You may wonder what happened to the archive material from Margate School when it closed.  I cannot give a full answer as I do not know exactly what Margate had in the way of records, but broadly as far as I am aware the school and pupil records went to the Kent County Archives in Maidstone, while I believe that a full set of annual reports, and perhaps some other material, went to the British Deaf History Archive in Warrington.  I suppose that they are both in the process of organising and cataloguing that material.  What we took was only a few boxes of books that we are sorting through to fill any gaps in our collection.  Most of these we already had, and unless you are an expert in the area of the history of education these are mainly rather dull and dry books!

There are a couple of gems however.  This beautifully produced booklet, A Manual Alphabet for the Deaf and Dumb, […] sold at the Asylum for the Deaf and Dumb, Old Kent Road… came to us from the Margate School.  I am a little surprised that we have not got it, though it is possible we have a copy – it is all a question of how it is described in the catalogue, so it could already be lurking in the collection. In the past the librarians used brown card and stapled many smaller loose items, of what we call ‘grey literature,’ into these covers.  Grey literature can cover a multitude of things – but it would usually mean something that was not a book or a journal, or a report.  It could be a reprint of an article, a booklet, a single page, and so on. I suppose they were doing what they thought was right, protecting the items and making them available for general use. We would not do this now – rather, we would put these leaflets or booklets in a box.

As you will know if you have ever found an old magazine that has been in slightly damp conditions, old staples can often rust and break leaving a nasty stain on the paper.  This particular booklet is stitched rather than stapled.  The staple was an ancient device but it was not until the late 19th century that staples for paper were invented, so if you are trying to date something and it is stapled, it probably dates from after 1880.

Cataloguers would not I hope be offended if I were to say they have a particular ‘attention to detail’ – to put it bluntly, they are pernickety.  Therefore, while cataloguers will often differ in detail when they categorize a book, overall I trust them.   That is why we often use the combined catalogue COPAC which covers major British and Irish universities and academic institution collections.  It is a useful tool to see where a rare item is held, and how it has been classified.  This is how Cambridge (top) and Dublin Trinity College (below) have described it:

A manual alphabet for the deaf and dumb.  London ; Paris ; Madrid : Baillière, Tindall, & Cox [1872?]

A manual alphabet for the deaf and dumb.  London, Paris and Madrid : Baillière, Tindall & Cox [ca. 1880]

As you see, they disagree about the date, and though it might be possible to narrow that with some diligent research. Some Baillière archives are at Reading University.  Note the way ‘Q’ is signed.

Rosetta Sherwood Hall was born Rosetta Sherwood in New York state in 1865.  She married a Canadian Doctor, Rev. William James Hall, M. D. and travelled with him to Korea in 1894.  He died not long after, of Typoid fever.  Not dissuaded from missionary work, she returned with her children in 1897.  At first she worked with a blind girl, Pongnai, but later in 1909 began teaching deaf children together with blind children.

The quotation below, from her article in Silent Worker, was reprinted from The Christian Herald.  The tone of the article reflects the zeal of the missionary age – as the title of one book has it, “How you gonna get to Heaven if you can’t talk with Jesus.”  The Deaf (and blind) are neglected in the fight to gain souls, and they need language in order to understand the ‘word of god’.

Far away in heathen lands, one of the trials of the Christian missionary is to realize his limitations in meeting and relieving not only the spiritual mental and moral dearth, but the physical defects and distress that press and depress upon every side.
The condition of the blind and of deaf-mutes of Korea is truly pitiable; the latter are considered imbeciles, while the former are never taught anything useful, but become fortune-tellers or vile sorcerers if their parents are well enough to do to have them thus trained; otherwise they are often neglected […]
There are several thousand deaf-mutes in Korea for whom the mysteries of life are fought with the animal instincts only; they have souls but do not know it; they live in a perpetual silence which the voice of no regular evangelist can ever penetrate. (Hall, Silent Worker, 1910)

She left Korea in 1933, and died in 1951.

The photos here are photographs of photographs, very small in the originals, no doubt used by Selwyn Oxley in a lantern slide show on Deafness.  I scanned at the best resolution I could – as usual, click on the image for a larger size.  We see Mrs Hall as the lady with glasses in the top image, and as the only woman on the other image.  Quite who the men are I do not know – Japanese military?  If you know please comment.

Hall, Rosetta Sherwood, The Deaf and Blind in Korea, Silent Worker, 1910  vol 23 no. 10 p.186 and 202

http://www.retina.co.kr/ver2/index.php?board=retina02_01&menu=2&btype=2&menu_sub=2_1&prc=view&num=292

Robert Ockleston (1846-1938) was born in Tabley Brook, Cheshire, in 1846.  His family could, we are told in his obituary (from which much of what follows is taken),  be traced back to the reign of John.  He had an uncle of the same name who was a successful doctor in Cheadle, giving out little white pills, which he even took himself when he had a nasty fall from his horse.  Robert was one of fourteen children, which seems a large family even for that age.  He lost his hearing after an attack of ‘brain fever’ when he was four years old, circa 1850.  He was admitted to the Manchester School for the Deaf and Dumb at Old Trafford, on August the 1st, 1853, as a paying pupil.  He left aged 16, in 1862 – as we see here below, he was one of the oldest pupils by that time.

He moved to London and became an apprentice heraldic artist in London, eventually setting up at Hatton Gardens with a Mr. Rogers.  Rogers predeceased him, and he carried on the business until he retired at 65, and he continued to work at home drawing up pedigrees and documents until his eyesight failed him aged seventy-eight.

