as great. In other words, if "ah" is
+spoken with a certain loudness eight inches from the child's ear, and
+then again with exactly the same pitch and volume only two inches from
+his ear, it will be sixteen times as loud to him as it was the first
+time.
+
+These simple tests will serve to determine whether the child has, or has
+not, a normal acuteness of hearing. They will not serve to determine
+with any accuracy the degree of impairment, if it is found that the
+hearing is impaired at all. More thorough tests will have to be
+postponed till the child is two years old or more. But the moment that
+impaired hearing is suspected, the best available ear specialist should
+be consulted in order to determine whether the cause can be removed, or
+measures taken to prevent a progressive increase in deafness.
+
+The visit to the otologist should be repeated at intervals of not more
+than eight or ten months, even where there is no question of treatment,
+in order that any change in the physical condition of the organs may be
+promptly detected.
+
+
+
+
+III
+
+HOW SHALL THE MOTHER GET INTO COMMUNICATION WITH HER DEAF CHILD?
+
+
+Let it be assumed that when the child is fifteen months old it is fairly
+well established that his hearing is somewhat below normal. Between
+fifteen months and two years of age all that is said in this section
+will apply equally to the child who is _feared_ to be _totally_ deaf and
+to one who is known to possess some sound perception, though not a
+normal degree of hearing. For, until he is old enough to respond to more
+complete and accurate tests, we must not give up the idea that he may
+have a sufficient remnant of hearing to be of great assistance to him in
+the acquisition of speech and language, if it is only developed and
+trained.
+
+Between the ages of twelve months and twenty-four months the child with
+perfect hearing makes rapid progress in learning to understand what is
+said to him, and by the time he is two years old has usually begun to
+speak many words and sentences in a more or less imperfect way. This has
+been accomplished principally by the mother's constant talking to her
+baby. If she has had the good sense to always speak in simple but
+complete sentences, and to avoid the foolish "baby talk" unfortunately
+affected by some people in addressing little children, the results of
+her daily and hourly talk is the possession by the child of a
+considerable vocabulary of words whose meaning he knows, and a less
+number that he is able himself to speak in a rather imperfect way.
+
+In what respects should the mother modify her treatment of the baby if
+she suspects that his hearing is defective? She should not talk to him
+any the less on this account, but, on the contrary, she should talk to
+him more. She should, however, speak a little louder, a little nearer to
+him, possibly a little more slowly and distinctly, exercising the
+greatest caution, however, not to exaggerate speech into unnatural
+facial contortions, or to accompany it by gestures. To fall into the
+habit of mouthing and gesticulating, making faces and motions, will
+defeat entirely the purpose of all efforts to develop an understanding
+of speech by the child. Unfortunately, such exaggerated and absurd
+speech is a natural and very prevalent fault. To avoid it is absolutely
+necessary, but requires constant watchfulness, as there is a strong
+temptation to try to make speech-reading easy for the child by opening
+the mouth wide and making extraordinary movements of the tongue.
+
+The object aimed at is to lead the child to interpret natural, everyday
+speech, and such facial contortions and exaggerations cut him off from
+practice in reading natural speech. This point cannot be too strongly
+emphasized. Speak naturally and normally _always_ to the deaf child.
+
+Above all, the mother should form the habit of watching his eyes and of
+speaking as often as possible when his gaze is fixed upon her face. The
+habit on his part of looking at the face of a speaker, and the habit on
+his mother's part of observing his gaze and, when it wanders, of pausing
+in her talk till he is looking at her again, are two very valuable aids
+in the language development of the deaf child. In addition to always
+raising her voice a little in speaking to her baby, the mother should
+several times a day take him in her lap and sing to him, and talk to him
+with her lips not far from his ear. Talk to him just as all mothers do
+to their babies (but not with the mangled and distorted words called
+"baby talk"), about the pussy, the dog, the bird, his foot, his toes,
+his arms and hands and fingers; about his papa, brothers, sisters; about
+the flowers, the grass, the trees, and a thousand other things. Say the
+good old Mother Goose rhymes of "Patty Cake, Patty Cake, Baker's Man,"
+"This little pig went to market," etc., etc. But in all your frolics and
+stories and songs, take the greatest care that he shall hear or see, or
+better still, _both_ see _and_ hear, what you are saying. Gradually he
+can be taught to understand many simple commands and questions just as
+hearing babies learn them, by constant repetition at times and under
+circumstances when the meaning is obvious. Such as "come," "go," "go to
+papa," "come to mamma," "jump," "stop," "kiss mother," "pet pussy,"
+"pick up," "put down," "milk," "water," "bread" (the later in life that
+he learns the meaning and taste of "candy" the better), "do you want
+some bread?" "milk," "water," etc. "Bring my slippers," "bring my
+shoes," "put on your hat," "take off your mittens," "wash your hands,"
+etc., etc., throughout the whole day.
+
+Very early the mother should learn to consider the direction from which
+the light comes, and should be careful to take her position _facing_ the
+main source of light which should come from _behind the child_. The eye
+can be trained from the very beginning of attention to unconsciously
+supplement an imperfect ear in comprehending spoken words. It is even
+possible for the eye to perform the entire task of interpreting speech,
+and, if the hearing is entirely lacking, the course outlined will result
+in training the brain to interpret the movements of speech as seen by
+the eye, as it would have been trained by the same procedure to
+interpret the sounds of speech had the organ of transmission not been
+injured. But the idea must be constantly in the mind of the mother that
+her boy needs to _see_ the spoken word at the very moment _when the idea
+that it represents is in his mind_, AS OFTEN as he would hear it if his
+hearing were perfect.
+
+This one suggestion, if faithfully lived up to from the age of one year
+to that of two years, would be almost enough. But there are other things
+that the mother can do as the mental development of the baby increases
+with each month of life. She should encourage him to babble and gurgle
+and murmur, as much as possible, to laugh and crow and make all the
+various baby noises that will train and develop his voice. Encourage
+noisy, romping, rollicking games as he gets older, that make him shout
+and call, for they are the natural and best voice exercises.
+
+
+
+
+IV
+
+WHAT ABOUT THE BABY'S SPEECH?
+
+
+The hearing baby babbles because he gets some pleasure from the sounds,
+and also because he desires to imitate the sounds of speech he hears
+around him. _He has his attention called constantly to sound._ The sense
+of vibration is not as strong nor as instructive as that of sound, but
+if _the attention_ of the child is early _called_ to it, a watchfulness
+for vibration _from within himself_ as well as from without, can be
+aroused, and a sensitiveness developed that would not have come as
+early, if at all, without special, directive effort on the part of the
+mother. She can lead her little one to oo-oo, and ee-ee, and mamma, and
+bub-bub, etc., by doing these babblings herself while the baby is in her
+arms and his tiny hands are wandering over her lips and face and throat.
+These exercises will gradually bring a recognition on the part of the
+child of the sensation of vibration that accompanies voice, and they
+will give facility, coupled with the normal and natural intonations that
+have been acquired when he was not conscious of any effort, that will
+prepare him for a better and more fluent speech when the time comes for
+more exact articulation training.
+
+But during the first two or three years of the child's life the
+principal stress should be placed upon his learning to understand what
+is said to him, without bothering much about his speaking himself. In
+the case of the hearing child, the understanding of language comes
+before he can himself utter it. This must also be the case with the deaf
+child, and the period preceding utterance must be longer, by reason of
+his handicap, than in the case of a child with normal hearing.
+
+
+
+
+V
+
+DEVELOPING THE MENTAL FACULTIES
+
+
+By the time he is two years old he has gained maturity and grasp enough
+to play many little educational games with his mother and his little
+brothers and sisters, or playmates. These games should be calculated to
+develop his various faculties, his powers of observation, memory, and
+concentration. To develop a faculty is really _to train the brain_. As a
+matter of fact, we see and hear and taste and smell and feel with our
+brains. The eye of a two-year-old child is practically as perfect an
+optical instrument as the eye of a boy of ten, and yet how much more the
+older boy seems to see. This is because his brain has been trained to
+_interpret_ the impressions that even the baby eyes received but did not
+understand. Of course, where the instrument is found to be imperfect we
+can assist it by means of additional lenses, or perhaps by some one of
+the skillful operations now performed by oculists, and, as the sight is
+of such increased importance to a deaf child, the greatest care and
+watchfulness should be given to his eyes. Do not let him sleep, or lie,
+facing the sun, or any other powerful light, but throughout his life be
+careful that all his use of eyesight be under conditions of ample and
+well-directed light. Supposing that the simple tests referred to
+heretofore have shown that the eyes, as optical instruments, are
+sufficiently perfect, our efforts need to be to train the brain to take
+cognizance of, and to interpret the impressions transmitted to it by the
+eyes. We shall not be able to improve the working of the eye by our
+efforts, but we can educate the brain.
