Download Words Made Flesh: Nineteenth-Century Deaf Education and the by R. A. R. Edwards PDF

By R. A. R. Edwards

In the course of the early 19th century, colleges for the deaf seemed within the usa for the 1st time. those faculties have been devoted to using the signal language to coach deaf scholars. handbook schooling made the expansion of the deaf neighborhood attainable, for it accumulated deaf humans jointly in sizeable numbers for the 1st time in American historical past. It additionally fueled the emergence of Deaf tradition, because the colleges turned brokers of cultural transformations.

Just because the Deaf group started to be famous as a minority tradition, within the 1850s, a robust move arose to undo it, particularly oral schooling. Advocates of oral schooling, deeply inspired by means of the writings of public tuition pioneer Horace Mann, argued that deaf scholars should still cease signing and may begin conversing within the wish that the Deaf group will be deserted, and its language and tradition could vanish. during this revisionist historical past, phrases Made Flesh explores the academic battles of the 19th century from either listening to and deaf issues of view. It locations the expansion of the Deaf group on the center of the tale of deaf schooling and explains how the unforeseen emergence of Deafness provoked the pedagogical battles that ruled the sector of deaf schooling within the 19th century, and nonetheless reverberate this present day.

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Extra resources for Words Made Flesh: Nineteenth-Century Deaf Education and the Growth of Deaf Culture

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Laurent Clerc offered lessons in the sign language there. Teachers trained at the American Asylum went on to found or work at schools in other states. For instance, the first deaf teacher hired at the Ohio School for the Deaf in 1830, Danford Bell, was trained at the American School. Rev. 13 Schools that found themselves floundering frequently called on the American Asylum for help. 14 As early as 1819, the American Asylum outlined its teaching efforts. The primary goal of the school, according to its directors, was to teach the students written language.

While families may have previously understood the individual signs of their child, they would quickly find themselves unable to understand this new language. The new creation deviated substantially from purely mimetic signs. ” However accurate originally may be its imitations, however striking its analogies, it invariably undergoes, in the hands of the dumb, a species of abbreviations. . 7 This process of abstraction, of moving signs away from pantomime and imitation, educators perceived, would continue through the generations.

14 As early as 1819, the American Asylum outlined its teaching efforts. The primary goal of the school, according to its directors, was to teach the students written language. Four different methods were employed to attain this goal. ”15 The second method was the methodical signs. The officers of the American Asylum described the methodical signs as the same natural language of signs, divested of certain peculiarities of dialect which have grown out of the various circumstances under which different individuals have been placed, reduced to one general standard, and methodized, and enlarged by the admirable genius of the Abbé de l’Epée and .

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