Part 14

It is true that the deaf from birth are deficient in one sense only, while they are possessed of four; but the one in which they are deficient is, beyond all estimate, the most valuable in the formation of mind. The eye conveys, perhaps, more immediate and vivid pleasures of sense, and is more requisite to external and independent activity; so that, in the case of the loss of a sense after the period of education, the privation of sight is a severer misfortune, generally speaking, than the loss of hearing. But, in the case of deficiency from birth, the deaf are far more unfortunate than the blind, from the important power of abstraction being in them very feeble in its exercise, and sadly restricted in the material on which it has to work. The primary abstractions of the blind from birth will be less perfect than those of other children, the great class of elements from visual objects being deficient; but when they come to the second and more important class of abstractions; when from general qualities of material objects they pass on to the ideas compounded from these, their disadvantages disappear at each remove; till, when intellectual and moral subjects open before them, they may be considered almost on equal terms with the generality of mankind. These intellectual and moral ideas, formed gradually out of lower abstractions, are continually corrected, modified, and enlarged by intercourse with the common run of minds, alternating with self-communion. This intercourse is peculiarly prized by the blind, from their being precluded from solitary employments and amusements; and the same preclusion impels them to an unusual degree of self-communion; so that the blind from birth are found to be, when well educated, disposed to be abstract in their modes of thought, literal in their methods of expression, and earnest and industrious in the pursuit of their objects. Their deficiencies are in general activity, in cheerfulness, and in individual attachments.

The case of the deaf from birth is as precisely opposite as can be imagined, and much less favourable. They labour under an equal privation of elementary experience; and, in addition, under an almost total absence of the means of forming correct abstractions of the most important kinds. Children in general learn far less of the most essential things by express teaching than by what comes to them in the course of daily life. Their wrong ideas are corrected, their partial abstractions are rectified and enriched by the incessant unconscious action of other minds upon theirs. Of this kind of discipline the deaf-mute is deprived, and the privation seems to be fatal to a healthy intellectual and moral growth. He is taught expressly what he knows of intellectual and moral growth. He is taught expressly what he knows of intellectual and moral affairs; of memory, imagination, science, and sagacity; of justice, fortitude, emotion, and conscience. And this through imperfect means of expression. Children, in general, learn these things unconsciously better than they learn anything by the most complete express teaching. So that we find that the deaf-mute is ready at defining what he little understands, while the ordinary child feelingly understands what he cannot define. This power of definition comes of express teaching, but by no means implies full understanding. Its ample use by the deaf and dumb has led to much of the error which exists respecting their degree of enlightenment. They are naturally imitative, from everything being conveyed to them by action passing before the eye; and those who observe them can scarcely avoid the deception of concluding that the imitative action, when spontaneous, arises from the same state of mind which prompted the original action. It is surprising how long this delusion may continue. The most watchful person may live in the same house with a deaf-mute for weeks and months, conversing on a plain subject from time to time, with every conviction of understanding and being understood, and find at length a blank ignorance, or an astounding amount of mistake existing in the mind of his dumb companion, while the language had been fluent and correct, and every appearance of doubt and hesitation excluded. There need be no conceit and no hypocrisy all this time in the mind of the deaf-mute. He believes himself in the same state of mind with those who say the same thing, and has no comprehension that that which is to him literal is to them a symbol. While nothing can be easier than to conduct the religious education of the blind, since all the attributes of Deity are exercised towards them, in inferior degrees, by human invisible beings, it is difficult to ascertain what is gained by deaf-mutes under a process of instruction in religion. No instance has been known, I understand, of a deaf-mute having an idea of God prior to instruction. For a long time, at least, the conception is low, the idea pictorial; and, if it ceases to be so, the teacher cannot confidently pronounce upon it; the common language of religion being as easily accommodated by superficial minds to their own conceptions, as adopted by minds which mean by it something far higher and deeper. A pupil at Paris, who was considered to have been effectually instructed in the first principles of religion, was discovered, after a lapse of years, to have understood that God was a venerable old man living in the clouds; that the Holy Spirit was a dove surrounded with light; and that the devil was a monster dwelling in a deep place. Life, with its truths conveyed under appearances, is to them what German and other allegorical stories are to little children. They perceive and talk glibly about the pictorial part, innocently supposing it the whole; while they are as innocently supposed, by unpractised observers, to perceive the philosophical truth conveyed in the picture.