He was Regular at St. Saviour’s church.  He had previously attended the services that were held by the Rev. Samuel Smith at the Regent Street Polytechnic.  At St. Saviour’s he met Sarah Ann Brentnall (1849-1922), a Deaf teacher of the deaf at a Stainer L.C.C. school, at Winchester Street, Pentonville, according to the Ephphtha articles (Ephphatha 1923, and Ephphatha 1938).  They were married by Sam Smith at St. Matthew’s, Oakley Square, on the 29th of July, 1776.  In 1882 they moved to Hornsey, then in 1905 went to Stroud Green.

Sarah was born in Eastwood, Nottinghamshire, on the 25th of March, 1849, and as the 1881 census says she was ‘deaf only’ as opposed to Robert being ‘deaf and dumb,’ we might suppose that she lost her hearing after she had acquired spoken language.  Indeed, this is confirmed by her obituary which tells us that she lost her hearing aged six after scarlet fever (Ephphatha, 1923 p. 701).  The 1871 census does not mention deafness after her name, but the 1881 does.  Her obituary tells us about her education;

She was not sent to school, but was taught at home, and the love of reading was particularly cultivated, reading aloud being especially encouraged so that she might not forget how to speak.
Her parents and sisters communicated with her by means of the finger alphabet, but she did not associate with other deaf people till she was about 17.  She was then living in Liverpool and heard for the first time of the Mission for the Deaf there.  This opened up to her a new world of friends. (ibid)

Sarah moved to London, becoming a teacher, and began attending St. Saviour’s.  It seems she also wrote poems that were published in A Magazine for the Deaf  the Sam Smith St. Saviour’s church publication (ibid).  As with other teachers of the deaf who were themselves deaf, Sarah lost her job in 1881 when the school became ‘Oral’ in its main form of education (Ephphatha 1923, p. 702).  ‘At language, whether spoken or written, she was extremely gifted, partly due, perhaps, to the fact that she was related to the authoress “George Elliott”‘ (ibid).  It would be interesting to know what her actual relationship with George Elliott was.

Sarah remained involved in the various mothers’ meetings as well as being Vice-President of the Ladies section of the National Deaf Club (ibid).

Robert worked closely with the church, becoming a ‘lay reader’ in 1911 after he had retired.  He was a churchwarden at the church of St. John of Beverley in North London until 1937, when he stood down at the advanced age of 91.  He died  in December 1937 and was buried in Highgate Cemetery.

UPDATED 26/6/2017: Thanks, as ever, to Norma McGilp of @DeafHeritageUK for the additional references to Sarah Ann, and for telling me where to find pictures of them.

If you are aware of any of his work surviving somewhere, please comment.

The Passing of Mr. Robert Ockleston, Ephphatha, No.116, p. 1991, Jan-Mar 1938

Sarah Ann Ockleston (née Brentnall), Ephphatha, No. 56, p. 701, Winter, 1923

Picture of Robert in Ephphatha, Christmas 1915, p. 411

1911 Census – Class: RG14; Piece: 7210; Schedule Number: 230

1881 Census – Class: RG11; Piece: 275; Folio: 67; Page: 11; GSU roll: 1341059

Thomas Arnold,  (1816-1897) was a  Teacher of the deaf and Nonconformist minister.  He was a pioneer in Britain of the oral education of deaf pupils.  His family originated in Cheshire but were granted land in West Cavan, Ireland, for supporting King William III.  Arnold’s Great Grandmother became a Moravian Protestant, joining one of their settlements.  His mother was also part of a Moravian community at Gracehill, Ballymena.  You can read details of his family in Arnold’s Reminiscences.  I do not propose to give a detailed account of Arnold’s career here.  There is plenty of amaterial about and by Arnold, and it deserves fuller attention than I can give it here.

He was a studious boy and was taken into the class of the local rector, Rev. George Kirkpatrick, who was prepared to pay for his university education.  Arnold’s father however wanted him to stay working with him as a carpenter and cabinet maker, which he did, until his brother took over that role.  Thomas became master of the Moravian school at Gracehill.  In his memoir he tells how Kirkpatrick was a subscriber to the Claremont Institution, and had sent boys to that school.  A boy who was leaving , James Beatty, who had been manually taught (that is with sign language), was taken on as an apprentice by Thomas’s brother, and Thomas says his interest in deaf education was then roused (Reminiscences, p.22).

I speedily learned the finger alphabet and his mimic gestures.  He resorted to few arbitrary or artificial signs in conversation, and his vocabulary was very limited, so that he often found himself at a loss to express his thoughts.

I wonder whether James Beatty had come to learning sign language when he was older, so was perhaps less adept at it?  It seems to me that this first contact’ with a Deaf person may have shaped Arnold’s attitude to deaf education – it would make an interesting article to examine Arnold’s educational writing and to follow his intellectual journey.

Arnold eventually moved to Manchester joining the Manchester City Mission that worked among the factory workers, but he felt that he was better fitted to other work and he obtained a position as an assistant teacher inder Charles Baker at Doncaster (ibid p.30).  Unfortunately for Arnold, his turning towards nonconformism meant that he was then turned down for several positions as headmaster.  He left Doncaster, trained at a Congregational college in Rotherham, and around that time married a Quaker lady, Miss Simpson, in Chorlton in 1848 (Farrar, 1897, p.299).   They moved to New South Wales for fifteen months, but he returned due to a “spinal affection, developed by a too stimulating climate” (ibid).  Arriving in England via the Holy Land, they settled at Doddridge Chapel, Northamptonshire.  It was there that he began teaching with an oral method, his most famous pupil being Abraham Farrar.

