Chapter 2
Hearing with the Eye
Schools
Cobbs School
American School for the Deaf
first organized school for deaf children in US
founded in Virginia in 1815
failed in 1816
Hartford, Conn in 1817
succeeded & first permanent school for educating deaf children
private endeavor in 1815
Southern slaveholder - William Bolling
under patronage of Mason Fitch Cogswell
contrast / differences
founders intentions, teaching methods, longevity
demonstrate how North and South envisioned deaf ED and maintain schools
debate different in social, economic, political development in 19th century
primary dispute - respective labor and political system, may been ed sphere
16th century
war interested educate deaf children over how children be taught
deaf and disadvantaged individuals
what to do with society status
approach problem
Northerners
Southerners
belief state cooperation necessity
believe individual undertakings, education not governmental prerogative
approach
manualism
oralism
create unique deaf community
teach deaf children skill facilitate social integration and impair creation of distinct deaf culture.
Spain & France
Germany & England
appearance in America
The Southern Endeavor
The Northern Endeavor
Radically Different Fates of Two Schools
The Bollings
John Braidwood
18th century
The Cobbs School
The Demise of the Cobbs School
Gallaudet
Abbe Sicard
Braidwood still was at Cobb in 1815
George Tuberville
Cogswell
Cogswell
Gallaudet
Martha's Vineyard - small deaf community
no deaf schools or teachers for deaf children
option for families with deaf offspring send children to Europe
Francis Green, loyalist to Great Britain (first follow path)
Bollings of Virginia, prominent colonial dispatch nonhearing children oversea to Scotland to become literate and educated
Mary & Thomas
isolation, lack of continous contact
little known, Braidwood opened in Virginia
Master, grandfather of the Englishman, came to America taught Johns nephew, William Albert Bolling
Thomas Boling, father
Thomas
John Bolling, 2nd child
age 10 , first to be sent over sea
advanced rapidly, can speak and read
Braidwood Academy
prominent and wealthy Americans with deaf children
in Edinburgh Scotland; emphasized oral method
Thomas Braidwood (1760) known as Academy for the Deaf and Dumb
private, expensive, secretive.
wanted his siblings to join him
surrogate John Hyndman, monitored john progress
good report, homesick family
Samuel A Johnson, late 1773, writer, visited BA
viewed school as philosophical curiosity, taught speak, read, write and practice arithmetick
explained 12 pupils were taught based on levels of proficiency
judged improvement of BA pupils, wonderful.
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1775, writer, seperation for 12 yrs, war unsafe travel
learn to draw
died after contracting bilious fever
impossible to extent his progress on oral instruction recieved
John siblings
contracted bilious fever but survived
neither married or establish professional career
their experience provide evidence of their education success
miracle of accomplishments, oral articulation was good
compose, wrote clear graphic style and attain speech natural
admired by others
first formally educated deaf individual in America
indebt with Braidwood, expenses of children education
next generation of hearing Bollings
produced deaf children, educated in US
William Albert Bolling, first deaf son
catalyst for fathers desire establish American School educate deaf children
commited to oralism, sincere motives. avoid seperation with deaf son
propose give up idea of establish institution and work as private tutor
routine and pedagogical approach similar developed prior
enrollment of 5 student
John M Scott
John Hancock
Marcus Flournoy
George Lee Tuberville
William Albert Bolling
Thomas Bolling Jr & Wilber deaf uncle
1816 Braidwood left school
school collapse relate to Bolling lack of finanical resouces and
Cobbs closed in fall of 1816
no educational future
additional attempt but failed again
approach task different in North
had well connection with those who had deaf children, convice ministers deaf, 84 total
solicit funds from social and political network
had deaf daughter
gallaudet encountered his system, sign contract refused
impress with audien lectures through sign language
french school of Abbe Sicard
invited Gallaudet to Paris
convince Clerc teach in Conn at planned school
convinced state legislature to incorporate school and benefit of $5000
former pupil of Cobbs school, attended American School
stepfather believed that his learning is only in infancy
May 1 1818 enrolled at Hartford American School for the Deaf
Maffit
Tuberville stepfather
contrast between Virginia and Conn schools
stepson acquire traits from enlish man, expensive habits
hope improvements for system of instruction by combine advantage of english with french
Braidwood
North & South
diverged significantly in social political economic matters
Southern
Northern
economy essential agrarian
Bolling family successful slavehold families
pplantation lifestyle dependent, use process to finance debt for Braidwood tuition
new england economy based on merchant trade with England
seaports help ensure economy's success
religious revivals by 19th century
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minister success convert sentiment, chosen by god, usher deaf children to learn communicate with god
minister affect by religion revival
thirst for financial comfort
found family readiy provide funds
surveryed need deaf school by identify deaf children in region and support from state government
seen fit from beginning to prepare teachers
schools
physical and geographical location consideration
Connecticut school
Cobbs
distant isolated rural
surrounded by acres of plantation land with slaves working soil
populated are
easier transportation access
more cosmopolitan
wealthy, majority were yeoman farmers, few slaves
7 pupils