It is often said that, if the blind have the advantage of communication with other minds by conversation, the deaf have it by books. This is true; but, alas! to books must be brought the power of understanding them. The grand disadvantage of the deaf is sustained antecedently to the use of books; and, though they gain much knowledge of facts and other advantages by reading, books have no power to remedy the original faulty generalization by which the minds of deaf-mutes are kept narrow and superficial. If a remedy be ever found, it seems as if it must be by rendering their intercourse by the finger-alphabet and writing much more early than it is, and as nearly as possible general. If it could be general, and take place as early as speech usually does, they would still be deprived, not only of all inarticulate sounds and the instruction which they bring, but of the immense amount of teaching which comes through the niceties of spoken language, and of all that is obtained by hearing conversation between others; but, still, the change from almost total exclusion, or from intercourse with no minds but those suffering under the same privation, and those of three or four teachers, to communion with a variety of the common run of persons, would be so beneficial that it is scarcely possible to anticipate its results. But the finger-alphabet is not yet practised, or likely to be practised beyond the sufferers themselves and their teachers and families; and before a deaf and dumb child can be taught reading and writing, the mischief to his mind is done.

As for the general intellectual and moral characteristics of deaf-mutes, they are precisely what good reasoners would anticipate. The wisest of the class have some originality of thought, and most have much originality of combination. They are active, ingenious, ardent, impressible, and strongly affectionate towards individuals; but they are superficial, capricious, passionate, selfish, and vain. They are like a coterie of children, somewhat spoiled by self-importance, and prejudiced and jealous with regard to the world in whose intercourses they do not share. So far from their feeling ashamed of their singularity, generally speaking, they look down upon people who are not of their coterie. It is well known that deaf and dumb parents sometimes show sorrow that their children can hear and speak, not so much from a selfish fear of alienation, as from an idea that they themselves are somehow a privileged class. The delight of mutes in a school is to establish a sign-language which their teachers cannot understand, and they keep up a strong _esprit de corps_. This is maintained, among other means, by a copious indulgence in ridicule. Their very designations of individuals are derived from personal peculiarities, the remembrance of which is never lost. If any visiter folds his arms, sneezes, wears a wig, has lost a tooth, or, as in the case of Spurzheim, puts his hand up for a moment to shade his eyes from the sun, the mark becomes his designation for ever.

Much has been said and written about whether people always think in words. Travellers in a foreign country are surprised to find how soon and constantly they detect themselves thinking in the language of that country. Degerando took pains to ascertain how deaf-mutes think. The uninstructed can, of course, know nothing of words. It seems that their thoughts are few, and that they consist of the images of visual objects passing merely in the order of memory, _i. e._, in the order in which they are presented. As soon as the pupils become acquainted with language, and with manual signs of abstract ideas, they use these signs as we do words. Degerando clearly ascertained that they use gesticulation in their private meditations; a remarkable fact.

The first efforts towards erecting an institution for the education of the deaf and dumb in America were made in 1815, at Hartford, Connecticut. This institution, called the American Asylum, from its having been aided by the general government, has always enjoyed a high reputation. I lament that I was prevented seeing it by being kept from Hartford by bad weather. The Pennsylvania Institution followed in 1821; and the New-York Asylum, opened in 1818, began to answer the hopes of its founders only in 1830. These two I visited. There are two or three smaller schools in different parts of the Union, and there must yet be many more before the benevolent solicitude of society will be satisfied.

The number of deaf-mutes in Pennsylvania was, at the period of the last census, seven hundred and thirty; six hundred and ninety-four being whites, and thirty-six persons of colour. As usual, it is discovered on inquiry that, in a large majority of cases, the hearing was lost in childhood, and not deficient from birth; so that it is to the medical profession that we must look for a diminution of this class of unfortunates. The number of pupils in the Institution in 1833 was seventy-four, thirty-seven of each sex; and of deaf-mute assistants six. The buildings, gardens, and arrangements are admirable, and the pupils look lively and healthy.

