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Chapter 2 Hearing with the Eye - Coggle Diagram
Chapter 2
Hearing with the Eye
Schools
Cobbs School
first organized school for deaf children in US
founded in Virginia in 1815
failed in 1816
private endeavor in 1815
Southern slaveholder - William Bolling
American School for the Deaf
Hartford, Conn in 1817
succeeded & first permanent school for educating deaf children
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
deaf and disadvantaged individuals
what to do with society status
approach problem
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16th century
war interested educate deaf children over how children be taught
approach
manualism
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oralism
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The Southern Endeavor
The Bollings
Mary & Thomas
John siblings
contracted bilious fever but survived
neither married or establish professional career
their experience provide evidence of their education success
Thomas Boling, father
surrogate John Hyndman, monitored john progress
indebt with Braidwood, expenses of children education
Thomas
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
John Bolling, 2nd child
age 10 , first to be sent over sea
advanced rapidly, can speak and read
wanted his siblings to join him
good report, homesick family
1775, writer, seperation for 12 yrs, war unsafe travel
learn to draw
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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
John Braidwood
Master, grandfather of the Englishman, came to America taught Johns nephew, William Albert Bolling
propose give up idea of establish institution and work as private tutor
18th century
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
The Cobbs School
little known, Braidwood opened in Virginia
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
The Demise of the Cobbs School
isolation, lack of continous contact
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
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.
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.
The Northern Endeavor
Gallaudet
convince Clerc teach in Conn at planned school
minister affect by religion revival
Abbe Sicard
impress with audien lectures through sign language
french school of Abbe Sicard
invited Gallaudet to Paris
Braidwood still was at Cobb in 1815
gallaudet encountered his system, sign contract refused
George Tuberville
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
Cogswell
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
convinced state legislature to incorporate school and benefit of $5000
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
Radically Different Fates of Two Schools
Cogswell
surveryed need deaf school by identify deaf children in region and support from state government
Gallaudet
seen fit from beginning to prepare teachers
Braidwood
thirst for financial comfort
found family readiy provide funds
North & South
diverged significantly in social political economic matters
Southern
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
Northern
minister success convert sentiment, chosen by god, usher deaf children to learn communicate with god
religious revivals by 19th century
schools
physical and geographical location consideration
Connecticut school
populated are
easier transportation access
more cosmopolitan
Cobbs
distant isolated rural
surrounded by acres of plantation land with slaves working soil
wealthy, majority were yeoman farmers, few slaves
7 pupils