This chapter was very informative. In my opinion it was better than the previous book and more easier to understand. It's interesting to read how sign language was throughout the years. I can't believe Oralism was taught for so long. Non-deaf teachers who knew sign language were considered dangerous at the time. Teachers who were deaf were not allowed near small deaf children out of fear of contamination by their signs among the native youngsters. Deaf teachers were perceived as "unfit" to teach since they could not hear their students' voices or teach speech. However, there were still good things that happened for them which I'm glad. Many superintendents treasured the deaf teachers because they served well as role models for students. Deaf people expressed concerns that the beauty of sign language might be lost, especially with the dwindling number of deaf teachers. One thing that stood out to me was how Gallaudet was never been warmly in favor of co-education. Women were barred from attending Gallaudet college until 23 years after its opening in 1864. Only six people were admitted on an experimental basis in 1887, and the college' doors were opened to them permanently the following year. Facilities for women were non-existent then, so the women lived in Gallaudet's on campus residence, House One. Until after the Civil War, there were no schools for deaf children who were black. After schools were established for them the first in 1869 in North Carolina, and the second one seven years later in South Carolina. For many years, they were separated from the white pupils, either in their separate schools, or if in the same school, in different buildings on the same campus, or even on different campus. Black students were integrated by being moved to white campuses, but never were white students moved to black campuses. My favorite part in this chapter was reading about the trends in education for the Deaf. I loved seeing how much it was grown over the years. In the 1940s, there were 312 schools for deaf students in the US. Since the 1970s, the deaf educational system in America has moved from residential/boarding schools to mainstreamed settings. Between 1900 and 1950s, there was a residential school for the deaf in almost every state, some states having two or more. With the increased awareness of diversity in today's nation, especially in educational settings, schools are expected to expose students to multicultural education. Deaf studies and awareness of diversity have been added to the curriculum in many schools, especially those with large deaf and multicultural school populations. Introduction to Deaf culture has been added to many programs teaching ASL. Even though there has been some improvement throughout the years and its a lot better in today's society, I still feel like there are a lot more to be improved on. I would love to see sign language be a mandatory class to take in school someday. I would have definitely enjoyed learning sign language if it was offered to me in elementary school and up, or maybe even younger.