Below is a letter of his, stuck into the front of the Reminiscences with stamp gutters, in the copy owned by Richard Elliott of the Margate School, to whom it is dedicated.  It reads,

The Remeniscences [sic] can be added to the History but I had a number of copies for private circulation printed separately.
27 Park Rd Northampton
Sep 20th 1895

Dear Friend and brother in the service of God, let me add a more personal and less formal word or two in addition to what is intended for the whole c[ure? or cause?].
Looknig [sic] closely through the whole of this affair I see with great pleasure that you have been the chief actor from first to last and it confirms my admiration my affection for you as a devout servant of God in our special work.  Now we can travel on in peace till the end of the day and the rest of heaven are in prospect.  I am already
p.2
at work on some problems which I know will shed fresh light on the physiology of speech.  So I hope to conclude my service with words that will not do till they have reached the last of the deaf.  For this otium cum dignitate I am deeply indebted to you.
May God bless you Mr. Elliott and every member of your family!
Please send the proofs of what I said at the conference, I want to put my meaning clearly.  I should also like to have a proof of my paper, if printed to go through carefully.
Yours affectionately
T. Arnold

In his obituary, Farrar says of Arnold,

That he was a strong advocate of the oral method goes without saying, but he did not go so far as some, for he recognised that the natural signs used by the deaf cannot be wholly dispensed with at the initial stage.  The manual method he did not condemn as such, but held it to be inferior to the oral in educational efficiency.  On the other hand, the combined method had no more uncompromising opponent.  That many of the views embodied in his works should not command universal assent is only to be expected, but it is unquestionable that both by his example and writings and his freedom from sordid motives, Mr. arnold has done much to raise the standard of teaching, and in consequence to elevate the deaf as a class. (Farrar, 1897, p.303)

He died on the 21st of January, 1897.
Brief biography. British Deaf-Mute and Deaf Chronicle, 1895, 4, 107. (photo)

Obituary. American Annals of the Deaf, 1897, 42, 124-25; 42(2), frontispiece. (photo)

Obituary. British Deaf Monthly, 1897, 6, 84-87. (photo)

FARRAR, A.  Obituary. Quarterly Review of Deaf-Mute Education, 1897, 4, 294-304, 342-46.

FARRAR, A. Thomas Arnold: a biographical sketch. Teacher of the Deaf, 1939, 195-200. (portrait)

Biography. Teacher of the Deaf, 1941, 39, 79-80.

DEACON, M. The church on Castle Hill: the history of the Castle Hill United Reformed Church, Northampton. Park Lane Publishing, 1995. pp. 40-44. (photo)

STEWART, I. The centenary of the death of Thomas Arnold. Deaf History Journal, 1997, 1(1), 30-35.

INCE JONES, F., Thomas Arnold, The Teacher of the Deaf 1941 p.79-80

It is not always easy to find women with a connection to Deaf history until the late 19th and early 20th century.  Before that, it seems to me, men predominated in both deaf education and in Deaf society and institutions.  Jessie Eva Beatrice Ruddock was one of the young women who changed that in the early decades of the 20th century.

Born in St. Margaret’s on Thames (Isleworth) on the 19th of June, 1889, Jessie was the daughter of a civil servant, Montague Grevile Ruddock (already retired in 1891 aged only 52), and his wife Amy.  Jessie was educated at a private school, South Croydon College, and then when her family moved into London, she attended a school in Kensington (Fry, 1913, from which most of the following comes).  She then had an attack of influenza aged thirteen,

which left inflammation of both ears, necessitating mastoid operations, and causing a total loss of her hearing.  For three weary years Miss Ruddock lay very ill, cared for by a noble mother and sister. Few can imagine the agony of mind experienced by her and her relatives when, after being unconscious for twelve days, it began to dawn on her that the song of the nightingale across the road in Kew Gardens would know her not.  The trilling of these beautiful songstresses had previously been her delight.* (ibid)

Her education seemed over, but aged seventeen a friend suggested a career in dispensing.  I wonder if her father had retired early through ill-health as  the children all seem to have gone into some form of employment, and after her father’s death in 1909 her mother ran a boarding house in Kew.

Jessie contacted a Dr. Farrar, who offered to coach her, saying her deafness should be no handicap to the work of a dispenser.  Fry tell us that she attended the college, which is now the UCL School of Pharmacy, from 10 a.m. to 5 p.m. then studied at home until 10 p.m.  “It was jolly at the College; between fifteen and twenty ladies were there, and we attended lectures twice a day.  My chief difficulty was in pronouncing Latin and botanical names.” (ibid)  Of 150 candidates, only 23 passed, including Jessie.  She held three appointments, with a private doctor, at the Royal Maternity Charity of London Outpatients’ Department, and All Saints’ Hospital.  Fry continues, “She yearned for other fields to conquer, however, and ultimately began a course of training as a nurse at Her Majesty’s Hospital, Stepney.”  That ended unfortunately when her father became ill and she gave up work.

In 1913, Maxwell S. Fry wrote an article on Miss J. E. Beatrice Ruddock, for The British Deaf Times.  In 1910 she had written to the secretary of the National Deaf Club, having read about it in the newspapers.  She wished to know if ladies were admitted.  This caused the creation of a ladies section to the club.

Fry was obviously so taken with Miss Ruddock that he really laid it on in his article, recording his impressions when they first met in 1910/11:

Miss Ruddock is lithe of figure, quiet, pleasant and refined.  The difficulty with which she then spoke on her fingers – having scarcely mastered our language – added to her power of expression.

