TABLE XVII.-Summary of statistics of training schools for nurses. 9 8 Worcester City Hospital Training School for Nurses... 11 Northwestern Hospital Training School, Minneapolis.. 13 Training School for Nurses, Orange (N. J.) Memorial Hospital. 14 Paterson (N. J.) Training School for Nurses (Ladies' Hospital Association). 15 Brooklyn Training School for Nurses (Brooklyn Hospital). 16 Long Island College Hospital Training School, Brooklyn 17 New York State School for Training Nurses, Brooklyn. 18 Training School for Nurses (Brooklyn Homoeopathic Hospital). 19 Buffalo General Hospital Training School for Nurses... 20 Buffalo State Asylum Training School for Attendants... 21 Training School for Nurses (Kings County Insane Asy. lum), Flatbush, N. Y. 99 65 80 22 Charity and Maternity Hospital Training School, New 10 York, 23 Mt. Sinai Training School for Nurses, New York....... 24 Training School for Nurses (Bellevue Hospital), New York. 25 Training School of New York Hospital......... 26 Rochester City Hospital Training School for Nurses.... 30 Pennsylvania Hospital Training School for Nurses..... 34 Washington (D. C.) Training School for Nurses..... Total.......... a With a corps of lecturers. EDUCATION OF THE DEAF AND DUMB. It may not be generally known that deaf-mutism has rapidly increased in the decade between 1870 and 1880. And when we realize that 40 per cent. of these cases originate in meningitis, measles, and brain and scarlet fevers, we begin to perceive the advantages of medical skill and intelligent nursing in the treatment of those diseases. Since crime and disease are largely the result of ignorance, it is also evident that the state practices sound economy when it effectively educates the rising generation. Now, at the present ratio of increase, there will be in the United States over 150,000 deaf-mutes in the year 1900. To educate 40 per cent. of this number, or 60,000 mutes, would require, on the average, over $13,000,000 per annum. While the growth of the country in wealth and philanthropy will probably always keep pace with the necessities of the defective classes, yet we may reasonably hope that the diffusion of intelligence will gradually decrease the ratio above indicated. By reference to Table XVIII it will be seen that in 1884-'85 there were 64 schools for the deaf and dumb, having 516 instructors and 7,295 pupils. The provision for the education of colored mutes is, on the whole, meager; but progress is being made every year. They certainly need more extended recognition, and as a matter of economy and philanthropy there should be no distinction because of race, condition, or color. There is a wide difference of opinion as to the comparative utility of boarding and day schools in the education of the deaf. The argument for the former class of schools is substantially as follows: Special difficulties require special skill and means to overcome them. The education of the deaf-mute is especially difficult. Hence there is required a special institution for his particular needs. In some schools, one at least, the separation of the sexes is rigidly maintained, though there is a general sentiment against this method among the leading educators of the deaf. MEANS AND APPLIANCES. In the matter of buildings preference is manifested for a series of small buildings, or cottages, accommodating 25 or 30 pupils each, together with school-houses, shops, kitchen, gymnasium, chapel, etc. This arrangement presents a community of buildings, in which the æsthetic feeling may be satisfied by the beauty of the site, the harmonious arrangement of the various structures, and the tasteful disposition of the grounds. The importance of a well-selected library is very generally admitted. "All that knowledge which comes to others through hearing must come to deaf-mutes through the eye. Reading becomes to them almost the only means of self-culture after they leave school, and if they do not acquire the taste and form the habit while in school, it is not probable that they will afterward." The schools generally recognize this need and strive to meet the exigency. The keen sense of sight developed in the deaf renders the use of school apparatus highly instructive. Therefore educators are not slow to avail themselves of the resources so generously provided by modern ingenuity, and the leading schools are well supplied with these important adjuncts of mental training. But as in all other schools for the education of youth, the essential requisite is the teacher, full of enthusiasm, and backed by brain power and moral culture. The very contact with such an instructor secures the transmission of intellectual and moral life. ACADEMIC TRAINING. The aim in the majority of schools is to furnish a sound English education. Some go farther and provide a high-school course, while the National Deaf-Mute College at Washington, D. C., offers the highest advantages to those of more ambitious purpose and of suitable acquirements. The best way of teaching the use of idiomatic language is a question that has divided the ranks of practical educators for a hundred years. Some educators are earnest advocates of the pure oral method, quite readily adopted by the "semi-deaf" and the "semi-mute." The more conservative adhere to the manual method, or that "course of instruction which employs the sign language, the manual alphabet, and writing." Many of the oldest and ablest educators advocate a combined method. Some of the obstacles which beset the teacher may be understood from the following considerations: (1) The deaf pupil generally presents himself with an enfeebled body, a dwarfed mind, and discouraging habits. (2) With "the lower power of sight" he must essay to perform the functions of "the higher power of hearing." (3) To sight, there is an utter absence of tone, pitch, accent, and rhythm. (4) The acquisition of language is a matter of imitation, practice, and habit. The association of deaf and hearing children in special schools is advocated by many interested in the development of the former. Such a measure was embodied in a bill passed by the Wisconsin legislature March 25, 1885, and the following advantages were considered: The bill contemplates making the day schools for the deaf a part of the general public school system of the State, and school-rooms will be provided by the incorporated cities and villages in which such schools are opened. Economical and other considerations will usually lead to the selection of a room in some building already occupied as a public school, and thus the deaf children will be brought into close proximity to large numbers of hearing children in the same building. This proximity will favor the growth of friendships between the deaf and the hearing pupils, which will be invaluable in adult