Standardization - Efficiency - Heredity
Schools for the Deaf
Richard Otto Johnson, A. M.
Formerly Superintendent of the Indiana State School for the Deaf
Indianapolis
One time President Conference of Superintendents and Principals American Schools for the Deaf: Chairman Executive Committee of Conference: Member Executive Committee Convention of American Instructors of the Deaf: Member Board of Directors of American Association to Promote the Teaching of Speech to the Deaf: and Chairman and Member of various sections and Committees of these organizations. Recipient of Medal from Louisiana Purchase Exposition for Writings and Research Work. Member of National Society for the Study of Education: and an Active Member N. E. A., Etc., Etc.
Wm. B. Burford, Printer, Indianapolis.
Copyrighted 1920
By Richard Otto Johnson
Indianapolis
Auditory and Visual Word Centers
Kinaesthetic
Centers
Left Cerebral Hemisphere
(Form A) *
Diagram showing the approximate sites of the two word centers, and their corresponding motor centers, of the left cerebral hemisphere. The auditory word center (AWC) and the visual word center (VWC) are parts of, or connected with, the general auditory and visual centers respectively, which are not depicted. These two word centers, and the glosso-kinæsthetic (Gl.KC) and chiro-kinæsthetic (Chi.KC) centers of the left hemisphere, are also correspondingly situated in the right hemisphere but not functioning naturally except with left-handed people, the left hemisphere functioning naturally with right-handed people. (Vide Chap. XXVIII.)
* "Aphasia and Other Speech Defects"— H. C. Bastian.— D. Appleton & Co., New York, 1898.
page: (4)[View Page (4)]SUBMISSION OF REPORT.
This report was submitted by the undersigned on behalf of a Special Committee appointed by the Conference of Superintendents and Principals of American Schools for the Deaf to consider the questions of standardization and efficiency of such schools.
RICHARD OTTO JOHNSON, A. M.,
Chairman of the Committee.
ACTION TAKEN ON SUBMISSION.
Submitted to the Eleventh Triennial Conference meeting in Columbus, Ohio, December 1-5, 1919. The following action was taken thereon by resolution unanimously adopted by the Conference:
CONTENTS.
- Submission of the Report 4
- The Education of the Deaf— Conference Resolution 8
- Appointment of Committee— Conference Resolution 9
- A Personal Statement 10
- Foreword 11
- The Committee and Its Duties 18
- Innovations Necessary 23
- Terminology 29
- The Deaf, and Psychic Development 36
- Mental Capacity and Heredity 51
- Necessary and Desirable Information Needed 61
- Admission Questions 69
- Function of Tests and Measurements 75
- The Binet-Simon, and Other Tests and Scales 81
- The Age-Grade Scale 91
- Analysis of Pupilage 98
- Attendance, Absence, Etc 108
- Elimination of Pupils 114
- Deafness and Defective Vision 118
- Percentage Factors for Miscellaneous Measurements 122
- Instincts and Temperaments 127
- The Curriculum 133
- Notes on Curriculum and School Work 143
- Industrial Training 150
- Physical Measurements 157
- Qualifications of Teachers 172
- Teacher Measurement 180
- Measurement of Schools for the Deaf 187
- The Pintner Tests 189
- Schools for the Deaf 198
- Classification of Deafness and Heredity 202
- Hearing and Speech 210
- Deafness and Adenoid Growth 220
- The Hearing-Mute and Feeblemindedness 225
- Mutism in Otherwise Normal Children 238
- Two Briefs: Meningitis— Development of Speech 241
- Descriptive Anatomy— Head, Nose, Throat and Ear 246
- Statistical Information as to Deafness 250
- Various Resolutions Concerning the Deaf 256
RESOLUTIONS, SCALES, FORMS AND TABLES.