[…]

This brilliant and gifted young lady possesses a delicate sensibility, and a quick perception.  She is one who grasps the significance that lies beneath the surface of things apparently insignificant, and realises the splendour often hidden in simple lives.  Very intelligent, she is possessed of keen instinct.  Rich in so many natural gifts, she might have become a scholar.  withal, it is the unconscious in her that counts.

It must have worked as, dear reader, he married her in 1915, and they had two daughters, Mary Eileen (b.1920), and Kathleen (b.1917).

We also learn from the article that she enjoyed cycling, had played the piano, and went with her brother to watch Fulham play football.  Jessie (or Beatrice as she now seems to have preferred) and her husband later lived in Coventry.  Maxwell Stewart Fry, who deserves a blog post of his own, died in 1943.  I am sure there is much more that could be added about her.  She died aged 90, on the 7th of January, 1980.**

[Note that the 1911 census does not describe here as ‘deaf’.  Also, in the 1891 and 1901 censuses she was named as Jessie Ruddock, but after her father’s death she has become Beatrice in the 1911 census.]

*Fry got the the nightingale sex wrong – as with many songbirds, males sing to impress females as well as establishing territory, e.g. Multiple song features are related to paternal effort in common nightingales

** Thanks, yet again, to Norma McGilp!

Obituary. Late Mr Maxwell Fry, Coventry.  The British Deaf Times, vol 41, 1944, p.9

Fry, M.S., Prominent in the Deaf World.  Miss J.E. Beatrice Ruddock. The British Deaf Times, 1913 p.160-1

1891 Census – Class: RG12; Piece: 1026; Folio: 131; Page: 41; GSU roll: 6096136

1901 Census – Class: RG13; Piece: 50; Folio: 17; Page: 25

1911 Census – Class: RG14; Piece: 3594; Schedule Number: 109

A year or so ago we came across, in our French language collection, this extremely rare manual alphabet – Alphabet, Manuel-Figure des Sourds-Muets de Naissance.  It was printed in Paris, in an VIII, revolutionary year 8, which dates from the 23rd of September, 1799, to the 22nd of September, 1800.  That was the period when Bonaparte returned from Egypt and used his popularity to instigate the coup of  18 Brumaire, becoming ‘consul’ and virtual dictator.  It was possibly printed by the pupils (boys) of the Institution Nationale des Sourds-Muets à Paris, then under the principal, the Abbé Sicard.  Sicard had an extraordinary life, narrowly avoiding execution during the French Revolution in 1792, when he was arrested by the Revolutionary Commune for failing to take the oath of civil allegiance.  You can read about that in Harlan Lane’s book, When the Mind Hears (1984, see chapter 2 in particular), and in the more recent Abbé Sicard’s deaf education : empowering the mute, 1785-1820 (2015) by Emmet Kennedy.  The coup of 18 Fructidor sent Sicard into hiding, and he only emerged when Bonaparte came to power.  We have a copy of Sicard’s first book published in an VIII (year 8), Cours d’instruction d’un sourd-muet de naissance, pour servir a l’éducation des sourds-muets, but it appears that the sign alphabet that is supposed to be in it, is missing from the first edition we have.  Here it is from the back of the 1803 second edition.  Click for a larger size.

Was Alphabet, Manuel-Figure printed for the use of the pupils, or to sell in order to raise money?  Was it printed by the pupils, as an exercise, or a way of learning a trade?  I think we may well attribute Sicard as the man behind the publication, but perhaps it was just publicity material for the school with another teacher responsible.  It is beyond my expertise to say anything more about the Alphabet, so I present the printed pages.  It is not printed on every page, and I suspect it was printed on one sheet, then folded and cut, but if you have a more informed view about how it may have been laid out, please contribute below.

I think that this item is, as I said above, extremely rare, but it may well be unique.  The small plaque under each picture is probably aesthetic, but seems to me to make the pictures seem more ‘monumental’ and, if I dare use the term, (it may be legitimate here!), ‘iconic.’  Now compare the hand shapes in the 1803 alphabet above, with those in our 1799 one below.  See the interesting differences.  Is one drawn by a ‘reader’ of the signs, and one by the ‘speaker’, or is one drawn by the artist from his (or her) own hand shapes?  Is the 1799 Cours d’instruction alphabet different?  If both were by Sicard, would they not be identical, or could that just be a matter of the artist executing the engravings?

It measures approximately 14cm by 23cm.  We are in the process of getting many of these books, previously on card index only, onto the UCL catalogue, to make them more ‘visible’ to researchers.

The pages between those below, are blank.

Cours d’instruction d’un sourd-muet de naissance, pour servir a l’éducation des sourds-muets – on Google Books, unfortunately lacks the sign alphabet at the back.

The Rev. John KINGHAN,  (1823-1895) was Principal of the Belfast Institution for the Deaf and Dumb.  Born in Ballymacarn, son of William Kinghan, John was educated at Dr. Blain’s Academy in Arthur Street, Belfast (see Obituary for what follows).  He went on to Belfast College, which was Presbyterian, obtaining his licence in 1852.  As early as 1845 we are told that he was giving instruction to Deaf and Dumb pupils in the Institution in Lisburn Road.  He may have met Charles Rhind at that time as he was Principal there for a while.  This was, of course, the period of the great famine in Ireland.  In May 1853 Kinghan took over from Rhind’s successor and predecessor, the Rev. John Martin, who then emigrated to America, being unanimously chosen from a list of nine candidates.  He remained at the school for the rest of his life, though after two bouts of illness he had to withdraw from much of the management work at the school in 1879 and 1884. He does not appear to have done anything particularly extraordinary or remarkable.