life, leading to business and social relations of the greatest importance. Constant association with hearing and speaking children will accustom the deaf child to the society in which he is to live in the future. His hearing schoolfellows and playmates will be the men and women by whom he will be surrounded in adult life. How important, then, that deaf-mutes should have the opportunity of cultivating the acquaintance of hearing persons of their own age! The friendships formed in childhood often last through life. Living constantly in the midst of the industries and activities in the communities in which they have interested personal friends to encourage and aid them, the ways are open to them to acquire any trade, business, or profession for which they have aptness or inclination. The broad fields and avenues of life invite them as they do the hearing; whereas in institutions they are limited to a few mechanical trades merely, not so easily turned to account for want of that personal acquaintance so helpful in obtaining desirable employment. Furthermore, industrial education is being brought into the educational systems of the large towns, affording advantages of a broader and more thorough kind than institutions offer.—Prof. A. G. Bell. In addition to the advantages which may accrue to the deaf immediately, there is a remote advantage by no means to be overlooked. From that class of hearing children, thus associated, shall arise by "natural selection" the future instructors, especially endowed with subtile instincts for communication, with strong and abiding sympathies, with keen insight and understanding, in short, with affinities for the deaf which no other class could hope to equal, much more to excel. ART TRAINING FOR THE deaf. As the useful generally precedes the artistic in order of time, we find that art training in schools for the deaf is just beginning to receive a proper recognition. Yet art is useful, if not in the materialistic, then in a higher sense, and therefore a better. If the practice of art arouses and evokes the mental powers, then art is not only useful, but its utility is of a very high order-more than meat, or raiment, or shelter. Art in general is to the deaf what music in particular is to the blind; and as no pains nor expense are spared in the musical education of the one, so should money and pains help on the art training of the other. Drawing especially "has great attractions for the deaf," and upon this accomplishment may be reared the superstructure of every art. It is gratifying to know that "drawing is now taught in most of the larger deaf-mute schools of the country," and it is rapidly attracting that general interest which its importance demands. INDUSTRIAL TRAINING. The importance of industrial training has been recognized for years. Its strongest argument lies in the consideration, that as the State supports the deaf during their tutelage, the State determines that they shall be self-supporting when they leave the institution. This is a broad hint that every child educated at the public expense ought to have manual training, not only as a safeguard against vice and crime, but as a guaranty of a useful, happy life. Trades are most commonly taught, but in one school, at least, the "Russian system" prevails, to wit: teaching the underlying principles of a number of trades by the use of tools. Among the few useful employments taught, that of farming is especially advocated. "There is no business a mute can follow that is so well suited to his condition as farming." PHYSICAL TRAINING. The current of physical culture now setting strong in this country has not fairly struck the institutions for deaf mutes. The National Deaf-Mute College at Washington is a notable exception. In a paper on the "Physical training of deaf mutes" is found this significant statement: "In reply to inquiries made of institutions for the deaf and dumb in regard to physical culture, nine out of thirteen had no special provision for it, in most cases exercise being left to take care of itself." It is presumed that the special attention given to industrial training precludes, or renders unnecessary that of the gymnasium. Betwixt playing and working, the muscles may be sufficiently indulged and provoked. But play may be so directed and controlled that a symmetrical, vigorous body may fitly consort with an expanding mind. There are centuries of wisdom in favor of the gymnasium. INDUSTRIAL EXHIBITS. The country has been impressed, instructed, and delighted with exhibits of handicraft produced by deaf mutes. At the World's Industrial and Cotton Centennial Exposition at New Orleans, in 1885, twelve American institutions were represented. "The specimens of drawing, composition, painting, penmanship, as well as work in wood, leather, printing, needle and fancy work, are of a high order and deserve special mention." "The time in which we were compelled to make the preparation for this Exposition was so limited that no institution did itself justice; but we are glad to say that the entire deaf-mute exhibit was a great success notwithstanding, and has erected a monument to deaf-mute skill and industry." COMPULSORY ATTENDANCE. From causes not clearly defined a large number of mutes from 5 to 20 years, estimated at fully 10,000, do not avail themselves of the provision made for their education. Whether this practical refusal, on the part of parents and guardians, arises from ignorance, or cupidity, or poverty, or parental affection, is not easily determined. But whatever the reasons of this, educators are convinced that some stringent measure is demanded by which the State shall be protected from the dire effects of pauperism, vagrancy, and vice, which are so effectually promoted by ignorance and neglect. It is believed by some, however, that this question will have received a partial solution when small schools for mutes shall be established throughout the State. "In this way many deaf mutes in rural districts may be reached whose parents would object to send their children far away from home to the State institution." EMPLOYMENTS OF GRADUATES. The practical result of all this outlay of money and time, tact and patience, gives, in the main, a choice product of upright, intelligent, capable graduates. They are qualified to become teachers, editors, magazine writers, lawyers, artisans, farmers,→ an honor to themselves and a credit to the State. "There are very few positions in life which cannot be occupied by deaf persons, as nearly all the arts and industries are open to them." "The deaf mutes are among the most skillful workmen employed by the Chickering Piano-forte Company, the Seth Thomas Clock Company, and other corporations." "Two deaf-mute brothers in Belleville, Ontario, are successful lawyers." |