Resolutions—
- The Education of the Deaf 8
- Appointment of Special Committee 9
- Convention of American Instructors of the Deaf 257
- National Association of the Deaf 257
- Indiana Association of the Deaf 257
- Conference of Superintendents and Principals 258
Scales—
- Testing Intelligence before Entering School 87
- Testing Intelligence before Entering School 88
- Testing Intelligence before Entering School 88
- Binet-Simon Tests 90
- An Age-Grade Scale 94
- For Grade Classification 124
- For Degrees of Deafness 125
- For Age Deafness Occurred 125
- For Defective Vision 125
- Graduations, Discharges, Drop-outs 125
- Physical Measurements 161
- Measurement of "Success" of Teachers 176
- Measurement of Teachers 180
- Measurement of Teachers 184
- School Measurement 187
Forms—
- Diagram of Left Hemisphere and Word Centers 3
- Admission Questions for New Pupils 70
- Application of Percentage Factors Illustrated 126
- Time Schedules for School Duties 142
- Record-Card— Mental Development 167
- Record Card— Physical Development 168
- Figure— Descriptive of Ear 168
- Card— The Mechanism of the Ear 168
- Card— Defective Sight and Decayed Teeth 169
- Schedule of Athletic Exercises 170
- Graph Card— Teacher Measurement 183
- Diagram— Preyer's Theory of Hearing and Speech 211
- Diagram— Word Centers and Connections 215
- Figure— Normal and Adenoid Faces 223
- Figure— Sagittal Section of Head and Neck 246
- Figure— Front View, Organ of Hearing 248
Tables—
- Degree of Deafness 63
- Rate of Progress 96
- Repeaters of Grades 96
- Retardation— And Degrees of Deafness 96
- New Pupils Admitted 101
- Causes of Deafness, Etc.— New Pupils 102
- Intelligence— Progress— Retardation 105
- Miscellaneous Averages 105
- Mental Percentages 106
- Deafness and Percentages 106
- Causes of Deafness— 2769 Cases 108
- Ages at Which Deafness Occurred— 2769 Cases 109
- Discharges— 700 Cases 110
- Summary of Discharges— 700 Cases 111
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- Non-attendance— 543 Cases 111
- Graduates 111
- Movement of Population— Indiana, 1905-1914 112
- Movement of Population— Indiana, 1844-1914 113
- School Enrollment by Grades— United States and Indiana 114
- Examination as to Deafness 119
- Examination as to Deafness and Defective Vision 119
- Examination as to Deafness and Defective Vision 120
- Grade Classification— Percentage Factors 124
- Degrees of Deafness— Percentage Factors 125
- Ages Deafness Occurred— Percentage Factors 125
- Defective Vision— Percentage Factors 125
- Graduations— Discharges— Drop-outs— Percentage Factors 125
- Time Schedule for Discharges 149
- Table of Physical Norms— Adapted 161
- School Measurement Values 187
- Pintner's Years of Retardation 196
- Intermarriage of the Deaf and Their Offspring 205
- Total Number of Deaf in United States 252
- Present Age of Deaf in United States 252
- Ability of Deaf to Speak 252
- Classified Periods of Deafness— Under 20 254
- Classified Periods of Deafness— Over 20 254
- Percentage of Deaf to 1,000 254
- Causes of Deafness— 93,894 Cases 255
- Effect of Causes upon Ear— 93,894 Cases 255
THE EDUCATION OF THE DEAF.
