DEAF . 6 se: as c'b o C Q b,o ^ One or both partners 3078 300 6782 588 9.7 8.6 deaf . Both partners deaf 2377 22o 5072 429 9.2 8.4 One partner deaf, the 599 75 1532 151 12.5 9.8 other See also:

• HEARING (formed from the verb " to hear," O. Eng. hyran, heron, &c., a common Teutonic verb; cf. Ger. Koren, Dutch hooren, &c.; the O. Tent. form is seen in Goth. hausjan; the initial h makes any connexion with " ear," Lat. audire, or Gr. &Kobew very doub

It is that where there are no deaf relatives (i.e. where there has not been a See also:

• HISTORY

2. See also:

• POST

35; See also:

• CATARRH (from the Gr. Karappeiv, to flow down)

150) gives the following list compiled from the registers of See also:

• BRITISH

. 260 Scarlatina • 205 Measles . • 84 Ear disease, proper . 77 Lesions of the head . 70 Other diseases . • 354 1989 There appears to be no cure for deafness that is other than partial; but with the advance of See also:

• SCIENCE (Lat. scientia, from scire; to learn, know)

The hearing child does not know a word of English when he is born, and never would learn it if taken away from where it is spoken. He learns English unconsciously by imitating what he hears. The deaf child never hears English, and so he never learns it till he goes to school. Here he has to start learning English—or whatever is the language of his native land—in the same way as a hearing boy learns a foreign Ianguage. But another reason exists which renders his task'much more difficult than that of a normal English schoolboy learning, say, See also:

• GERMAN
• GERMAN, DUTCH AND SCANDINAVIAN

"—"Is the See also:

• RAINBOW

None of these are See also:

• LANGUAGES

The only words he could possibly understand without such See also:

• AIDS

Sympathetic gestures are individualistic and spontaneous, and are some-times unconsciously made. The See also:

• SPEAKER

207,837 = 2 downwards, 7 inwards (both at shoulder), 8 down- The importance of English is insisted upon because to See also:

• PLACE (through Fr. from Lat. platea, street; Gr. IrAar6s, wide)

I have seen the ordinances follows that in different localities signs will differ to a great of religion administered, and the full service of the See also:

• CHURCH
• CHURCH (according to most authorities derived from the Gr. Kvpcaxov [&wµa], " the Lord's [house]," and common to many Teutonic, Slavonic and other languages under various forms—Scottish kirk, Ger. Kirche, Swed. kirka, Dan. kirke, Russ. tserkov, Buig. cerk
• CHURCH, FREDERICK EDWIN (1826-1900)
• CHURCH, GEORGE EARL (1835–1910)
• CHURCH, RICHARD WILLIAM (1815–189o)
• CHURCH, SIR RICHARD (1784–1873)

Deaf people in America converse with Red See also:

• INDIANS, NORTH AMERICAN

But, firstly, if he had always been forbidden to use signs he would not express himself in English any better in that particular instance; he would simply not See also:

• ATTEMPT (Lat. adtemptare, attentare, to try)

788 In commercial occupations. 12 In work connected with See also:

• CONVEYANCE

238 In work connected with textile fabrics . ^ 407 In work connected with See also:

• DRESS (from the Fr. dresser, to set out, arrange, formed from Lat. directus, arranged, dirigere, to direct, arrange)

In See also:

• GERMANY
• GERMANY (Ger. Deutschland)

See also:

• CANADA

Is it not I the See also:

• LORD
• LORD (O. Eng. hldford, i.e. hldfweard, the warder or keeper of bread, hlIf, loaf; the word is not represented in any other Teutonic language)
• LORD, JOHN (1810-1894)

He, as He opened the ears of the deaf man and loosened his tongue, talked to him in his own language, the language of signs. St See also:

• AUGUSTINE, SAINT (354-430)
• AUGUSTINE, SAINT (d. c.613)

It appears that this master committed his methods to writing. Though this work is lost it is probable that his system was put into practice by Juan Pablo Bonet. This Spaniard successfully instructed a brother of his master the See also:

• CONSTABLE (0. Fr. connestable, Fr. connetable, Med. Lat. comestabilis, conestabilis, constabularius, from the Lat. comes stabuli, count of the stable)
• CONSTABLE, ARCHIBALD (1774-1827)
• CONSTABLE, HENRY (1562-1613)
• CONSTABLE, JOHN (1776-1837)
• CONSTABLE, SIR MARMADUKE (c. 1455-1518)

He taught by writing and See also:

