should be used less and less in class work, and English more and
more exclusively as the pupil progresses—English in any and
every form. A proportion of teachers should be themselves deaf,
as in America. They are in perfect understanding and sympathy
with their pupils, which is not always the case with hearing
teachers. Statistics which we collected in London showed the
following results of the education of 403 deaf pupils after they
had left school:—
| Manual. | Combined. | Oral. | |
| Quite satisfactory result | 65% | 51% | 20% |
| Moderate success | 29% | 41% | 35% |
| Unsatisfactory result | 5% | 7% | 44% |
That the combined system should show to slightly less advantage than the exclusively manual method is what we might perhaps expect, for the time given to oral instruction means time taken from teaching language speedily, the manual method being, we believe, the best of all for this. But it may be worth while to lose a little in command of language for the sake of gaining another means of expressing that language. Hence we advocate the combined system, regarding speech as merely a means of expressing English, as writing and finger-spelling are, and a good sentence written or finger-spelled as being preferable to a poorer one which is spoken, no matter how distinct the speech may be. It is no answer to point to a few isolated cases where the oral method is considered to have succeeded, for one success does not counterbalance a failure if by another method you would have had two successes; and, moreover, these oral successes would have been still greater successes—we are taking language in any form as our criterion—had the teacher fully known and judiciously used the manual method as well as the oral.
The exclusive use of the oral method leads, generally speaking, to comparative failure, for the following, among other, reasons:—(1) It is a slow way of teaching English, the learning to speak the elements of sound taking months at least, and seldom being fully mastered for years. The “word method,” by the way, starts at once with words without taking their component phonetic elements separately; but it has yet to be proved that any quicker progress is made by this means of teaching speech than by the other. (2) Lip-reading is, to the deaf, sign-reading with the disadvantage of being both microscopic and partially hidden. The deaf hear nothing, they only partly see tiny movements of the vocal organs. Finger-spelling, writing, signing, are incomparably more visible, while 130 words a minute can be attained by finger-spelling, and read at that speed. (3) The signs—as they are to the deaf—made by the vocal organs are entirely arbitrary, and have not even a fraction of the redeeming feature of naturalness which oralists demand in ordinary gestures. (4) Circumstances, such as light, position of the speaker, &c., must be favourable for the lip-reading to approach certainty. (5) Styles of speech vary, and it is a constant experience that even pupils who comparatively easily read their teacher’s lips, to whose style of utterance they are accustomed, fail to read other people’s lips. (6) There is a great similarity between certain sounds as seen on the lips, e.g. between t and d, f and v, p and b, s and z, k and g. Which is meant has usually to be guessed from the context, and this requires a certain amount of knowledge of language, which is the very thing that is needed to be imparted. (7) The deliberate avoidance by the teacher of the pupil’s own language—signs—as an aid to teaching him English. If a hearing boy does not understand the meaning of a French word he looks it up in the dictionary and finds its English equivalent. If the deaf boy does not understand a word in English, the simplest, quickest, best way to explain it is, in most cases, to sign it. (8) The distaste of the pupil for the method. This is common. (9) The mechanical nature of the method. There is nothing to rouse his interest nor to appeal to his imagination in it. (10) The temptation to the teacher to use very simple phrases, owing to the difficulty the pupil has in reading others from his lips. Consequently the pupil comparatively seldom learns advanced language.
Other means of educating the deaf in addition to the oral should have a fair trial in modern conditions for the same length of time that the oral method has been in operation. To consider pupils taught manually in oral schools fair criteria of what can be done by the manual method or combined system, when those pupils have confessedly been relegated to the manual class because of “dulness” (as in the case of the C divisions in Denmark and Dresden), is obviously unfair. This division, moreover, assumes that the “pure” oral method is the best for the brightest pupils. The comparing of oral pupils privately taught by a tutor to themselves with manual pupils from an institution crippled and hampered by need of funds, where they had to take their chance in a class of twelve, and the comparison of oral pupils of twelve years’ standing with combined system pupils of four years’, are also obviously unfair. Reference may be made on this subject to Heidsiek’s remarkable articles on the question of education, which appeared in the American Annals of the Deaf from April 1899 to January 1900.
