1. Oralism vs. Manualism

2. 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

3. 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.

4. 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

5. 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

6. 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

7. 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

8. 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.

9. 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

10. 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

11. 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)

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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