• ARTICULATION (from Lat. articulare, to divide into joints)

Holder notices that dumbness is due to the want of hearing, and there-fore speech can be acquired through watching the lips, though he admits the task is a laborious one. He also urges the teacher to be patient and to make the work as interesting to the pupil as possible. Command of language, he maintains, will enable the deaf person to read a sentence from the lips if he gets most of the words; for he will be able to supply those he did not see, from his knowledge of English. Johan Baptist See also:

• VAN

They ought to read, write and spell on the fingers constantly, but use no signs. Substantives are to be taught by associating them with the things they represent; then adjectives should be joined to them. Verbs should be taught by suiting the action to the words, and associating the pronouns with them. Other parts of speech should be given as opportunities of explaining them See also:

• PRESENT

A See also:

• COMMISSION (from Lat. commissio, committere)

To the latter method, however, he never paid as much attention as he did to instructing by signs and writing, and finally he abandoned it altogether through lack of time and means. He laboured long on a See also:

• DICTIONARY

A school was established in See also:

• EDINBURGH

In See also:

• VIENNA (Ger. Wien; Lat. Vindobona)
• VIENNA, CONGRESS OF (1814-1815)

Henry See also:

• WINTER, JOHN STRANGE
• WINTER, PETER (c. 1755-1825)

Third year: See also:

• OLNEY
• OLNEY, RICHARD (1835— )

In 1886 a royal. commission investigated the condition and education of the deaf in Great Britain, and in 1889 issued its See also:

• REPORT (O.Fr. report or raport, modern rapport, from O.Fr. reporter, mod. rap porter, Lat. reportare, to bring back, in poetical use only, of bringing back an account, news, &c.)

The existing institutions were from 1893 placed, by the See also:

• ACT (Lat. actus, actum)

At Munich those schools. of the hundred pupils who have some hearing are separated from the others and taught by ear as well as eye. At Vienna (Royal Institution) a small proportion of the pupils are day scholars, as they are at Munich, and the teaching is, of course, carried on by the oral method, as it is all over Germany. Here, however, the teachers " think it impossible to educate fully all deaf-mutes by the oral method only." In the Jews' Home at Vienna the semi-deaf are taught by the acoustic method, and are not allowed to see the teacher's lips at all. At Dresden, a large school of 240 pupils, the director favours smaller institutions than his own, considers the oral method possible for all but the " weak-minded deaf," and divides his pupils into A, B and C divisions, according to intellect. In the first See also:

• DIVISION (from Lat. dividere, to break up into parts, separate)

All the children of school age go to See also:

• FREDERICIA (FRIEDERIc1A)

In the great majority the method of instruction is professedly pure oral. " But," said See also:

• HENRI

Observe them generally, but dispense with them as circumstances, the pupil and opportunity may require. Strong individuality, sympathy, See also:

• ENTHUSIASM

But the two main methods are the manual, which generally depends upon all the above-mentioned means of appealing to the eye except lip-reading, and the oral, which adopts what the manual method rejects, uses writing and printing and perhaps pictures, but excludes finger-spelling and (theoretically) signs. To these two we must add a third means of instruction—the combined system—which rejects no means of teaching, but uses all in most cases. The dual method need hardly be called a See also:

• SEPARATE

Long. Middle. Short. Broad. Diacritic Phonetic Diacritic Phonetic Diacritic Phonetic Diacritic Phonetic See also:

• MARK
• MARK, CARL (1858– )
• MARK, GOSPEL OF ST
• MARK, ST

0o e i u Consonants. h p th i s th sh ch ck l r m n ng w b v d z ih zh { dzh g - These charts are given as examples of those used, but they vary in different schools, as does the order of teaching the vowel and consonant sounds and the combinations. The exact order is not important. Words are made up by combining vowels and consonants as soon as the pupil can say each sound separately. Here are extracts from the directions on articulation written by a principal to the teacher of the lowest class, which show the method of procedure: Produce the sound of a letter. Each pupil to reproduce, and write it on the tablet. Point to the letter on the tablet, and make each pupil say it. The same with combinations of vowels and consonants, Instead of tablet, each pupil to use rough exercise-book. Write on tablet and make each pupil articulate from teacher's writing. When a combination is made of which a word may be made make all write it in their books, thus to—tea," shoshow,' ' 6v—of,' ' nalz—nails,' &c. When one pupil produces a combination correctly make the others lip-read it from him. In this way make them exercise each other.