+
+Color and form make the earliest appeal to the child's eyes, and we can
+use them for our educational play. The duplicate set of worsted balls of
+the seven primal colors can be increased to include easily
+distinguishable shades. The child can be sent on entertaining voyages
+of discovery around the room with a ball of a certain color to find
+other objects similar in color in the rugs, books, chairs, dresses,
+ties, etc.
+
+A game to develop observation of form can be made by collecting a group
+of objects of varying shapes in a pile on the floor or a low table;
+mother picks up some one of the objects, directs the attention of the
+little one to it, and after he has observed it somewhat she puts it back
+in the pile and moves all the objects about till they are well mixed up.
+Ask the little fellow then to pick out the object mother held in her
+hand a moment before. When he can do this by sight without difficulty,
+have him shut his eyes, place an object in his little hands, teach him
+to feel it over carefully, take it from him, and, while his eyes are
+still closed, place it once more in the pile. Let him then open his eyes
+and see if he can indicate the object he had previously held. When he
+has mastered this, give the game another turn by asking him to find by
+means of touch alone, while the eyes are still closed, the object that
+he has been feeling, after it is restored to the pile of other objects.
+Still another turn can be given by first letting him see the object,
+without touching it, then having him close his eyes, and by touch alone
+select it from the pile. A set of wooden forms, such as spheres, cubes,
+pyramids, cones, cylinders, and similar, but truncated, forms, can be
+obtained at any school supply store. To these can be added common
+household objects such as small frames, vases, napkin rings, spoons,
+forks, and other similar things, as well as some of the forms included
+in a complete set of the Montessori material.
+
+The Montessori weighted forms are excellent for training his muscular
+recognition of difference of weight, and an excellent way is to put
+various quantities of birdshot into half a dozen exactly similar little
+rubber balls that can be purchased at any toy store for two cents
+apiece. Then hand the boy one of the weighted balls, and after he has
+felt its weight put it back with the other similar-appearing balls and
+see if he can again discover it. An outfit for training his tactile
+sense can be made in any home by collecting duplicate pieces of cloth
+having different textures; such as velvet, rough woolen tweeds or
+homespun, silk, satin, cambric, muslin, etc., and pasting one set on
+cards. Also by stretching on a wooden frame, strings of varying sizes,
+weaves, and twists, and having a bunch of duplicates from which he can
+select, by sight and touch alone, the pieces that correspond, each to
+each, with those on the frame or on the cards. If there is a guitar, or
+mandolin, or zither, or a piano, available, perhaps, by and by, the
+mother can teach the child to recognize the difference in the vibratory
+sensation perceived by his fingers touching the body of the instrument
+when a low note and a high note are struck alternately. She can make a
+game of this, too, by later having him close his eyes and place his
+fingers in contact with the instrument and then tell her _approximately_
+what string or key she struck. The next step, if she can take it, is to
+place his little hands upon her chest to feel the lowest notes of her
+voice, and upon both the chest and the top of her head to feel the
+highest, and endeavoring to get him to recognize the similarity in
+vibratory sensation between what he now feels and what he previously
+felt on the musical instruments. The last step in this series of
+exercises to awaken a recognition of vibratory sensations is to lead him
+to feel in his own chest and head the vibrations set up by his own voice
+in shouting and laughing, crying or babbling.
+
+These hints that are so quickly and easily given, require weeks and
+months of patient, _happy_ effort to carry out. Beware that no one of
+them is repeated or continued so long at a time as to become a thing
+dreaded and disliked. Remember that the attention of a little child is
+like a constantly flitting butterfly that rests for only a moment or two
+on anything before dancing away to something else.
+
+There are many little games with kindergarten materials that can be
+used to develop the powers of attention, observation, imitation, and
+obedience. The laying in simple designs, by watchful imitation of the
+mother, of colored sticks, colored squares, etc.; the building with
+colored blocks; stringing of _large_ beads; weaving with _wide_ strips
+of colored paper simple designs that a mother could invent with the
+material at hand or could learn from any kindergarten manual. The point
+that must be firmly, but _pleasantly_, insisted upon in these exercises
+is careful and obedient following by the child of the exact order of
+movement and manner of placing adopted by the mother teacher. The entire
+value of these exercises for the purpose she wishes to accomplish
+depends upon _accurate observation_ by the child and _implicit
+obedience_.
+
+The material outfit prepared and sold by the American exploiters of the
+Montessori method is admirably adapted to the development of the budding
+faculties of the child, and the mother who is trying to do all in her
+power to prepare her little one to benefit to the greatest possible
+extent from the professional instruction that must come later, will make
+no mistake in supplying herself with the set of materials, and making
+herself intelligent on their use by the child.
+
+
+
+
+VI
+
+DEVELOPING THE LUNGS
+
+
+The tendency of the deaf child is to grow up with less development of
+lungs and of the imagination than hearing children. In order to overcome
+this tendency the child must be encouraged and _taught_ to play games
+and use toys that will exercise the lungs and develop the power of
+imaginative thought.
+
+In order to expand and strengthen the lungs through the child's play,
+supply him with the brightly colored paper wind-mills that he can set
+whirling by blowing lustily; also the rubber balloon toys, even though
+the torturing squeak of the toys is only heard by those in the vicinity
+and not by himself. An especially good exercise for the gentle and
+long-continued control of breath results from the toy blow pipes with
+conical wire bowls by means of which light, celluloid balls of bright
+colors are kept suspended in the air, dancing on the column of breath
+blown softly through the tube. The more steadily the child blows, the
+more mysteriously the ball remains at a fixed point, whirling rapidly
+but without any apparent support.
+
+Blowing soap bubbles, especially trying to blow big ones, is very useful
+as well as interesting.
+
+For physical development in which the lungs come in for their share and
+the sense of mechanical rhythm is fostered, an excellent exercise is
+marching in step to the stroke of the drum, proud in Boy Scout uniform.
+Dancing is a very desirable accomplishment for the deaf child.
+
+Tops and tenpins cultivate dexterity, as do playing ball and rolling
+hoop.
+
+
+
+
+VII
+
+THE CULTIVATION OF CREATIVE IMAGINATION
+
+
+This can be greatly helped by early use on the part of the child of
+colored modeling wax to reproduce objects and animals, and to construct
+models of imaginary houses, yards, trees, etc. A sand pile, or a large,
+shallow sand box, perhaps five feet square, with sides six inches high,
+and completely lined with enamel cloth to make it watertight, is a
+wonderful implement for constructive play on the part of the child.
+Whole villages of farms, fields, and forests, ponds and brooks, roads
+and railroads, can be made here in miniature.
+
+Building blocks of wood or stone; the metal construction toy called
+"Mechano"; dolls, doll houses, furniture, and equipment, are valuable,
+but they should be simple, inexpensive and not fragile.
+
+Cut-up picture puzzles, painting books, tracing slates with large and
+simple designs cultivate observation and ingenuity. Kaleidoscopes and
+stereoscopes are excellent, but moving pictures are so trying upon the
+eyes, and the air of the theaters is so bad, that a deaf child whose
+eyes are his only salvation, and whose health is doubly important,
+should not even know of their existence till he is seven or eight years
+old.
+
+
+
+
+VIII
+
+FURTHER TESTS OF HEARING
+
+
+But, as soon as the mother finds her little child sufficiently mature to
+benefit by the sense training described above, whether it be at twenty
+or, as is more likely, at from twenty-four to thirty months, she can
+begin to make a more complete and accurate determination of the degree
+of his deafness, for now she can establish a system of responses on the
+part of the child that will show her when he perceives the sounds she
+uses in her tests.
+
+In order to be certain that the little one knows what she wishes of him,
+she must begin with some sensation that she is sure he feels. We will
+assume that he has as yet no speech, and cannot count, at least does not
+know the names of the numbers. Let the mother pat him once on the
+shoulder and then cause him to hold up one of his little fingers. Then
+pat him twice, and make him hold up two fingers, then three times and
+have him put up three fingers. Now return to one pat and one finger,
+repeat two pats and the holding up of two of his fingers, and three pats
+and three fingers. Go over and over this little game until he has
+grasped the idea and will hold up as many fingers as he feels pats.