No one familiar with this Institution can overlook the lengthened and valuable services of the Rev. John Kinghan.  This gentleman has for so many years been identified with its working that he has come to be regarded as the Society itself.  His devotion to the cause of the deaf and dumb and the blind is widely known, and he has the satisfaction of seeing now a marvellous development of a work in the Institution, of which he was the leading figure.  His efforts have been ably seconded by Mr. James Bryden, the Head Master, a zealous and accomplished teacher, and Mr. John Beattie, the first assistant who graduated in the concern and is acquainted with all the details. (from Quarterly Review of Deaf-Mute Education, 1891, quoting The Belfast News Letter, of 4th February, 1891).

On 17th of May 1857, Kinghan started a mission to the deaf, obtaining the use of a room in Sandy Row where he could hold services for the deaf of Belfast.  This later moved to the Great Victoria Street schoolhouse, and in 1878  a special building, “the Bethel,” was erected in Sandy Row.

Below is the back cover of the 1914 report, with a picture of the Jubilee Home for women which the mission ran.  I expect there is information on this in the British Deaf Times where the picture comes from.  I am not sure what year the home began or when it closed.  Do tell us if you know more about it in the comments field below.

Obituary. British Deaf-Mute, 1895, 5, 25. (photo)

Quarterly Review of Deaf-Mute Education, 1891, 2, 262-69, 289-95.

Annual Reports 1909,1913, 1914, 1917, 1919, 1924, 1929, 1930, 1932, 1934, 1935, 1943, 1948

http://jordanstownschool.org/wp/wp-content/uploads/2015/03/HisGov.pdf

His Family: 

http://www.thepeerage.com/p38223.htm#i382221

One of his female ancestors, Catherine Sheridan, had an argument with one of the last wolves in Donegal –  http://www.thesilverbowl.com/familytree/Dill_descendants.htm

His Church:

https://www.presbyterianireland.org/Mission/Mission-Projects/Kinghan-Church.aspx

Jean-Jacques Valade-Gabel (1801-79) was a leading proponent of oral education for the deaf who was active in the middle of the nineteenth century.  I first came across him through the book of moral tales he wrote, translated into English by Charles Baker of the Yorkshire Institution.  His son Andre followed him into teaching the deaf.  He taught at the Paris Institution before moving to Bordeaux (American Annals of the Deaf, 1860).  Harlan Lane says that he was “fired from Bordeaux for mysterious reasons” (Lane, p.436, note 110).  What did he do that was so disgraceful?  Since I initially wrote this post I have come across some biographical information on father and son Valade-Gabel.*  “Jusqu’en 1850, le nouveau directeur s’appliqua par des leçons constantes à former un personnel capable, dévoué, lorsque brusquement, le 25 juillet 1850, Valade-Gabel fut relevé des ses fonctions et replacé professeur à Paris.” – “Up until 1850, the new director applied himself by constant lectures to forming a capable staff, when suddenly, on July 25th, 1850, Valade-Gabel was relieved of his functions and returned to the position of professor in Paris.” (see Bélanger, 1900).  It did not affect his later career it seems.

Jean-Jacques was born at Sarlat in the Dordogne on the 23rd of September, 1801.  He entered the Institution Nationale de Paris on the 8th of September, 1825, as an aspiring professor, which position he attained in 1829.  At that time Bébian was deputy Principal.  He was a disciple of Pestalozzi (who has been mentioned before on a post).

He taught in Paris from 1826 to 1838, was director of the National Institution at Bordeaux from 1838 till 1850, and later became Government inspector of the schools for the deaf in the 1860s, which must have put him in a powerful position to get his educational views instituted across France (The Association Review, 1902, p.274).  Our copy of Méthode à la portée des instituteurs primaires pour enseigner aux sourds-muets la langue française : sans l’intermédiaire du langage des signes (1857) is signed by Valade-Gabel.  This was the book that set out his views in full, and in 1875 his method was officially recognised by the Ministry of the Interior (The Association Review, 1904, p.274).

We have two copies of the translated Picture Lessons for Boys and Girls, one with the author’s introduction, where he indicates a disdain for signing.  It seems he gave emphasis to reading and writing.  He says,

The reproach addressed by Jacotot to those who too much distrust the penetration of children, falls directly on such teachers as are in the habit of constantly interposing signs between the deaf and dumb and written language.  They become unconsciously genuine stupefying explainers.  The more graceful and appropriate are the signs, so much more do they turn the pupils from the attention which must be given to writing, in order to obtain in it a sort of power interpretive of thought.  We know in a certain establishment a certain very distinguished master, who, nevertheless, has not succeeded in making a good scholar, for the sole reason that he does not know how properly to teach the deaf-mute to cope with the difficulties of reading. (p.vi)

In The Association Review, they say,

This untiring reformer introduced at the Bordeaux Institution the intuitive method in instruction in language in its written form. He attracted the attention of specialists to his method by annual courses and lectures from 1839 till 1850, and in 1857 published his famous work, “Method for the use of primary teachers for teaching the deaf the French language without the intermediary of the sign language.” This important work was favorably received by the leaders of the French education of the deaf; and in 1875 Valade-Gabel’s method was officially recognized by the Ministry of the Interior. This method which substituted the eye for the ear, employed writing, and abandoned signs as a means for learning language, was adopted either entirely or in conjunction with older methods by the majority of the French schools many years before the Milan Congress. (p.274)

They continue to explain something of his method (p.275): “Valade-Gabel’s method is based on two leading principles: the first, that language shall be taught without either methodical or natural gestures, and the second, that instead of beginning with words, developing and explaining them, each one by itself, the beginning should be made with sentences.”