The opinions of the deaf themselves as to the relative merits of the methods of teaching also demand particular attention. The ignoring of their expressed sentiments by those in authority is remarkable. In the case of school children it might fairly be argued that they are too young to know what is good for them, but with the adult deaf who have had to learn the value of their education by bitter experience in the battle of life it is otherwise. In Germany, the home of the “pure” oral method, 800 deaf petitioned the emperor against that method. In 1903 no fewer than 2671 of the adult deaf of Great Britain and Ireland who had passed through the schools signed a petition in favour of the combined system. The figures are remarkable, for children under sixteen were excluded, those who had not been educated in schools for the deaf were excluded, and the education of the deaf has only lately been made compulsory, while many thousands who live scattered about the country in isolation probably never even heard of the petition, and so could not sign it. In America an overwhelming majority favour the combined system, and it is in America that by far the best results of education are to be seen. At the World’s Congress of the Deaf at St Louis in 1904 the combined system was upheld, as it was at Liége. From France, Germany, Norway and Sweden, Finland, Italy, Russia, everywhere in fact where they are educated, the deaf crowd upon us with expressions of their emphatic conviction, repeated again and again, that the combined system is what meets their needs best and brings most happiness into their lives. The majority of deaf in every known country which is in favour of this means of education is so great that we venture to say that in no other section of the community could there be shown such an overwhelming preponderance of opinion on one side of any question which affects its well-being. In the case of the rare exceptions, the pupil has almost always been brought up in the strictest ignorance of the manual method, which he has been sedulously taught to regard as clumsy and objectionable.
In the summary tables (p. 283) of the 1901 British census the following numbers are given of those suffering from other afflictions besides deafness:—
| 1. Blind and deaf and dumb | 58 |
| 2. Blind and deaf | 389 |
| 3. Blind, deaf and dumb and lunatic | 5 |
| 4. Blind, deaf and lunatic | 5 |
| 5. Deaf and dumb and lunatic | 136 |
| 6. Deaf and lunatic | 51 |
| 7. Blind, deaf and dumb and feeble-minded | 5 |
| 8. Blind, deaf and feeble-minded | 8 |
| 9. Deaf and dumb and feeble-minded | 221 |
| 10. Deaf and feeble-minded | 100 |
In addition to these, 2 are said to be blind, dumb and lunatic; 20 dumb and lunatic; 3 blind, dumb and feeble-minded, and 222 dumb and feeble-minded. These are certainly outside our province, which is the deaf. The “dumbness” in these four classes is aphasia, due to some brain defect.
Of those in the list, classes 7, 8, 9 and 10 are (we are strongly of opinion) incorrectly described, being, as we think, composed of those who are simply feeble-minded as well as, in classes 7 and 8, blind. Their so-called “deafness” is merely inability of the brain to notice what the ear does actually hear and to govern the vocal organs to produce articulate sound. Many of classes 9 and 10, however, may not be “feeble-minded” at all, but only rather dull pupils whom their teachers have failed to educate.
It is safe to say that in some instances in classes 3, 4, 5 and 6 the persons were only assumed to be deaf. Again, cases of deaf people who to all appearance could not fairly be called insane but who may have had violent temper or some slight eccentricity being relegated to an asylum have come to our notice. A good teacher might accomplish much with some of these described as lunatic in classes 5 and 6. Finally, classes 3 and 4 may have become lunatic owing to the loneliness and brooding inseparable to a great extent from such terrible afflictions as blindness and deafness combined. Probably the isolation became intolerable, and if only they had had some one who understood them to educate them their reason might have been saved.
We are most concerned with the first two classes, and in considering them have to take individual cases separately, as there is no regular institution for them in Great Britain.