+Simple as the idea seems, it will often take a bright child some time to
+realize what you want him to do. But you are _sure_ that he feels the
+pats, whereas, if you began at once with sounds, you could not know
+whether his failure to respond was because he did not hear, or through
+not understanding what you expected of him. He will weary of the
+exercise soon, and then mother may as well turn to something else till
+he has rested.
+
+Having established this system of response on his part to sensations
+perceived, it is not difficult to shift from the number of pats to the
+number of times he hears a noise. This once accomplished, tests can be
+made with sounds of different kinds, different pitch, and different
+volume, varying the distance, the instruments, and the vowel when the
+articulate sounds are reached. He can be shown a whistle, then, when it
+is blown behind his back, he will hold up as many fingers as the times
+it was blown, if he perceives the sound. He can be asked to distinguish
+between a whistle, a little bell, and the clapping of the hands. When he
+is successful in that, the vowel sounds may be uttered not far from his
+ear, but behind him. Begin with "ah" (ae), as this is the most open and
+strongest; then try "oh" (o with macron), which is not easily confused
+with ae. Then ee (e with macron). If, after a time, a distance and a
+degree of loudness are found that enable him to recognize these sounds
+with unfailing accuracy, or at least 90 per cent. of the time, then
+other sounds can be added, such as aw (a with diaresis below), (a with
+breve) (as in hat), (i with macron) (as in ice), oo (as in cool), ow (as
+in owl). Using these sounds at different pitches, and with different
+intensities and distances, a sufficiently accurate estimate can be
+formed of the degree of his hearing power so far as his present needs
+are concerned.
+
+
+
+
+IX
+
+THE DEVELOPMENT OF RESIDUAL HEARING
+
+
+If any ability to perceive sounds is found, every effort should be made
+to lead the child to use it, and as the most essential use of hearing is
+in the comprehension of spoken language, the principal effort should be
+made along that line.
+
+Take three objects, the names of which are short, with the principal
+vowels quite easily distinguished. A little toy street car, a cap, and a
+toy sheep, would do nicely to begin with, as the three words, "car,"
+"cap," and "sheep," are not easily confused. Place two of the objects
+before him, the car and the sheep, and speak the name of one of them,
+"car," we will say, loudly and distinctly close to his ear, but in such
+a way that he cannot see your mouth. Then show him the car. Repeat it
+with "sheep" and show him the sheep. Repeat "car," and take his little
+hand, put it on the car. Then "sheep," and make him put his hand on the
+sheep. Continue this process until he will indicate to you the object
+you name. When he makes only occasional mistakes with two objects, add
+the cap. When he can get the right one about 90 per cent. of the time,
+then take three new words, returning occasionally to the first three.
+Very soon his own name and those of others, with photographs to enable
+him to indicate which, will prove of interest to him. When he has
+successfully learned to distinguish a few single words, a beginning can
+be made on short sentences. Commands that he can execute are convenient.
+"Shut your eyes," "Open your mouth," "Clap your hands," can follow drill
+on the three words, "eyes," "mouth," "hands." "Open the window," "Shut
+the window," "Open the book," "Shut the book," "Open the door," etc.
+"Stand up," "Sit down." When this beginning has been made, the road is
+open to the gradual increase in a hearing vocabulary, but do not
+attempt so much at once as to confuse and discourage the child.
+
+The suggestions already made should be studiously followed throughout
+his whole childhood. If his hearing is not too seriously impaired, he
+will begin to attempt to imitate spoken sounds by the time he is
+twenty-four to thirty months old. But his ability to imitate sounds is
+not an accurate measure of his ability to hear. He may perceive the
+sounds much better than he is able to reproduce them. Distinct utterance
+comes slowly to the child with normal hearing, and still more slowly and
+imperfectly to the child whose hearing is not good. But the continued
+effort to make him hear _words and sentences_ is a very valuable
+exercise for him and should be faithfully continued till he is old
+enough to respond to the tests of hearing as outlined and it has been
+definitely proved that he cannot possibly tell whether ae, or (o with
+macron) or (e with macron) is said, no matter how loud or how near the
+ear the sound is uttered.
+
+The question will naturally arise as to whether the child's hearing of
+speech can be aided by an electric or mechanical device. When it is
+possible to make the child perceive the sound of the vowels with the
+unaided voice uttered very near the ear, I believe it to be better, at
+first, not to interpose any artificial device. But I have found that
+sometimes, in cases where the sound perception was not at first
+sufficient to enable the child to distinguish even the most dissimilar
+vowel sounds, although uttered loudly close to the ear, I could awaken
+the attention of the child to sound, and stimulate the dormant power by
+the use of an Acousticon. After a few months I have been able to
+dispense with the instrument and use only the unaided voice at close
+range. Later, when some vocabulary has been acquired through these
+auricular exercises, it is often desirable to return to the Acousticon
+and teach the child to use it, in _order to extend the distance at which
+sounds can be heard_. By the use of the Acousticon, it then becomes
+possible to communicate by means of the ear without speaking at such
+short range. It is not easy, however, to induce a child to use an
+Acousticon at all times, whereas an adult will take the time and trouble
+necessary to become accustomed to the instrument, and will put up with
+the slight inconveniences inseparable from its use.
+
+
+
+
+X
+
+DEVELOPING THE POWER OF LIP READING
+
+
+In this effort to develop the hearing, however, the necessity must not
+be forgotten of also training the brain to associate ideas with what the
+eye sees on the lips when words are spoken. In the case of the very
+slightly deaf child, this visual training is not quite so important as
+the auricular training, but when there is much deafness it is the more
+important of the two. The comprehension of much language can be given to
+the little deaf child by constantly talking just as any mother does to
+her hearing baby, only being always careful to take a position facing
+the main source of light, which should come _from behind the child_.
+
+The hearing child arrives at the association of meaning with the sounds
+of words only after very many repetitions. How often must the child hear
+"Mamma," "Look at mamma," "See, here is mamma," "Mamma is coming,"
+"Mamma is here," "Where is mamma?" "Do you love mamma?" "Mamma loves
+baby," etc., etc., from morning to night, day after day, week after
+week. The mother does it for pleasure; to play with and pet the dear
+baby. She does not think of it as a teaching exercise, but it is a very
+important one. The deaf baby will learn gradually to associate a meaning
+with the various sequences of movement of the lips, if a little care is
+taken to watch his eyes and to speak when they are directed toward the
+speaker, and to stand in such relation to the light that it falls upon
+the speaker's face. The speech should be the same as to the hearing
+child, but it takes a little more care and watchfulness to have the deaf
+child _see_ the same word or phrase as _many times_ as the hearing child
+hears it. If it is spoken when the baby is not looking, it does not
+help.
+
+When the little one is learning to walk, the mother says, "Come to
+mamma," "Go to daddy," and gradually he learns "come" and "go." She has
+him play hide and seek with another child, and she says, "Where is Tom?"
+"Where is the baby's mouth?" "Where is the baby's nose?" etc., and by
+and by he knows "where" and "mouth" and "nose," and the names of his
+playmates or brothers and sisters. When he is sitting on the floor she
+picks him up, saying "up." When she puts him from her lap to the floor
+she says "down." If he is naughty she says "naughty," and perhaps spats
+his little hands, and so on through the day. A little care on her part,
+a little added thought and watchfulness, perhaps a few more repetitions,
+and little by little she will find her deaf baby learning to look at her
+always, and to understand much that is said to him. She must all this
+time remember, also, that the shades of feeling, pleasure,
+disappointment, approval, disapproval, doubt, certainty, love, anger,
+joy, which are largely conveyed to the hearing child by intonation of
+voice, must be conveyed to the deaf baby by facial expression and
+manner. They become very keen at interpreting moods by the look. Let
+the face be sunny and kind and INTERESTED, if possible. The first
+indication of impatience, of being bored and weary, will destroy much of
+one's influence with the deaf child.
+
+Sometimes it is harder to disguise one's feelings in the face than in
+the voice. Do not be caught unawares. Interest, cheerfulness, and
+patience are tremendous forces to help the little deaf child.
+
+Some one has said:
+
+
+     "When you consent, consent cordially;
+     When you refuse, refuse finally;
+     When you punish, punish good-naturedly."
+
+
+
+
+XI
+
+FORMING CHARACTER
+
+
+And now that the little one is two or three years old, it may be well to
+say a few words about his general training in character and habits.
