Oralism vs. Manualism

What is Manualism? Teaching methodology Uses signs as method of instruction Little or no emphasis on speech or lipreading Motivated by a desire to teach religion and academic subjects such as reading, science, math, etc. Was the first method of instruction in American schools for the deaf (1817 – 1880) Most famous supporter was E.M. Gallaudet

Results of Manualism Deaf students were graduating with an education equal to that of their hearing peers…remember, only a small percentage of the population could read and write at this time. Deaf graduates found jobs as clerks, teachers, accountants, and other “white collar” jobs Several graduates from the first school in Hartford, CT, went out and established schools for the deaf in other states Approximately 45% of the teachers & administrators in schools for the Deaf were Deaf themselves.

Edward Miner Gallaudet Youngest son of Thomas Hopkins Gallaudet Mother, Sophia Fowler Gallaudet, was Deaf (this makes him a CODA!) Grew up in a signing environment Appointed Director of Columbia Institute for the Instruction of Deaf-Mutes while in his 20’s. Became the first President of Gallaudet College in 1864…stayed in this position for over 40 years Believed sign language was the best method for teaching the Deaf Warned that speech would need to be added to curriculum in Deaf Schools

What is Oralism? Teaching methodology Uses speech and lipreading as method of instruction Emphasis is on teaching Deaf children to speak and read lips Motivated by a “medical” view of deafness Used almost exclusively in schools for the deaf from around 1880 to around 1960 Most famous supporter was A.G. Bell

Anti-Manualists There were a number of individuals and groups who were influential in the push for Oralism here in the United States. Alexander Graham Bell Hearing Parents of Deaf Children Hearing Teachers of Deaf Children Politicians

Alexander Graham Bell Famous inventor and teacher of Deaf Children Emigrated from Scotland by way of Canada Modified his father’s Visible Speech method to teach speech to Deaf children Wife, Mabel Hubbard, was a Deaf former student Felt that sign language made Deaf people different Encouraged a narrow Deaf Culture Perpetrated negative Deaf traits - Believed strongly in the scientific theory of eugenics

What is Eugenics? The science of improving a species through the application of selective breeding to eliminate undesirable traits and promote desirable ones. This was a very popular belief of the late 19th century. Bell believed that Deaf people should not marry other Deaf people so that Deafness could be eliminated from the population. He lobbied long and hard for laws forbidding Deaf/Deaf marriages, but was unsuccessful in getting them passed.

Hearing Parents of Deaf Children Wanted their Deaf children to be as “normal” as possible Wanted their Deaf children to be like other children Believed that signing prevented their children from developing speech

Hearing Teachers of Deaf Children Believed that signing prevented the development of speech and lipreading skills Felt signing impeded socialization of Deaf children with their hearing peers Did not want to learn a more difficult communication system

Politicians Were often responsible for allocating funds for state schools for the Deaf Wanted the fastest and cheapest methods available for teaching Deaf children Were fooled into thinking that using signs made Deaf Education more expensive (teachers would require additional training in signs)

Consequences of Oralism Quality of education for deaf children deteriorated Number of Deaf teachers in schools for the deaf declined to less than 1% Quality of life for Deaf people suffered because poorly educated Deaf people (see top) could not get good-paying jobs Deaf morale and self-esteem sank (vicious cycle) Sign language usage declined to the point where Deaf people were afraid it would disappear

Never the Twain Shall Meet Both Gallaudet and Bell lived in Washington, D.C. Both men mingled with politicians and society members of the day Would often meet each other at social and political gatherings Would always argue and disagree about methods for teaching Deaf students

Milan Congress 1880 International conference of teachers of the Deaf 164 delegates attended, mostly from Italy and France 5 delegates from the United States 1) James Denison -Deaf 2) Edward Miner Gallaudet 3) Thomas Gallaudet – oldest son of T.H. Gallaudet; Episcopal priest at St. Ann’s in NYC 4) Isaac Peet – professor at G.C. 5) Charles Stoddard – member of the Board of Directors at N.Y. School for the Deaf

Milan Congress (con’t) Only one Deaf delegate at the entire conference – James Denison, principal of the Kendall School on campus at Gallaudet Meeting was held to discuss and adopt the best method for teaching deaf children Adopted Milan Resolution by a vote of 158 to 6 All U.S. delegates voted against it, and one additional delegate from England

Milan Resolution Contained two major statements that profoundly influenced Deaf Education for the next 100 years. 1) Oralism is to be the preferred method of instruction for Deaf children. 2) Sign language is to be forbidden in the classroom

Consequences of the Milan Resolution Oralism became the dominant instructional methodology in U.S. schools for the Deaf for the next 100 years National Association of the Deaf (NAD) was formed to lobby against the effects of the Milan Resolution