Above are two pages from the Picture Lessons.  Note that this last picture below, shows a child – a ‘chatterer,’ – signing to his fellow.  “They are chatters when they make any unmeaning or unnecessary signs.” 

I think that the poet, Leon Valade, may have been his son, or a relative.  Please add a note in the comments if you can provide any additional information about Valade-Gabel.

Arnaud, Sabine, Fashioning a Role for Medicine: Alexandre-Louis-Paul Blanchet and the Care of the Deaf in Mid-nineteenth-century France.  Soc Hist Med (2015) 28 (2): 288-307

*Bélanger, Ad., Nos Gravures – J.J. Valade-Gabel, André Valade-Gabel, Revue Générale de L’Enseignement de Sourds-Muets, Vol.2, (5), Novembre 1900 & two plates facing p. 122 & p. 128

Fourth Report of the Institution for the Deaf at Venersborg, Sweden… The Association Review, 1902, Vol.4 p.272–8

Lane, Harlan, When the Mind Hears, a History of the Deaf.  

Picture Lessons for Boys and Girls [review] American Annals of the Deaf, 1860 Vol 12, p.191-2

Quartararo, Anne T.,  The Perils of Assimilation in Modern France: The Deaf Community, Social Status, and Educational Opportunity, 1815-1870.  Journal of Social History, Vol. 29, No. 1 (Autumn, 1995), pp. 5-23

Valade-Gabel, J-J., Picture Lessons for Boys and Girls, Translated and adapted by Charles Baker. 1860, London, Wertheim and Macintosh

Valade-Gabel, J-J,, The Institutions for the Deaf and Dumb in France

A picture of Valade-Gabel is on this interesting Danish website

Giulio Ferreri (1860 or 1862-1942)* was an oralist teacher of the deaf who was Rector of the Royal National Institution, Milan, for many years.  He travelled fairly widely it seems, visiting America, where he studied the educational methods, writing a monograph in 1903 that was translated for the Volta Bureau in 1908 as The American Institutions for the Education of the Deaf.  According to the scribbled note in the front of that book, he met Selwyn Oxley on two occasions, in Milan in 1924**, and at the Teacher Conference in London in 1925.

Not long after the appearance of Ferreri’s American publication, the French psychologist Alfred Binet and his colleague Théodore Simon, who together created the first IQ test, wrote an article in l’Année psychologique reprinted and translated later in The American Annals of the Deaf, ‘An Investigation Concerning the Value of the Oral Method.’  They found that congenitally deaf people who were considered to be oral successes, were unable to communicate effectively orally:

when one is a bit of a psychologist, one feels curious to know how an art so delicate as that of speech can be taught to unfortunate beings who are totally deaf.  Is it possible that speech, with its delicate shades of intonation which we acquire through the ear, can be learned by individuals who have never heard?  Is it possible?  Perhaps it will be thought that no one has the right to declare anything impossible; but this is one of those things which require a very strong proof to be accepted. (p.35)
[…]
we refrain from concluding that the oral method is a total failure. We do not like such positive assertions; the truth has more delicate shades of distinction. If the oral method really presented no sort of advantage whatever, it would not have held its ground in our schools for thirty years. But we believe that its practical value has been overestimated. It seems to us to be a sort of pedagogy de luxe, which produces moral effects rather than useful and tangible results. It does not enable deaf-mutes to get situations; it does not permit them to enter into relations with strangers; it does not allow them even a consecutive conversation with their relatives; and deaf-mutes who have not learned to speak earn their living just as easily as those who have acquired this semblance of speech. That is the observation which we made again and again, and with a persistency which seemed to us very eloquent. (p.44)

Ferreri was not impressed, responding with what Moores (1997) points out as a very personal attack:

Alfred Binet and his fellow helper, Dr. Simon, have made an investigation as to the value of the oral method, and have published a report of it in their well-known review, l’Année psychologique.  In the minds of the authors the results of their investigations must have appeared very important, but to educators of the deaf, as well as to every conscientious scientist, it is a very poor affair.  But in that case, it may be asked, is it worthwhile to take this study into serious consideration?  It is; because one must apply to the crime of Alfred Binet and Co. the theory of Licurgus, who taught that one should judge a misdeed not in itself but in its consequences. And. in view of the wide circulation and the merits of l’Année psychologique, the mistakes made by the Paris psychologists in judging of the oral method may be disastrous in their consequences upon the opinions of learned men. (p.46)
[…]
In regard to the capacity of criticism, which Mr. Binet denies to the educators of the deaf, we can only reply: Inform yourself of what has been written and discussed concerning the methods of teaching and the means of their application during the past thirty years, and you will make a discovery, viz., that the teachers of the deaf understand very well the deficiencies of their work, and that their knowledge and their desires have always found an obstacle in that economic question which, if it is explicable in politicians and public authorities, is shameful in scientists and takes away all value from their investigations. And this is exactly what has happened to the investigations of Binet and Co. (p.48)