+There is a strong, and a not unnatural tendency to maintain an attitude
+toward the deaf child that differs from that maintained by sensible
+mothers toward their other children. They often set up a different
+standard of conduct and of obligation for the afflicted child. His
+brothers and sisters are taught to always defer to his wishes; even to
+the extent of yielding to improper and selfish demands on his part, and
+conceding that they have no rights where he is concerned. He is not
+required to perform the little duties demanded of the other children. He
+is given privileges which the others do not, and which no one of them,
+including himself, should enjoy. He grows tyrannical, domineering, and
+selfish. The mother says: "Poor little chap; he has trouble enough, we
+must do all in our power to make up to him for what he misses by reason
+of his deafness." This is, however, a shortsighted, and really a cruel
+policy. It lays up much misery for his future, and in the end proves a
+serious handicap to one who needs to have as few additional difficulties
+as possible. Though it may seem hard-hearted, it is really kinder to put
+him on the same basis as any other child. Make him do everything
+possible for himself. Insist upon his being independent; dressing
+himself as soon as he is able, buttoning his own shoes, and performing
+all the little self-help acts that the wise mother demands of all her
+children. Make no distinction in the treatment accorded him. Ask the
+same services, reward right actions and punish wrongdoing as impartially
+as if he was not deaf, only being sure that he clearly connects the
+punishment with the wrong act. This, in the case of a deaf child,
+requires a little more care than with a hearing child. Train him to be
+thoughtful for the comfort of others, and respectful of their rights,
+just as you insist that the others observe his rights. He cannot be
+argued with, object lessons and example must be the means of teaching
+him manners and morals.
+
+
+
+
+XII
+
+CULTIVATING THE SOCIAL INSTINCT
+
+
+Between the ages of two and four years all the games and exercises
+heretofore described can continue to be used, together with others
+increasingly difficult and complicated, as the child's mind develops and
+his powers of observation, attention, and memory increase. Take very
+special care that he learns all the childhood games that other children
+know and enjoy. Devote yourself more to him in this respect than you
+would in the case of another child. Encourage the neighbors' children to
+come and play with him by making it especially pleasant for them. Teach
+them yourself to play "Hide the Thimble," "Hide and Seek," "Drop the
+Handkerchief," "Going to Jerusalem," "Old Maid," "Bean Bag." Follow the
+Leader is an excellent game by which to teach watchfulness and
+imitation. Cat and Mouse, Hot Potato, Ring on a String, are all games
+that can be played by groups and cultivate quickness. Ping Pong Football
+is excellent as a lung developer. That is the choosing of sides and
+trying to blow a ping pong ball between the goal posts formed by a pair
+of salt shakers at opposite ends of a table. Or blowing a feather across
+a sheet by opposing sides. Encourage good, romping, noisy games in which
+the children naturally laugh and shout. They are the best of
+voice-developing exercises, and by such means, and his long-distance
+shouting and calling to his playmates, the little hearing child gains
+much of his lung and voice power. In all his games, as in all his other
+activities, take very _special_ pains to talk to him, using the
+regulation expressions and training him to watch for the "It's your
+turn," or "Now, Tom," "Ready," "Whose turn is it?" etc., etc.
+
+If the foregoing suggestions have been carefully carried out since he
+was twelve months old, he will long ago have arrived unconsciously at
+the knowledge that all things, and all actions, and all feelings, have
+names, and that the mouth always makes the same sequence of movements
+for the same thing. In the babbling exercises recommended, he will
+gradually come to utter many of the vowel and consonant sounds of his
+native language; especially those that are made by the lips, and by
+evident positions of the tongue. Those sounds that require hidden
+positions of the organs, such as the sound of C and K in cat and ark, or
+G in go and dog, or ng in long, he is unlikely to have stumbled upon.
+These can be taught when the proper time comes, but their absence for
+the present need cause no anxiety. In fact, up to the time when he is
+three and a half or four years old, the matter of speaking is not one to
+be much troubled about. If the conception of language has been given him
+through lip-reading, and some ability to understand the necessary
+language of his daily life, his future success is assured.
+
+
+
+
+XIII
+
+SOMETHING ABOUT SCHOOLS AND METHODS
+
+
+Till the child is at least four years old, the proper place for him is
+at home, and if he must be sent to one of the large public schools for
+the deaf it should not be till he is five or even six years of age.
+
+But during these years the mother can gain much knowledge that will help
+her by visiting as many schools for the deaf as possible. There are
+about a hundred and fifty such schools in the United States and eight in
+Canada. They vary in size, in character, and in methods of instruction
+employed. There are public boarding schools, and public day schools,
+free to the resident of the state, or city, in which they are located.
+There are private boarding and day schools, maintained by charity, or by
+the tuition fees. Some of each class are oral schools; that is, they
+employ only speech methods of instruction, without any signs or finger
+spelling. Others are called "Combined" schools; that is, they permit,
+and in some exercises encourage, the use of finger spelling and gestural
+signs, while they also give some instruction by the speech method. There
+are sectarian and non-sectarian schools, both oral and combined.
+
+A very considerable number of schools for the deaf in the United States
+and Canada still use manual, or silent, methods of instruction, at least
+in part. But the speech, or oral, method is steadily growing in
+popularity, and gradually supplanting manual spelling and gestural
+signs. The time will certainly come when the public will be too
+intelligent to any longer tolerate the use between teacher and pupil, or
+between any employee and the pupils, in a school for the deaf, any
+system of manual communication.
+
+_Every deaf child, no matter if born totally deaf and of a low order of
+intelligence, can be given as much education by the exclusive use of the
+speech method as it can by any manual, or silent, method or by a
+combination of the speech and the silent method._ This is not the mere
+expression of an opinion, but the statement of a fact; a fact firmly
+established by actual results in state institutions where,
+unfortunately, the law requires the admission of pupils too poorly
+equipped intellectually to belong in a school with normally bright
+children. In addition to acquiring all the education of which his mental
+endowment makes him capable, he can be taught to speak and to understand
+when spoken to. The degree of perfection attainable depends upon the
+ability of the child, the skill of the teaching, and especially upon
+_the environment_ in which the child passes its formative educational
+years. The probability of the child's acquiring a maximum proficiency in
+speaking and in understanding others when they speak, is lessened in
+direct proportion to the extent to which he is permitted to use the
+silent or manual means of communication. In the so-called "combined"
+schools, the _environment_ is largely manual. A visit to the
+playgrounds, the baseball fields, the shops, dining rooms, and
+dormitories of "combined" schools will disclose the pupils using silent
+means of communication, not only between themselves, _but with those in
+charge of them. They do not think in spoken forms, but in finger
+spelling and signs_. The powerful influence of environment in those
+schools is _against_ the acquisition of the speech and lip-reading
+habit.
+
+The mother who has faithfully followed the suggestions offered in the
+foregoing pages will be able to appreciate what she sees on visiting the
+schools, and will gain much more from such visits than one who is
+entirely inexperienced in the problem. Every mother should make it her
+business to visit at least one _purely oral_ school, in order that she
+may make herself thoroughly intelligent on what may be expected of a
+deaf child.
+
+Unfortunately, pure oral schools are not as plentiful as "combined"
+schools, but it will well repay any parent to make a journey, even
+across the continent, if necessary, in order to study the workings of
+some good, purely oral, school. Do not be satisfied with a visit to the
+nearest "combined" school.
+
+_You owe it to your child_ to make yourself thoroughly intelligent as to
+the _possibilities_ open to a deaf child. You will not be intelligent
+till you have personally visited some good _purely oral_ school.
+
+The number, character, location, etc., of the schools are constantly
+changing. A descriptive list of all schools corrected to date will be
+gladly supplied by the author to any one requesting it.