They went through some of their school exercises in the ordinary manner for our benefit. Many of them were unintelligible to us, of course; but when they turned to their large slates, we could understand what they were about. A teacher told a class of them, by signs, a story of a Chinese who had fish in his pond, and who summoned the fish by ringing a bell, and then fed them by scattering rice. All told it differently as regarded the minor particulars, and it was evident that they did not understand the connexion of the bell with the story. One wrote that the fishes came at the _trembling_ of the bell; but the main circumstances were otherwise correct. They all understood that the fishes got the rice. When they were called upon to write what _smooth_ meant, and to describe what things were smooth, they instanced marble, the sky, the ocean, and _eloquence_. This was not satisfactory; the generalization was imperfect, and the word eloquence meaningless to them. Nor did they succeed much better in introducing certain phrases, such as "on account of," "at the head of," into sentences; but one showed that he knew that the president was at the head of the United States. Then the word "glorious" was given, and their bits of chalk began to work with great rapidity. One youth thought that a woman governing the United States would be glorious; and others declared Lord Brougham to be glorious. The word "cow" was given; and out of a great number of exercises, there was not one which mentioned milk. Milk seemed almost the only idea which a cow did not call up. The ideas appeared so arbitrarily connected as to put all our associations at fault. One exercise was very copious. The writer imagined a cow amid woods and a river, and a barn, whence the thought, by some imperceptible link, fastened upon Queen Elizabeth's dress, which was glorious, as was her wisdom; and this, of course, brought in Lord Brougham again. He is the favourite hero of this institution. Prior to our visit, a youth of sixteen, who had been under instruction less than four years, was desired to prepare a composition, when he presented the following

FABLE.

"Lord Chancellor Brougham remains in the city of London. He is the most honourable man in England, for his mind is very strong, excellent, and sharp. I am aware that I am beneath Brougham in great wisdom and influence. It afforded me great pleasure to receive a letter from Brougham, and I read in it that he wanted me to pay a visit to him with astonishment. Soon after I came to the conclusion that I would go to London and visit Brougham. I prepared all my neat clothes and some other things in my large trunk. After my preparation I shook hands with all my relations and friends living in the town of C., and they looked much distressed, for they thought that I would be shipwrecked and eaten by a large and strong fish. But I said to them, I hoped that I should reach London safely, and that I should return to the United States safely. They said yes with great willingness, and they told me that I must go and see them again whenever I should return from London to the United States. I sailed in a large ship and saw many passengers, with whom I talked with much pleasure, that I might get much advantage of improvement. I slept in the comfortable cabin, and it was agreeable to me to stay in it. I saw the waves very white with great wonder, and I was astonished at the great noise of the storm, which was so gloomy that I could not endure the tempest of it. I perceived the country of England, and I hoped I would reach there in great safety. Many passengers were much pleased to arrive at the country. I met Brougham unexpectedly in the street, and he went with me to his beautiful house, and I talked with him for a long time. He asked me to tarry with him several months, because he wished to converse with me about the affairs of the Institution, and the pupils, and teachers. He said that he loved all the pupils, because he pitied those who were deaf and dumb, so that he wished that all of the pupils could go to his house and be at the large feast. I walked with Brougham through the different streets of London, and I saw many interesting curiosities and excellent houses. I had the pleasure of seeing William IV. in the palace by the favour of Brougham, and he was delighted to talk with me for a long time. At length Brougham parted with me with great regret. I reached the United States, and I found myself very healthy. I went to my relations and friends again, and they were much pleased to talk with me about my adventures, the matter of London, and the character of Lord Chancellor Henry Brougham. I was struck with vast wonder at the city of London. I have made my composition of the fable of Brougham."

A pretty little girl told the pupils a humorous story by signs; and her action was so eloquent that, with little help from the teacher, we were able to make it all out. It was a story of a sailor and his bargain of caps; and the child showed a knowledge of what goes on on board a ship which we should scarcely have expected from her. Her imitation of heaving the lead, of climbing the rigging, and of exchanging jokes upon deck, was capital. It was an interesting thing to see the eyes of all her companions fixed on her, and the bursts of laughter with which they greeted the points of the story.

The apparatus-room is full of pretty things, and the diversity of the appeals to the eye is wonderful. A paper sail is enclosed in the receiver, from which the air is exhausted in the view of the pupils. As they cannot hear the air rushing back, the fluttering of this paper sail is made use of to convey the fact to them. The natural sciences afford a fine field of study for them, as far as they occasion the recognition of particular facts. The present limited power of generalization of the learners, of course, prevents their climbing to the heights of any science; but an immense range of facts is laid open to them by studies of this nature, in which they usually show a strong interest. The Philadelphia pupils are lectured to by a deaf and dumb teacher, who passes a happy life in the apparatus-room. He showed us several mechanical contrivances of his own; among the rest, a beautiful little locomotive engine, which ran on a tiny railroad round two large rooms. The maker testified infinite glee at the wonder and interest of a child who was with us, who raced after the engine, round and round the rooms, with a grave countenance, for as long as we could stay.