(8) When they have a good many sounds and combinations written in their books make them sit down and say them off their books as hearing children do. Make them say the sounds off the See also:

• CARDS, PLAYING

' A ' (as in ' path ' ; ' father '). As ' A ' is the basis of all the vowels, being most like all, it is taken first. It is an open vowel. Do not make grimaces, or exaggerate. If false sound be produced do not let the pupil speak loudly; make him speak quietly. If nasal sound be produced do not pinch the See also:

• NOSE (O.Eng. nosu, cf. Dutch neus, Swed. nos, snout; the Aix in Provence. Both at Aix and at Lyons he acquired great connexion with O.Eng. nasu is obscure, cf. Ger. Nase, Lat. pares, distinction by his labours during outbreaks of the plague. In nostrils,

' P ' is taken first because it has no vibration and is the most See also:

• SIMPLE

Every direction the teacher has to give in school and out of school should be expressed in speech, writing or finger-spelling, or'by any two or all three means. Repetition of such directions by the pupil enables him to learn words before he has finished the alphabet. " All words to be spelled on one hand first ; then two. When a few words have been memorized, they should be written on slips of paper, then in the exercise-books and dated. After this there should be further repetition and exercising. The same course should be taken with phrases and short sentences. Names of persons should be written on cards and slips of paper and pinned to the chest. Names of things to be affixed to them, or written on them. Names of apartments on cards laid in the rooms. Where the object is not available use a picture, or draw the outline and make pupil do the same. Never nod, or point, or jerk the finger, or use any other gesture, without previously giving the word, and when the latter is understood drop the gesture altogether. " Never allow a single mistake to pass uncorrected, and make pupils always learn the corrections.

" Language should be a See also:

• TRANSLATION

' ' Does he eat the ground? ' &c. " The pupils should learn meanings or synonyms of unfamiliar words before such words are signed. " (4) Teacher gives a word, and requires pupils to exemplify it in a sentence, e.g. ' sows,' ' He sows the seed.' " (5) Let them give as many sentences as they can think of in the same form. ' Occurrences, incidents, objects, pictures, reading-books, See also:

• NEWS

Teach all by and through finger-spelling, reading, writing and signing where necessary to explain the English, and teach those in whose case it is worth it by articulation and lip-reading as well. Signs (7) (9) (to) 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 50/s 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 See also:

• SAKE

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 See also:

• COMPARATIVE

If a hearing boy does not understand the meaning of a French word he looks it up in the dictionary and finds its English See also:

• EQUIVALENT

Reference may bemade on this subject toHeidsiek'sremarkablearticles on the question of education, which appeared in the American See also:

• ANNALS (Annales, from annus, a year)

The Blind Deaf. In the summary tables (p. 283) of the 1901 British census the following See also:

• NUMBERS, BOOK OF
• NUMBERS, PARTITION OF

Blind, deaf and dumb and feeble-minded . 5 8. Blind, deaf and feeble-minded 8 9. Deaf and dumb and feeble-minded . . 221 so. Deaf and feeble-minded . . See also:

• LOO (formerly called " Lanterloo," Fr. lanturlu, the refrain of a popular 17th-century song)

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 See also:

• BLINDNESS

Then he tickled the boy under his arms, and when he laughed made him feel his own larynx, so that the boy should notice the similarity of the vibration. Then, acting on the theory that brain-waves are to some extent transmittable, Mr Illingworth procured a hearing boy as See also:

• COMPANION (through the O. Fr. compaignon or compagnon, from the Late Lat. companio,—cum, with, and panis, bread,—one who shares meals with another; the word has been wrongly derived from the Late Lat. compagnus, one of the same pages or district)

There was no essential difference between the methods employed in their education and those of ' sighted ' deaf children. See also:

• FREE

His education was continued in Braille. The deaf-born boy developed a fair voice, and could imitate sounds by placing his hand on a speaker's mouth. Two of them had a keen sense of See also:

• HUMOUR (Latin humor)

"There are no institutions in Great Britain specially for the blind-deaf, nor are there any in America. I do not know of any on the continent. Our own blind children here are receiving the same education as our other children, and in some ways are more advanced than seeing and hearing children of their own ages. They not only read, write and do See also:

• ARITHMETIC (Gr. apeOµ7run7, sc. TEXVn, the art of counting, from (ipLBµos, number)

Nearly all of these lost one or both senses after they had been able to acquire some knowledge with their aid. In the See also:

• PERKINS, CHARLES CALLAHAN (1823-1886)
• PERKINS, JACOB (1766-1849)

Her See also:

• LITERARY