+
+
+
+
+XIV
+
+THE PRESERVATION OF SPEECH
+
+WHEN DEAFNESS RESULTS FROM ACCIDENT OR ILLNESS AFTER INFANCY
+
+
+Up to this point it has been assumed that deafness occurred before the
+age of two years, and before the child had begun to speak. In cases
+where, through accident or illness, impairment of hearing has come after
+the child has begun to talk, the mother should bend all her efforts upon
+keeping the speech of her child. The younger the child, the more
+difficult is the task. Without the greatest vigilance and increasing
+attention, the speech of a little child who has become deaf will fade
+rapidly away, until it is lost entirely, and must be artificially
+recreated when he is old enough to grasp the complicated ideas involved
+in speech teaching to the deaf. But by persistently encouraging him to
+talk, and never, even for a day, allowing him to lapse into silence, and
+_by not accepting careless and faulty utterance, but pretending not to
+understand till the child speaks distinctly and correctly_, the natural
+speech, which was his before deafness occurred, can be preserved, and
+the speech habit thoroughly fixed. If, by good luck, the little one has
+learned to read even a simple primer before becoming deaf, it will be
+much easier to prevent a loss of speech. For this reading can be made an
+excuse for frequently using his speech. But when the child cannot read,
+the mother must depend entirely upon inducing him to talk to her,
+refusing to give him anything, or grant his request, till he asks for it
+in good spoken form; showing him pictures, playing games, frolicking
+with him; doing everything that a mother's love and ingenuity can
+suggest, to keep him talking all day long.
+
+The tendency of the child will be to drop, or slur, the final syllables
+of the words; to leave off the sound of final _ed_; to lose the
+sharpness of the _s_; to blur the _l_; and sometimes to lose the sound
+of _k_ and _c_. But, if he has learned to read, by pointing to these
+letters in the words he has spoken imperfectly, he will correct his own
+mistake. Prompt and increasing attention to the little fellow's speech
+during the first year after deafness occurs will usually serve to fix
+correct habits for life.
+
+
+
+
+XV
+
+TEACHING LIP READING
+
+
+All that has been said about training the little deaf child to read the
+lip movements and associate them with the names of things and of
+actions, will apply also to the little boy who has suddenly been made
+deaf, after speech has been learned. Be careful that he is looking at
+you always when you speak to him or reply to some question he has asked,
+but speak just as you would have done before he became deaf. You may
+have to repeat things to him very often at first, but do not permit any
+sign of impatience in your face. Do not let him get the idea that it is
+a hardship to talk to him. Remember that you are changing his manner of
+understanding speech over to another way, and that his present and
+future happiness depends very greatly on the thoroughness and promptness
+with which it is done. In all dealings with a deaf child the mother
+should remember that the child draws his impressions of the character
+and the feelings of those about him from the expression of their faces,
+and many almost unconscious little acts and gestures. Avoid very
+carefully any appearance of being impatient, or bored, or contemptuous
+at his failures. Try to understand the difficulties under which he is
+working to maintain his place in the world. Do not humor his whims, or
+spoil him by indulgence, yet treat him with the greatest consideration
+and fairness. Above all, be cheerful and, at least apparently,
+interested in his doings and sayings.
+
+
+
+
+XVI
+
+SCHOOL AGE
+
+
+The question of what is "school age" for a deaf child is answered very
+differently by different people. Most of the state institutions for the
+deaf in the United States, Canada, and Europe will not admit children
+younger than six years of age. Seven years is still the age of admission
+in some institutions, but the tendency is to lower the age limit. In
+some schools children of five are admitted, in a few those as young as
+four, and in two or three small schools babies of two and three are
+received. Any statement here must, therefore, be taken as only the
+expression of the author's opinion, resulting from more than twenty-five
+years of active teaching, combined with wide observation.
+
+It would appear that, where home conditions are not bad, either
+physically or morally, the proper place for the little deaf child till
+he is nearly, or quite, five, is with his mother. Very much can be done
+for the little one before he is five to prepare him for the instruction
+which should be given at that age, but it is possible for the mother to
+do what is necessary, and even the simplest home conditions are
+preferable for very little children to the institutional environment. It
+is impossible, in a school of from one hundred to five hundred pupils,
+to create a real home environment, such as the very little child should
+have. It is really a pity that the child of five should have to be
+placed in the institutional environment as it at present exists. If the
+legislative bodies of our states, and the gentlemen who manage the
+schools, could only be induced to adopt the cottage plan of housing in
+small units, the disadvantages of institutional life would be enormously
+reduced.
+
+
+
+
+XVII
+
+ORGANIZED EFFORTS BY PARENTS TO OBTAIN BETTER EDUCATIONAL CONDITIONS
+
+
+It should be possible for every taxpayer in every state who has a deaf
+child and who has not the means or the wish to place that child in a
+private school, to have the child educated in a free public school as
+completely by the speech method as his hearing children are educated by
+that method. He should not be compelled to send his child out of the
+state or else subject him to the influence of signs and finger spelling,
+with the probability that he will leave school a deaf mute.
+Unfortunately, in many states, this is not possible at present. But if
+the parents of deaf children would organize themselves into "Parents'
+Associations" and send representatives to the governors and legislative
+committees; and arrange for demonstrations by orally educated deaf
+children from pure oral schools; and carry on an active campaign of
+enlightenment and of agitation, the present state of affairs would soon
+cease to exist.
+
+I wish to make an urgent plea for the energetic efforts of all parents
+of deaf children to improve the speech-teaching conditions in their
+respective localities. At present, very far from all that is possible is
+being done to give deaf children a ready command of spoken English, and
+a working ability to understand when spoken to. The persons who have the
+most at stake in this matter, and who should be most active and
+persistent in demanding from the school authorities and legislatures
+better facilities for the acquisition of speech by deaf children, are
+the parents of those children. In each locality these parents should
+organize into "Parents' Associations." These local associations should,
+in turn, be connected by a statewide organization composed of
+representatives from each local association. These state organizations
+could then be combined by representation in a national organization of
+all the parents of deaf children in the United States. Such complete
+organization once effected, the reasonable demands made in the interests
+of better results in speech teaching would quickly be complied with by
+the respective schools and the legislatures or boards of directors that
+control them. The associations could induce their local papers to aid in
+a campaign to educate public opinion by printing facts concerning what
+is done elsewhere. If all parents of deaf children only knew what might
+be accomplished, and were so organized as to permit them to present
+their wishes forcibly to those able to change conditions, the deaf child
+would quickly come into his own.
+
+
+
+
+XVIII
+
+A PERSONAL MATTER FOR EACH PARENT
+
+
+Let some parent in each locality make it his or her business to get the
+names and addresses of all other parents of deaf children in the
+vicinity. Induce them to come together some evening and choose a
+chairman and an executive committee of three. Let these four people make
+a point of studying the education of the deaf as conducted in the most
+advanced communities. Let the executive committees of the several local
+associations get together once or twice a year for a sort of state
+convention of parents. Let them invite leading educators to address
+them, and let them appoint committees to visit schools in other states
+where different methods are employed. If such a movement was once
+started there would be found plenty of subject-matter for discussion,
+and plenty of opportunities to work for a betterment of conditions. The
+author of this little book would be glad to give any aid in his power to
+such a movement, and to place the results of his twenty-five years of
+experience at the disposal of any parent, or parents' organization.
+
+The first efforts should be directed to inducing, or compelling, the
+so-called "Combined Schools" for the deaf throughout the United States
+to wholly segregate at least a small oral department from the manually
+taught pupils. The orally taught pupils should never come in contact
+during their school life, either in the shops, dining rooms,
+playgrounds, or schoolrooms, with those pupils with whom finger spelling
+and signs are employed. All employees, whether superintendents,
+teachers, supervisors, teachers of trades, or servants, who have to do
+with the orally taught pupils should be _compelled_ to use only speech
+and lip reading (and writing, if absolutely necessary) under penalty of
+dismissal for failing to do so. Only by means of such segregation, and
+the enforcement of speech as a universal medium of communication, can
+the appropriations for oral work be made really productive of good
+results in what are now called "Combined Schools." This can be done on a
+small scale at the beginning, with the little entering beginners. Then
+if all beginners are put into this oral department it will gradually
+grow at the expense of the manual department, until, after a period of
+eight or ten years, the entire school will have become oral.
+
+This is the only method of procedure by which satisfactory results in
+speech teaching for practical purposes can be obtained in return for the
+generous appropriations that the states make. It has been fully
+demonstrated by actual operation in the state of Pennsylvania, where the
+largest school for the deaf in the world has in this manner been changed
+from a "Combined School" to a pure oral school.
+
+_All_ the deaf children in the State of Massachusetts are now taught
+wholly by the oral method. If that polyglot and heterogeneous
+population can be so treated, there is no state in the Union where the
+same could not be done if there were the desire and the ambition to do
+it.
+
+In many states deaf children have been, either by definite statement, or
+by tacit understanding, exempted from the enforcement of the compulsory
+education law. This is all wrong. They need the protection of that
+excellent law even more than the hearing child, and if the law for
+compulsory education does not, in fact, apply to them, it should at once
+be amended to do so.