From disparate sources, including The American Annals of the Deaf, I have pieced together something of Ferreri’s life.  He became an ‘instructor’ to the deaf in 1879.  Depending on when he was born then – and one Italian page says 1862 rather than 1860 – he would have been between 16 and 19.  In 1886 he was appointed Vice Director of the Royal Pendola Institute in Siena, and in 1892 he became editor of L’Educazione dei Sordomuti.  The American Annals of the Deaf calls him “one of the most voluminous as well as one of the ablest writers on the education of the deaf in Italy” (1901).  They add a note, in the brief notice of of the Catalogo Cronologico degli Scritti del Prof. Giulio Ferreri sull’ Educazione dei Sordomuti, (Siena, 1901), that as his future address is “Corso Castelfidardo 9, Turin, we infer that he is no longer connected with the Siena Institution, but we hope he is not permanently removed from the profession.”  It seems then that visited England and America in 1901/2, presumably on leave from Siena, for in January 1902 he was at 1760 Q Street, Washington, when his article ‘Another word about the battle of methods’ appeared in The American Annals of the Deaf, (Vol. 47, p.30-44) before moving on to spend time in Palermo and Rome.  In 1908 he was appointed to head the newly united teaching college and school in Milan.

Despite his ardent oralism, it seems there were dissenting voices in Italy.  The 1904 World’s Congress of the Deaf in St. Louis, Missouri, had two short letters from Italian teachers read out, by G. Gioda of the Turin Society of Deaf Mutes and  Francesco Guerra of Naples.  The former said “For the exclusive use of the oral method, preferred by some teachers, the deaf have no use, but by the manual method an individual may receive a complete education” (Proceedings of the World’s Congress of the Deaf, 1904, p.131), while the latter said,

If you, dear comrades, have at heart the sorrowful lot in which thousands and thousands of unhappy deaf people live, especially the deaf of this fair Italy, whose lot is most hard, sad and miserable, vote an order of the day in favor of the combined system and in condemnation of the oralist imposters and charlatans who have wronged and exploited us long enough.  […] I pray that the International Congress of the Deaf at St. Louis may signalize , if not our complete victory, at least an important step in our progress, the prelude and beginning of our approaching emancipation.  In the glorious and beneficent name of De l’Epee I greet you fraternally, crying: Down with the imposters; down with the oralist charlatans; down with the exploiters!  Long live De l’Epee; long live the honored Gallaudet, long live the Combined system! (ibid. p.130)

Unfortunately for them, it seems that the state stuck with Ferreri and his pure oralism. In 1907 he was at the International Congress on the Education of the Deaf in Edinburgh, where he presented this paper The Present State of the Education of the Deaf in Italy (Proceedings of the International Congress on the Education of the Deaf in Edinburgh, 1907, p.41-6).   In 1925 he attended the Sixth International Conference on the Education of the Deaf, held in Margate, presenting a paper on ‘National Control of the Education of the Deaf and Dumb’ (International Conference on the Education of the Deaf, 1925, p.65-69).  Later in the conference, he said

I am the oldest teacher, and I do not think that I should have come here.  In my opinion the old teachers must be tired.  They have nothing more to say, nothing more to teach, and it is necessary to have a young teacher.  In the hands of the young teacher lies the future. (ibid, p.210)

I think that Ferreri seems to be forgotten as an international figure, unless someone can add some additional sources of information.  The quotation from Guerra above is very interesting, and his choice of words, ‘deaf emancipation,’ seems to foreshadow the deaf liberation movement of the 1960s to 1980s.  Someone might like to research this area further.

The above signed photograph is inserted into the front of Oxley’s copy of the book.

He was made an honorary doctor by Gallaudet College at the same time as Selwyn Oxley.

The American Annals of the Deaf, 1901, Vol. 46, p.544

Translated by the author from l’Educazione dei Sordormuti for October 1909. Ferreri, G. 1910. Mistaken investigations concerning the value of the oral method. American Annals of the Deaf, 55(1), 34-38 [Reprinted in American Annals of the Deaf, Volume 142, Number 3, July 1997, pp. 46-48]

Alfred Binet, Théodore Simon American Annals of the Deaf, Volume 142, Number 3, July 1997, pp. 35-45

Moores, Donald F., American Annals of the Deaf, Volume 142, Number 3, July 1997, pp. xvi-xx

*https://books.google.co.uk/books?id=5dgzAQAAIAAJ&q=%22giulio+ferreri%22&dq=%22giulio+ferreri%22&hl=en&sa=X&redir_esc=y

**The writing might suggest 1914 but this seems wrong

I have not at present any information on Ferreri’s personal life – if I have we will update this.  He is I think the same as this Professor Giulio Ferreri who married an American lady, Ellen Charlotte Alexander, in London in 1901, but I understand that Ferreri is a common name in Italy, being the name for a ‘farrier’ – smith, so it is possible that is another Ferreri also from Milan.  My Italian colleague has searched for him in vain on the web.

EDITED with additional information on 27th & 28th Feb 2017

Dr. David Buxton (1821-1897) was a teacher of the deaf at Liverpool.  He was co-founder of The Quarterly Review of Deaf Mute Education, an important publication that pre-dated the foundation of the National Association for Teachers of the Deaf and its journal, the Teacher of the Deaf, and spent the last years of his life working as secretary then Superintendent to the Manchester Adult Deaf and Dumb Institute.  He was also a Fellow of the Royal Society of Literature.

