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Standardization, efficiency, heredity. Johnson, Richard Otto. 
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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.

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Copyrighted 1920
By Richard Otto Johnson
Indianapolis

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[View Figure]

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.

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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:

"Resolved, It is felt that it would be showing ingratitude for this Conference to close without indicating our great appreciation of the work done by former Superintendent Richard Otto Johnson of the Indiana School, as Chairman of the Standardization and Efficiency Committee: and, therefore, it is moved that we extend to him our deepest thanks and gratitude for the long hours of devotion that he has given the matter. "And it is further resolved by the Conference, that the report be printed in book-form by the Executive Committee and distributed to the members of the Conference as speedily as possible."

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CONTENTS.

  1. Foreword 11
  2. The Committee and Its Duties 18
  3. Innovations Necessary 23
  4. Terminology 29
  5. The Deaf, and Psychic Development 36
  6. Mental Capacity and Heredity 51
  7. Necessary and Desirable Information Needed 61
  8. Admission Questions 69
  9. Function of Tests and Measurements 75
  10. The Binet-Simon, and Other Tests and Scales 81
  11. The Age-Grade Scale 91
  12. Analysis of Pupilage 98
  13. Attendance, Absence, Etc 108
  14. Elimination of Pupils 114
  15. Deafness and Defective Vision 118
  16. Percentage Factors for Miscellaneous Measurements 122
  17. Instincts and Temperaments 127
  18. The Curriculum 133
  19. Notes on Curriculum and School Work 143
  20. Industrial Training 150
  21. Physical Measurements 157
  22. Qualifications of Teachers 172
  23. Teacher Measurement 180
  24. Measurement of Schools for the Deaf 187
  25. The Pintner Tests 189
  26. Schools for the Deaf 198
  27. Classification of Deafness and Heredity 202
  28. Hearing and Speech 210
  29. Deafness and Adenoid Growth 220
  30. The Hearing-Mute and Feeblemindedness 225
  31. Mutism in Otherwise Normal Children 238
  32. Two Briefs: Meningitis— Development of Speech 241
  33. Descriptive Anatomy— Head, Nose, Throat and Ear 246
  34. Statistical Information as to Deafness 250
  35. Various Resolutions Concerning the Deaf 256
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RESOLUTIONS, SCALES, FORMS AND TABLES.

Resolutions—

  1. The Education of the Deaf 8
  2. Appointment of Special Committee 9
  3. Convention of American Instructors of the Deaf 257
  4. National Association of the Deaf 257
  5. Indiana Association of the Deaf 257
  6. Conference of Superintendents and Principals 258

Scales—

  1. Testing Intelligence before Entering School 87
  2. Testing Intelligence before Entering School 88
  3. Testing Intelligence before Entering School 88
  4. Binet-Simon Tests 90
  5. An Age-Grade Scale 94
  6. For Grade Classification 124
  7. For Degrees of Deafness 125
  8. For Age Deafness Occurred 125
  9. For Defective Vision 125
  10. Graduations, Discharges, Drop-outs 125
  11. Physical Measurements 161
  12. Measurement of "Success" of Teachers 176
  13. Measurement of Teachers 180
  14. Measurement of Teachers 184
  15. School Measurement 187

Forms—

  1. Diagram of Left Hemisphere and Word Centers 3
  2. Admission Questions for New Pupils 70
  3. Application of Percentage Factors Illustrated 126
  4. Time Schedules for School Duties 142
  5. Record-Card— Mental Development 167
  6. Record Card— Physical Development 168
  7. Figure— Descriptive of Ear 168
  8. Card— The Mechanism of the Ear 168
  9. Card— Defective Sight and Decayed Teeth 169
  10. Schedule of Athletic Exercises 170
  11. Graph Card— Teacher Measurement 183
  12. Diagram— Preyer's Theory of Hearing and Speech 211
  13. Diagram— Word Centers and Connections 215
  14. Figure— Normal and Adenoid Faces 223
  15. Figure— Sagittal Section of Head and Neck 246
  16. Figure— Front View, Organ of Hearing 248

Tables—

  1. Degree of Deafness 63
  2. Rate of Progress 96
  3. Repeaters of Grades 96
  4. Retardation— And Degrees of Deafness 96
  5. New Pupils Admitted 101
  6. Causes of Deafness, Etc.— New Pupils 102
  7. Intelligence— Progress— Retardation 105
  8. Miscellaneous Averages 105
  9. Mental Percentages 106
  10. Deafness and Percentages 106
  11. Causes of Deafness— 2769 Cases 108
  12. Ages at Which Deafness Occurred— 2769 Cases 109
  13. Discharges— 700 Cases 110
  14. Summary of Discharges— 700 Cases 111
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  16. Non-attendance— 543 Cases 111
  17. Graduates 111
  18. Movement of Population— Indiana, 1905-1914 112
  19. Movement of Population— Indiana, 1844-1914 113
  20. School Enrollment by Grades— United States and Indiana 114
  21. Examination as to Deafness 119
  22. Examination as to Deafness and Defective Vision 119
  23. Examination as to Deafness and Defective Vision 120
  24. Grade Classification— Percentage Factors 124
  25. Degrees of Deafness— Percentage Factors 125
  26. Ages Deafness Occurred— Percentage Factors 125
  27. Defective Vision— Percentage Factors 125
  28. Graduations— Discharges— Drop-outs— Percentage Factors 125
  29. Time Schedule for Discharges 149
  30. Table of Physical Norms— Adapted 161
  31. School Measurement Values 187
  32. Pintner's Years of Retardation 196
  33. Intermarriage of the Deaf and Their Offspring 205
  34. Total Number of Deaf in United States 252
  35. Present Age of Deaf in United States 252
  36. Ability of Deaf to Speak 252
  37. Classified Periods of Deafness— Under 20 254
  38. Classified Periods of Deafness— Over 20 254
  39. Percentage of Deaf to 1,000 254
  40. Causes of Deafness— 93,894 Cases 255
  41. Effect of Causes upon Ear— 93,894 Cases 255
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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."

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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.

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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.

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