+
+
+
+
+XIX
+
+DAY SCHOOLS
+
+
+The parents are the ones most interested in this matter, and it is
+through their efforts alone that improvement can be brought about. In
+Massachusetts, New York, New Jersey, Wisconsin, Michigan, Illinois,
+Ohio, Washington, Oregon, Texas, Missouri, and California, free public
+oral day schools have been established. This movement has reached its
+highest development in Wisconsin and Michigan. In Wisconsin there are
+twenty-four such schools scattered throughout the state, and in Michigan
+fourteen. New schools are opened by the Board of Education under
+prescribed conditions upon the request of a certain number of parents of
+deaf children. Such a law should be on the statute books of every state,
+and will be when the parents of deaf children organize and demand it.
+
+
+
+
+XX
+
+THE DEAF CHILD AT FIVE YEARS OF AGE
+
+
+When the little child that has been deaf from infancy is five years of
+age, he should be placed in a _purely oral school_ for the deaf, if such
+a thing is possible.
+
+The child who has become deaf by illness or accident after speech has
+been acquired, should be placed under experienced instruction by the
+speech method _at once_.
+
+To quote once more from my little book of suggestions to physicians:
+
+"If the proper school for the little hearing child of five did not
+happen to exist in his immediate neighborhood, no one would think of
+insisting upon the necessity of sending the little one away to a distant
+boarding school. But that is what must be done in the case of the little
+deaf child, if precious and irrecoverable years are not to be lost. It
+is often a difficult matter to persuade a mother to sacrifice her own
+personal happiness and comfort in having the little child with her, and
+to look far enough into the future to see that a true and unselfish love
+for the child requires her to entrust him to the care of others during
+those early and crucial years."
+
+
+
+
+XXI
+
+SCHOOLS FOR THE HEARING AND PRIVATE GOVERNESSES
+
+
+If no oral day or boarding school is available near at hand, the mother
+should have the far-sighted love that is unselfish, and the courage to
+part with her little five-year-old child during the months of the school
+year, and place him in some one of the distant schools where he can live
+and be taught in a purely oral environment. There are two alternatives
+to this, each of which is sometimes attempted, but both are undesirable.
+First the mother not infrequently attempts to have her child educated in
+the schools for hearing children. This is very unsatisfactory and even
+dangerous, for if persisted in it results in wholly inadequate progress,
+uneven development, bad speech, irretrievable loss of time, and often in
+a complete nervous breakdown. This may not come for some years, but the
+nervous system, once undermined by the excessive strain of trying to
+keep up under impossible conditions, can never be fully repaired. Here
+is what a _partially_ deaf woman writes of her experience as a child:
+
+"When I was three and one-half years old scarlet fever left me almost
+totally deaf. My father was a physician. He was urged to send me to a
+school for the deaf, but his medical training told him that what was
+needed was association with speaking children, if I were to retain my
+speech, for at that time the oral method was unknown in our state. So I
+went to school with hearing children. Unless you have been deaf, you
+will not understand the misery in this statement. A little, lonely deaf
+child, I went to a public school, hearing practically nothing of the
+teachers' instructions or the pupils' recitations. Of the torture of
+that deaf childhood I will not speak. You all know how cruel children
+may be, and a deaf child among hearing children often suffers untold
+torments."
+
+The second alternative is to seek some person who will teach the child
+in his own home. This, too, is very unsatisfactory, and involves loss of
+time and opportunity that can never be recovered.
+
+In the first place, the beginning years of a deaf child's educational
+life are the most important of all. They are crucial. It is then he
+requires the highest skill, the greatest experience, and the most
+perfect conditions. The best teachers can seldom, if ever, be induced to
+teach a single child in its home. Usually these teachers are more or
+less inferior. But even the best teacher in the world cannot do for a
+little deaf child in his home what she could accomplish for him in a
+well-organized and properly conducted school.
+
+Neither the intellect nor the character of the deaf child can be as
+successfully developed, after five years of age, by a private teacher in
+his home as in a good school.
+
+The following elements are essential for the highest educational welfare
+of a deaf child:
+
+_First._ The stimulus and incentive of association and competitive
+companionship.
+
+_Second._ The contact with more than one mind and more than one speaker.
+
+_Third._ The avoidance of becoming dependent upon some one as an
+interpreter, and the cultivation of independence and self-reliance
+through constant practice with various teachers.
+
+_Fourth._ A fully equipped and trained organization, providing a
+complete and uninterrupted education under one head.
+
+_Fifth._ Regularity of life, and the subordination of all living
+conditions to the highest educational advantage (a thing utterly
+incompatible with home conditions).
+
+These most necessary conditions are not possible of attainment through
+private instruction in the home. The child who is kept at home and given
+private instruction too often grows up to be timid, self-distrustful,
+and unfitted to cope with the difficulties and oppositions of the
+world. He falls an easy prey to temptation and is quickly discouraged by
+obstacles. Very often he is selfish, narrow, and overbearing. Not having
+those about him of his own age and with the same desires, he has become
+accustomed to having people yield to his whims and fancies as child
+playmates would not yield. He is more or less excluded from the plays
+and pleasures of childhood. All those about him have an advantage over
+him.
+
+On the other hand, the tendencies of the school-bred child are to be
+simple, natural, and childlike. His inclination to moodiness and
+suspiciousness is much less. He is happier. He becomes self-reliant,
+independent, and respectful of the rights of others. He is less petulant
+and more obedient. The wisest parents do not educate their hearing
+children at home, nor should they attempt it with a deaf child.
+
+
+
+
+XXII
+
+IMPORTANCE OF THE BEGINNING
+
+
+I wish to lay very special stress upon the necessity _at the beginning_
+of the most expert and experienced instruction that is attainable. If
+circumstances make it impossible to give to the child the best _all_ the
+time, then he should have the best at the start rather than later. Every
+effort and every sacrifice that are ever going to be made for the
+child's sake should be at the beginning of his school training, and not
+delayed till he is older. The years from five to eight or ten will
+determine his future success. If he has poor teaching during these early
+years, even the best teaching later will not be able to make up the loss
+entirely. But if he has good teaching during the first few years, then
+less expert teaching later cannot do him as much harm as it otherwise
+would. The early years are his most crucial period, and the best efforts
+should be expended then instead of when he is twelve or fourteen.
+
+
+
+
+XXIII
+
+AVOID THE YOUNG AND INEXPERIENCED TEACHER
+
+
+Between the ages of five and ten avoid the young and inexperienced
+teacher and the amateur as you would the plague. Unfortunately, the idea
+is prevalent that _any one_ can teach a little child, but that it takes
+experience to teach the older pupils. This is a disastrous fallacy.
+Young and inexperienced women are too often quite ready to assume the
+great responsibility of teaching a little deaf child. They rush in where
+angels might well fear to tread. Unfortunately, parents, and even school
+superintendents, are often too ready to permit them to do this dangerous
+thing.
+
+
+
+
+XXIV
+
+ON ENTERING SCHOOL
+
+
+Through the courtesy of the _Volta Review_, in which her article
+appeared, and of the author, Miss Eleanor B. Worcester, a teacher of the
+deaf for many years, and at one time the principal of a school, I am
+able to include the following very sensible and valuable advice for the
+guidance of mothers when their children enter school.
+
+
+THE FIRST YEAR AT SCHOOL
+
+BY ELEANOR B. WORCESTER
+
+
+At last the time has come when you feel that it is best for your boy to
+study with other children. And since your own town does not offer him a
+suitable opportunity, it is necessary to send the little fellow to one
+of the well-known boarding schools, where trained and wise men and women
+are devoting their thought and energy to giving every advantage of
+education, comfort, and happiness to the little people under their care.
+
+You have already decided, after much thought and the writing of many
+letters--perhaps after a visit to the school you incline to most--just
+where it is best that the child shall go.
+
+You have studied carefully all the directions about clothing given in
+the school catalogue, and have made sure that every little blouse or
+stocking has its owner's name written or sewed fast on it, and that all
+the small garments are in perfect order and ready for use.
+
+But have you thought how your own attitude toward this change in your
+boy's life is unconsciously preparing him either to rebel against and
+fear school, or to look forward to going there as one of the most
+delightful and interesting events of his life?