In the girls' workroom there were rows of knitters, straw-platters, and needle-women. The ingenuity they put into their work is great. The nicety of the platting of dolls' straw-bonnets cannot be surpassed; and I am in possession of a pair of worsted gloves, double knitted, of the size of my thumb-nail, of which every finger is perfect in its proportions. Perhaps this may be the class of American society destined to carry on the ingenuity of handiworks to perfection, as the Shakers seem to be appointed to show how far neatness can go. One little girl who was knitting in the workroom is distinguished from the rest by being able to speak. So the poor little thing understands the case. She can speak two words, "George" and "brother," having become deaf when she had learned this much of language. She likes being asked to speak, and gives the two words in a plaintive tone, much like the inarticulate cry of a young animal.

I visited the New-York Institution in company with several ladies, two of whom were deaf and dumb, and had been pupils in the school. One of these had married a teacher, and had been left a widow, with three children, the year before. She was a most vivacious personage, and evidently a favourite among the pupils. The asylum is a large building, standing on high ground, and with great advantages of space about it. It contains 140 out of the 1066 deaf-mutes existing in the State of New-York. The pupils are received up to the age of 25 years; and there was one of 27 from North Carolina, who was making great progress. The girls' dormitory, containing 80 beds, was light, airy, and beautifully neat; the small philosophical apparatus, museum, and library were in fine order, and a general air of cheerfulness pervaded the institution.

I had had frequent doubts whether nearly all the pupils in these asylums were perfectly deaf: on this occasion I caused my trumpet to be tried on several, and found that some could hear, and some imitate the sounds conveyed through it. The teachers rather discouraged the trial, and put away all suggestions about the use of these means of getting at the minds of their pupils. They were quite sure that the manual methods of teaching were the only ones by which their charge can profit. It is natural that, wedded as they are to the methods which to a certain extent succeed in the asylum, they should not like any interference with these; but surely the guardians of these institutions should see that, while so few out of the large number of deaf-mutes can be provided with education, those few should be of a class to whom no other means are open. The totally deaf should be first served, in all reason and humanity; and those who have any hearing at all should have the full advantage of the remains of the sense. The most meager instruction by oral language is worth far more than the fullest that can be given by signs and the finger alphabet. In their case the two should be united where it is possible; but especially the ear should be made use of as long as there are any instruments by which it may be reached. My own belief is that there are, in these institutions and out of them, many who have been condemned to the condition of mutes who have hearing enough to furnish them with speech, imperfect to the listener, perhaps, but inestimable as an instrument of communication, and of accuracy and enlargement of thought. I would strongly urge upon the benevolent under whose notice the cases of deaf young children may come, that they should try experiments with every eartrumpet that has been invented before they conclude that the children are perfectly deaf, and must, therefore, be dumb.

I may mention here that I some time ago discovered, by the merest accident, that I could perfectly hear the softest notes of a musical snuffbox by putting it on my head. The effect was tremendous, at first intolerably delicious. It immediately struck me that this might be a resource in the case of deaf-mutes. If the deafness of any was of a kind which would admit of the establishment of means of hearing anything, there was no saying how far the discovery might be improved. The causes and kinds of deafness vary almost as the subjects; and there might be no few who could hear as I did, and with whom some kind of audible communication might be established. I wrote to New-York, and begged two of my friends to go out to the asylum with musical boxes, and try the effect. Their report was that they believed none of the pupils could hear at all by this method. But I am not yet fully satisfied. So few of them have the slightest idea of what hearing is, they show that their notion is so wide of the mark, and they are so inexpert at giving an account of their feelings, that I have not given up the matter yet. At any rate, no harm can be done by offering the suggestion to any who may be disposed to take it up. We went to the New-York asylum without notice, and walked immediately into one of the classrooms, where the pupils were at a historical lesson, each standing before a slate as tall as himself. In a minute, while the five ladies of our party were taking their seats, an archlooking lad wrote down in the middle of his lesson about Richard I. and John, that I was there, describing me as the one next the lady in green, and giving a short account of me for the edification of his companions. It was almost instantly rubbed out, before it was supposed we had seen it. We could not make out by what means he knew me.