Buxton was born in Manchester, son of Jesse, a cotton spinner, and his wife Ann.  On the Manchester baptismal register he was one of 64 children baptised on Sunday the 17th of June, 1821 (see records on ancestry.com).   His obituary in The British Deaf Monthly, from which much of the following comes, says, “Of his early life we know little until his twentieth year, when he became an inmate of the Old Kent Road asylum, remaining there ten years, at first as junior, and ending as head assistant teacher.”  According to his evidence to The Royal Commission on the Blind, the Deaf and Dumb, he started his teaching career at Old Kent Road in January 1841, and went to Liverpool in October 1851 (page 309. paragraph 9183 in the Minutes of Evidence).  From there he moved to Liverpool as headmaster, where he remained for 26 years.  Branson and Miller (p.194) tell us that Buxton joined the Old Kent Road Asylum “on the recommendation of the Reverend Alexander Watson of St. Andrews Ancoats, a relative of Dr. Watson whom he had met through a mutual interest in literature.”  Unfortunately they give us no source for that statement.  Alexander Watson was in fact a son of Dr. Joseph Watson by his second wife, Susannah Littlewood (thanks to @DeafHeritageUK for pointing that out).

In 1878 David Buxton became Secretary of the Ealing Teacher Training College, and was consequently on good terms with the oralist, Sir Benjamin Ackers.  Ackers was one of the members of the Royal Commission.  In his evidence to the Royal Commission of 1886, Buxton said (p.309), “I think I am as devoted to and I hope I have been as successful in promoting the oral system as any one living.”  In paragraph 9179, he explains “My own special duty at the Old Kent Road was to teach the first class; I taught all to speak as it was called then, teaching them articulation.”  Further on in his extensive testimony, which continues for over twelve pages of dense text, he was asked, presumably by the chairman of the committee for that session, Lord Egerton of Tatton,

We have three systems of teaching the deaf and dumb: the sign system, the combined system, and the oral system.  Do you think that any one of those is so superior to the others that the State ought to insist that only should be taught; or do you think that there must be two or more systems recognised side by side by the State?”

He responded,

“I am so thoroughly in earnest in my advocacy of the superiority of the oral system, that I should be very glad to see every other extinguished; but I know that must be a matter of time.  The oral system is incomparably the best; it is not open to question at all, because it assimilates the deaf to the class with whom they live.  If I want to communicate by signs to a deaf child I have to descend to his level: but by the oral system I endeavour to raise him to my level.  For a time perhaps the combined system may struggle on: I think that is very probable; but that the sign system in itself will last I have not the slightest expectation.  I think it will die out. (paragraph 9221)

Some might say it is “an unconscionable time dying.”

On a curious note, in paragraph 9255 (p.314), he is asked about encouraging games such as cricket and football in school, and tells the commission, “One of my pupils at Liverpool came from Chester; he came to Liverpool to school to save himself from being drowned in the Chester Canal, I expect, for they could not keep the fellow out of the canal; he was in all day long on a summer’s day.”

The whole report is very long, but reading snatches of it brings the period to life, being reported speech, and I imagine, accurately recorded as an official report.  This exchange is very illuminating:

9262. […] when I first became a teacher the very large proportion of those who taught in the institutions were deaf teachers.

9263.  That is objectionable, is it not?  – Most objectionable.  When I went into the Old Kent Road Asylum, I think the staff was 12; I was the third who who could hear and all the other nine were deaf.   They were very good specimens of what the combined system could do; most of them could speak; they all made signs to their pupils and to one another, but nearly all spoke to us, the hearing staff.  Now I think deaf teachers are almost obsolete […]*

Buxton’s degree of 1870 was a rare honour,  conferred on him, Harvey Peet, William Turner, and Charles Baker, by Edward M. Gallaudet (American Annals of the Deaf, 1870, p.256).  It illustrates how influential his various articles were in the years before the Milan Congress.

In the Rev. Fred Gilby’s memoirs (p.149) he recalls Buxton :

I remember that Dr. Buxton was living, an extra-pure oralist though he was in theory, he ended up his days by acting as missionary to the deaf, and was acting as such in 1895 when I got there.  A foremost champion of pure oralism, he was polite enough to come and lunch with me and to honour me with his company.  He was a master of pure English but “how are the mighty fallen”, and he was now “preaching to the deaf on his fingers!”  Sunday after Sunday in his old age he came to be using the method he had for a number of years been cursing up hill and down dale.

Buxton died of influenza on the 23rd of April, 1897, and was buried at Smithdown Road Cemetery, Liverpool. Ephphatha‘s editorial for June, 1897, says,

Many regarded him as the Nestor of our cause.  He undoubtedly possessed a vast store of knowledge and a ready pen and tongue.  But he did not prosper in a worldly sense.  His life was beset with difficulties, with thorns and trials, yet he worked bravely on, good natured, patient, and scholarly unto the last.  Let him be remembered for the good he did, and for the strenuous service of his seventy years.

American Annals of the Deaf, 1897, Volume 42 (4), p,269-70

Branson, J. & Miller, D., Damned for their Difference: the Cultural Construction of Deaf People as Disabled. Gallaudet, 2002

Obituary. British Deaf Monthly, 1897, 6, 151.

Portrait. British Deaf-Mute and Deaf Chronicle, 1894, 3, 36.

Buxton, D., On the Education of the Deaf and Dumb in Lancashire and Cheshire, Volume: 6 (1853-1854) Pages: 91-102

Buxton, D., On some results of the census of the deaf and dumb in 1861, Volume: 17 (1864-1865) Pages: 231-248

1891 census – Class: RG12; Piece: 3183; Folio: 67; Page: 19; GSU roll: 6098293

1861 census – Class: RG 9; Piece: 2683; Folio: 84; Page: 1; GSU roll: 543012

Alexander Watson (1815/16–1865): doi:10.1093/ref:odnb/28827

*[For the continuation of this exchange, I feel a future blog entry will be necessary]