+
+I know that it is impossible for you to avoid dreading the day when your
+child must go among strangers, but I beg you not to let him see what
+your feeling is. It will take all your resolution and all your courage
+to wear not only a cheerful face, but a happy one; but you must make
+your boy feel that a very delightful time is coming.
+
+If you go about the necessary preparations as you might if he were going
+to the show or on a visit, he will enter into the spirit of things with
+enthusiasm; but if you once let him find you crying over his packing he
+will immediately jump to the conclusion that some dreadful thing is in
+prospect, and will be entirely prepared to be frightened at being left
+at school, and to break your heart by clinging to you and begging to go
+home again. And, more than this, he will be far more likely to be
+homesick.
+
+So, since you know it is best for him to be in school, and that it is
+the only possible road to happiness and usefulness, why not lead him to
+anticipate the going; to look forward to it as a treat, and to feel that
+to be a schoolboy is really the great end of existence?
+
+One of the first steps in this direction will be to help him understand
+a little what kind of a place he is bound for.
+
+Very likely the school you have decided on publishes an illustrated
+catalogue, and weeks before school opens begin to show him the pictures
+of the school buildings and grounds, and make him understand that on a
+certain day in September, which you mark on the calendar with bright
+crayon, you and he will go there. Let him see one of the little white
+beds where he will sleep after you return home, the sunny dining room
+where he will eat his morning porridge and his Sunday ice cream; the
+playground full of rollicksome youngsters, with whom he will seesaw and
+play tag by and by, and the busy schoolroom, where so many delightful
+and interesting things are sure to happen.
+
+Talk about all these things often and brightly and you will find that
+school has become a most desirable and fascinating place, and that every
+night there will be a great satisfaction in climbing on a chair to
+scratch off from the calendar another day done before the joy of going
+there.
+
+Then you can buy such delightful things to be put into that waiting
+trunk--things often to be looked at, but never to be used till that
+wonderful place is reached--long red and blue pencils, with rubbers on
+the ends; boxes of writing paper, all gay with pictures and exactly
+right for the first letters home; a foot rule, and, if you are a truly
+brave mother, a real jackknife to sharpen the same red and blue pencils
+and add to the joy of living.
+
+It is absorbing work, too, to mark them all with one's name, so they may
+never be mistaken for any other little boy's property, and to make a
+place for a new toy or two, though if you are wise you will not buy many
+playthings now, but will save them to send later, one by one, by parcel
+post, to be received with a joy it is a pity you cannot be there to
+see, it will be so out of proportion to any other pleasure you could
+give by such simple means.
+
+Of course, you must have some kodak pictures taken--ever so many of
+them--showing the family, the house, and the pets, as well as the boy
+himself. These are to be kept, too, to go in letters. They will be not
+only very precious possessions, but if they are labeled carefully they
+will be extremely useful in the classroom when your boy begins to learn
+to speak the names of the people at home.
+
+Since they are to be used for this double purpose, be sure that each
+member of the family group is very distinctly marked, or the names of
+Aunt Mary and sister Helen may get hopelessly mixed in the boy's mind!
+
+Finally, the last little garment and the last package is in the trunk,
+the last day is scratched off the calendar, and the boy himself is on
+the train. And now let me tell you something that you will not
+believe--that you will even resent, but which is perfectly true, and
+which I hope will comfort you a little when you say good-by to the
+boy--and that is this: it really is very unusual for a little child from
+five to eight years old to be homesick at school. There are so many
+distractions, so many new and curious things to see, so many interesting
+things to do, and there are so many other children all friendly and all
+happy, that even if your boy cries when you leave him, the probabilities
+are high that before you reach the station he will be playing--shyly or
+uproariously, as temperament may decide--but certainly happily, with
+some new-found friend.
+
+One of the most delightful things about a school for deaf children is
+the way all the other pupils welcome, pet, and look out for a newcomer.
+Every one makes much of him, and it would be hard indeed to be lonely
+long in the midst of so much attention and friendliness.
+
+And now a word about letters.
+
+Before you sent the boy to school I hope you didn't fail to teach him to
+recognize the written names of the different members of the family, so
+that he might be sure to understand whom his first letters came from.
+And don't forget that he will be eager for letters! Too many mothers
+feel that it is useless to write to their children during their first
+year away from them. They are so sure that no word from them can be
+understood that they content themselves with sending inquiries to the
+proper authorities, and an occasional picture postcard to the children
+themselves, and fail to realize how soon their little boy or girl grasps
+the fact that the other children have real letters in envelopes, and
+that these come from home, or how sharp a disappointment it is when day
+after day goes by and brings them nothing.
+
+If you could see, as I have seen, a letter, so worn that it was cracked
+on all its folds and dingy with much handling, carried day after day
+inside a little blouse, or guimpe, and put under the pillows every
+night, you would understand a little what those pieces of paper, covered
+with very imperfectly understood characters, but carrying love and
+remembrance from home, mean, even before the children can read them.
+And very soon, if you are an observant mother, your child will really be
+able to read them.
+
+For example, your boy's first letter may be something like this:
+
+
+     "DEAR MAMMA:
+
+     "I am well. I love you.               HARRY."
+
+
+When you answer it you might say, with the certainty that every word
+would be understood:
+
+
+     "DEAR HARRY:
+
+     "Mamma loves you. Papa is well. Mamma and Papa love you.
+
+     "Good-by.                             MAMMA."
+
+
+Not a very satisfactory letter, do you say? Perhaps not to you, but most
+delightful and understandable to the little boy to whom it is written.
+And if a little later you follow it with another containing one of the
+kodak pictures of the cat, with "Tommy" written under it, accompanying
+such a note as this, not only your little boy, but his teacher will
+bless you:
+
+
+     "DEAR HARRY:
+
+     "Mamma is well. Papa is well. Mamma and Papa love you. Tommy loves
+     you, too. Tommy is the cat. Tommy wants to see you.
+
+     "Good-by.                             MAMMA."
+
+
+I have written these two notes not as models to be copied, but to show
+you how with a little thought and care you may ring the changes on
+almost every sentence that your boy learns; and make use of every new
+word, giving him a great deal of pleasure and helping to fix the phrases
+in his mind and to make him realize that they are really valuable
+additions to his means of communication. But I do not mean that you
+should confine your letters entirely to words and sentences that the
+child already knows. In fact, new expressions, if they are short and
+simple, and if the main part of your letter is made up of things the
+child understands at once, will add very much to the interest of your
+letter. He will be eager to know what the strange words mean, and the
+new nouns, verbs, and adjectives will go immediately to swell his
+vocabulary.
+
+Like any child just learning to talk, your little boy will at first use
+nouns, when later he will use pronouns, so in your earliest letters to
+him you will be surer of making yourself understood if you do the same.
+Probably, too, with the exception of two or three sentences like "I am
+well. I love you," you will notice that all his statements are written
+in the past tense, and that will be a guide to you to confine your own
+remarks to the past, for the most part, till you notice that he has
+begun to use the future and the present himself. Watch his letters
+carefully and adapt your own language forms to his.
+
+There are two things that, as a general rule, I would advise you not to
+write about, and these are any illnesses in the family and--that supreme
+joy of school life--the box you are planning to send.
+
+My reasons for this taboo are that even very little children are often
+made unhappy and anxious, sometimes for days, if they know there is
+sickness at home, while in the second place boxes are so often delayed
+that they become the source of much disturbance of mind when the
+expressman fails to bring them.
+
+I knew a little girl who watched every delivery for a week and cried
+after every one because the box her mother had promised her did not
+appear. So let illness and boxes go unmentioned till you can write
+something like this, "Papa was sick last week. He is well now. He goes
+to the office every day." And after the box has had time to reach its
+destination you can say, "Mamma sent a box to you Wednesday. She put two
+handkerchiefs, some new shoes, six oranges, and some money in the box.
+Papa gave the money to you."
+
+If you are like most mothers, before many weeks have gone by you will be
+eager to visit your boy and see for yourself how he is getting on;
+whether he is really as happy as the letters from school assure you he
+is; what he is learning in class, and whether he has blankets enough on
+his bed and sugar enough on his oatmeal.
+
+But before the letter announcing the day of your arrival is posted or
+your ticket is bought, sit down by the fire and think the matter over.
+
+You have confidence in the school, else you would never have sent your
+boy there; and you have been told repeatedly either that the little
+fellow is happy and well or, it may be, that he was rather homesick at
+first, but has now settled down to a very comfortable and contented
+state of mind and is doing well in class.