THE CONFERENCE OF SUPERINTENDENTS AND PRINCIPALS OF AMERICAN SCHOOLS FOR THE DEAF, MEETING IN CONJUNCTION WITH THE CONVENTION OF AMERICAN INSTRUCTORS OF THE DEAF IN STAUNTON, VIRGINIA, THIS FIRST DAY OF JULY, 1914, DECLARES THE FOLLOWING AS A BASIC PRINCIPLE IN THE EDUCATION OF THE DEAF, TO WIT:
"The education of the deaf child— which is claimed as a matter of right, not of charity— while a part of the general educational movement, is a distinct and highly specialized branch of the work and, as such, requires the services of expert educators of the deaf— those who know not only the commonly applied principles of general pedagogy and psychology, but who also, through special training, active experience, and thorough research work, know the possibilities, the peculiarities, and the limitations of the deaf child— who clearly know what is possible and practicable as opposed to the impossible and theoretical. This is a knowledge not possessed even by those who proclaim themselves masters, theoretically or otherwise, of the work with the hearing child who, as a matter of fact, receives his education largely at the hands, not of his school teachers, but of the thousands with whom he comes in contact outside the schoolroom, and through the thorough acquisition of his mother-tongue with its vocabulary and expression which come to him naturally and easily from the very day of his birth— and all of which is denied the deaf child. With this special knowledge of deaf child nature as referred to above, acquired through years of study of, and experience with, the deaf, one may readily perceive that the problems presented are not ordinary ones, that they are indeed complex, and further, that the ordinary curricula, text-books, grade divisions and modes of procedure adapted to the hearing child must be very decidedly modified with the deaf child. To those who are not engaged in the work of educating the deaf this knowledge does not come and they are ill-prepared to criticise methods, progress, and results which necessarily must be seen and judged from a viewpoint entirely different from their own."
page: (9)[View Page (9)]APPOINTMENT OF COMMITTEE OF FIVE.
THE FOLLOWING RESOLUTION WAS PASSED BY THE CONFERENCE OF SUPERINTENDENTS AND PRINCIPALS OF AMERICAN SCHOOLS FOR THE DEAF MEETING IN CONJUNCTION WITH THE CONVENTION OF AMERICAN INSTRUCTORS OF THE DEAF IN STAUNTON, VIRGINIA, JULY 1, 1914:
BE IT RESOLVED:
First— That a Committee of Three be appointed by the President of this Conference, to study the question of Efficiency of our Schools for the Deaf, said question to embrace all subjects pertinent thereto.
Second— That a general scheme for the measurement of such efficiency be arranged wherein Mentality Tests, and Age-and Class-Year Norms shall be established as features.
Following this action, Mr. Jones, the President of the Conference, was added to the Committee to be appointed, and later, the Committee added to its membership Mr. Kilpatrick, * thus making it a Committee of Five, which stands as follows:
RICHARD O. JOHNSON, A. M., Indiana, Chairman.
AUGUSTUS ROGERS, A. M., Kentucky.
A. L. E. CROUTER, LL. D., Pennsylvania.
JOHN W. JONES, A. M., Ohio.
WALTER M. KILPATRICK, B. Ph., Connecticut.
* Taking part in only one meeting of the committee, that at Philadelphia.
page: (10)[View Page (10)]A PERSONAL STATEMENT.
To Members of the Profession:
In presenting this report permit me to speak a word or two of personal nature concerning my connection with the work of educating the deaf, all of which has been with the Indiana School, covering a period of thirty-six years. On July first, nineteen-nineteen, my connection with the school as Superintendent ceased and, consequently, my presence at the meeting of the Conference was as an honorary member only, but with as great interest in the cause as ever possessed by me. I have loved the deaf and the work with them; and that love still abides, and shall ever abide with me; my interest in the cause shall never wane. During the long years of pleasing servitude the profession has been more than kind to me in the bestowal of the highest honors in its gift: President of the Conference for nine years; member of its Executive Committee for twenty-five years, and chairman thereof for nineteen years; and various positions of honor in the Association for the Promotion of Speech (Director for twenty-one years), in the Convention of American Instructors of the Deaf, and at the national gatherings of all the bodies from year to year. I have sincerely appreciated the good will and friendship prompting the actions and have ever striven worthily to bear the honors given me. Our long intercourse with one another has resulted in the formation of many warm friendships not excelled, scarcely equalled, by any outside the sphere of the profession; and in the years to come my memories shall ever be pleasing ones to recall. As I retire from official and active life in the profession, I cherish these words of President Jones of the Conference at its last meeting expressing the good will of the profession: "Mr. Johnson will always be a welcome visitor with us and will always receive the hearty, warm hand of all those who have known him in the past." VALEDICTION:--
- "Here's a sigh for those who love me,
- And a smile for those who hate;
- And whatever sky's above me,
- Here's a heart for every fate."
RICHARD OTTO JOHNSON.
Indianapolis, January, 1920.