+
+Now, if you go to see him too soon after he has left home there will
+really be a good deal more danger that the boy will be homesick after
+you leave him than there was when you took him to school in September,
+even if he has been quite happy up to the time of your visit.
+
+In the first place, he will think, drawing his conclusions from visits
+that he may have made before, that school is over and that you have
+come to take him home. So it will be a great surprise and shock when you
+go away without him. And in any case, after the separation of some
+weeks, his love for you will make him want to be with you, and he will
+really suffer when you say good-by.
+
+So, if I were you, I would wait till after the Christmas holidays before
+going for my visit. By that time he will be fully settled in his new
+life and will look on it as an established part of existence. He will
+know from observation that other mothers come for a little while and
+then go home again without taking their children with them, and his
+advance in understanding will make it much easier to explain to him that
+your visit is temporary and will not make any radical change in his own
+life.
+
+The delay will mean a good deal of self-sacrifice for you, but may very
+possibly save your boy from a sharp attack of homesickness, while later
+in the year this danger will usually have disappeared, and your visit
+will bring nothing but pleasure to you both and will help to make
+school what you want it to be--a place where all sorts of delightful
+things are constantly sure to happen.
+
+
+
+
+XXV
+
+DURING THE SCHOOL PERIOD
+
+
+But the opportunities and obligations of the parents of deaf children to
+aid in their education by no means cease when the children enter school.
+
+Throughout the entire period of school life, and even after their
+children leave school, the parents can be of very great assistance to
+them. During the time that the school is in session, if the child is
+away from home, the parents should write not less than once a week, and
+oftener if possible. These letters should contain all the little
+happenings at home, no matter how insignificant and uninteresting they
+may seem. If these things are expressed in simple language, using short
+sentences and common words, the letters will be one of the most
+efficient means of aiding the children to an ability to read, that the
+teacher possesses. The child is full of eager curiosity to know the
+smallest details of the familiar home life. He will exert his mind more
+to dig out the meaning of the language of home letters than he will to
+understand a story in a reader. Miss Worcester has suggested one or two
+little letters that would do during the first half year at school. By
+the beginning of the second year it would be helpful if the letters read
+something like this:
+
+
+     "MY DEAR BOY:
+
+     "We got your nice letter. Thank you for it. We always like to know
+     what you do at school. We like to know the names of your
+     schoolmates. We are glad when you tell us about your books and your
+     teachers. Mother, Tom, Jane and I are well. We talk about you
+     often. We are glad you can go to school. A cat frightened the hens.
+     The hens ran. The cat was naughty. I drove the cat away. I think
+     the cat wanted to eat the little chickens.
+
+     "Tom hid behind the door. He jumped out quickly. He frightened
+     Jane. She screamed. He laughed. Jane cried. Mother scolded Tom
+     because he made Jane cry. Tom said Jane was a baby. Jane said Tom
+     was a bad boy. Then Jane laughed. She forgave Tom. Tom said he was
+     sorry.
+
+     "We all love you.
+
+     "Good-by.
+
+                                 "Your loving
+                                         "FATHER."
+
+
+Each year the letters can be a little more grown up and they should
+always be frequent.
+
+
+
+
+XXVI
+
+DURING VACATION
+
+
+When vacation time comes and the children come home for the summer, the
+home folks will probably have some trouble at first in understanding
+their imperfect speech. Do not be discouraged. The speech will steadily
+improve from year to year, and you will soon be able to comprehend it,
+even when it is very faulty. But do not accept from the child anything
+except the best speech he is capable of. When the boy first arrives you
+will, probably, not know just how much to expect of him. To begin with,
+it will do him no harm to ask him to repeat what he says, even if you
+really did understand him the first time. He will probably speak much
+more distinctly the second time than he did the first, and you will see
+that you can demand of him more than you at first thought he could do.
+He will not be discouraged by being asked to repeat. He is used to it.
+The price of good speech, like the price of liberty, is eternal
+vigilance. During the school period, teachers and parents should give
+unremitting attention to demanding of the children, _every time they
+speak_, the best enunciation of which they are at that time capable.
+
+If you do not understand the boy, or he does not understand you, do not
+let him resort to gestures, nor use them yourself. Give him pencil and
+paper, if necessary. It will not be necessary often or long, and each
+day occasions of difficulty will grow fewer.
+
+Provide some useful and helpful occupation for the child for at least a
+part of each day. Do not let him play at random all the time. Continue a
+certain regularity of life in the matter of meals and getting up and
+going to bed. Insist upon respectful behavior and good manners. He has
+these demanded of him at school. Do not let him return in the fall
+having lost much that he had gained during the preceding year.
+
+When he is at home keep him in touch with the activities and the topics
+of discussion in the family circle. Do not let him withdraw or feel shut
+out. This will take a good deal of effort and self-denial and patience,
+but in the long run it will repay the parents. Failure to do this will
+eventually bring sorrow to all concerned. Train the other children to do
+their share of this. Insist upon their telling the deaf one their plans
+and their doings. Unless some care is taken he will see the others going
+without knowing where or why, he will sometimes lose pleasures because
+he did not hear the talk that was going on around him and no one thought
+to tell him. This has a tendency to make him bitter and unsocial.
+
+From the very beginning of spoken intercourse with the deaf child the
+greatest care should be taken to speak NATURALLY to him. Avoid entirely
+all exaggeration of lip movement and mouth opening. Speak a little
+slowly, perhaps, and always distinctly, but never with facial
+contortions and waving hands. The aim of his oral training is to enable
+him to understand the ordinary speech of people when they speak to him,
+and to do this he requires an immense amount of practice, just as the
+hearing child requires a great deal of practice for years before he can
+understand what people are saying to him. If you speak to him in a
+different way from that employed when speaking to others he will learn
+to understand that, but not your ordinary manner of speaking. He will
+also imitate it himself. The Chinaman speaks and understands only
+"Pidgin" English because only "Pidgin" English has been used in
+communicating with him. If people had spoken to the Chinaman as they do
+to other people he would have gradually acquired good English.
+
+So it is with the deaf child. If you want him to gradually learn to
+understand the ordinary intercourse of life, you must exercise him in it
+for years. You must not expect him to get much at first, any more than
+you expect the baby to understand to start with. But each month he will
+gain more, and by the time he is sixteen or seventeen he will have very
+nearly overtaken his hearing brother. But if you always address him with
+a yawning mouth and flopping tongue and lips, and use deaf-mute English
+to him, he will progress in his understanding and use of that, but it is
+not what you wish him to acquire. Be patient, be gentle, be untiring and
+unremitting in your efforts, but BE NATURAL. _Keep your eyes on his eyes
+and speak only when his gaze is upon your face._
+
+
+Before closing I ought to say that (more is the pity) there are many
+persons who live by trading upon the ignorance and credulity of the
+unfortunate. The deaf and the friends of the deaf fall an easy prey to
+the advertisements of quack remedies, ear drums, etc., that are always
+useless and sometimes actually dangerous. The American Medical
+Association has had the courage to issue a pamphlet in which these fake
+cures are described and exposed, and every deaf person, and parent of a
+deaf child, should have one of these pamphlets. The title is "Deafness
+Cure Fakes," and can be obtained by writing to the American Medical
+Association, 535 North Dearborn Street, Chicago, Illinois.
+
+Any one who has read these pages will easily see that the suggestions
+are all aimed to secure for the deaf a treatment similar in kind, though
+somewhat different in degree, to that accorded the normal hearing
+person. The tendency has been to differentiate the deaf too much from
+the hearing. By adopting the procedure of pure oralism, effectively
+applied under _real oral conditions_, uncontaminated, during the
+educational period from five to twenty years of age, by finger spelling
+or signs, the deaf will be far more fully restored to a normal position
+in the social and industrial world than they can ever be by the silent
+methods at present so largely used during their most impressionable
+years.
+
+
+
+
+XXVII
+
+SOME NOTS
+
+
+Do not be downcast.
+
+Deafness does not, necessarily, bring dumbness.
+
+Do not consider the deaf child as different from other children.
+
+Do not cease talking to him.
+
+Do not speak with exaggerated facial movements.
+
+Do not exempt him from the duties and tasks and obedience properly
+demanded of all children.
+
+Do not let him grow selfish.
+
+Do not let him grow indifferent.
+
+Do not be in haste.
+
+Do not show impatience.
+
+
+
+
+
+End of the Project Gutenberg EBook of What the Mother of a Deaf Child Ought
+to Know, by John Dutton Wright
+
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