E.—l2

DEAF-MUTE INSTRUCTION.

Indiistrial Training. Mr. Van Praagh, at the Conference held last year at the " International Health Exhibition/' 1 said :— " Let us now consider the position as regards the prospect of employment of children educated on the ' pure-oral' system as compared ■with that of others who are educated under other systems. My own experience again enables me to give you proofs, and if necessary to introduce to you living proofs, of what lam about to say. Deaf boys and girls once able to express themselves in spoken and written language, and to follow what is said by others, can be apprenticed in the same way as hearing boys and girls. " Their employers can explain to them, and that too by word of mouth, the secrets of their handicraft. Their fellow-workmen can enter into conversation with them ; and in their turn the apprentices can become masters able to employ hearing workmen. In fact, to all intents and purposes the deaf apprentice taught on the 'pure-oral' system is almost on a par with his hearing fellow-workman. 2 The kind of occupation for which a deaf lad is fitted will to a large extent depend upon the class of family to which he belongs; but care should be taken not to apprentice him to anything that is subject to the change of fashion, but to some industry of a permanent character." 3 Thus the issue is distinctly raised whether, assuming the ordinary deaf-mute school instruction be thorough in its character, it is desirable to also give at the school technical instruction to the deaf-mute—because he is a deaf-mute —gratuitously or otherwise to enable a livelihood at a trade to be earned immediately after leaving the school ? Such a course necessarily involves additional outlay, either at the cost of the State or otherwise ; and the question naturally arises, Are there corresponding advantages to be gained by such additional expenditure ? I have, therefore, anxiously endeavoured to ascertain, verbally and from printed documents, 4 the opinions of experts, and have had conversations with Mr. Van Praagh, Rev. W. Staincr, and others on the subject. The result is that, assuming the ordinary school instruction to be thorough in its character and that the disadvantage of the continuous intercourse amongst pupils in boarding-schools be avoided, it is deemed to be perhaps unnecessary to adopt a policy of treating the pupils as requiring industrial training in institutions. But the authorities seem to be of opinion that, in order to secure that a deaf-mute learn properly a trade, extraordinary care should be taken in the selection of a suitable master or mistress, and unusual precautions adopted to ensure that the requisite amount of additional attention be given to teach a pupil who is necessarily an abnormal one.'' I may add that one of the six important questions discussed at the Brussels Congress •was, " Where and when can the industrial instruction of a deaf-mute be carried out with the most success ? Is it at the institution during the course of scholastic studies, or in industrial establishments after leaving the school-house ? " The full discussion will be found in the report, 6 and the resolution, viz. : — " Le Congres emet le vceu que dans les grandes institutions peuplees d'enfants en majeure partie indigents, et pourvues de ressources suffisantes pour entretenir des ateliers parfaitement outilles, l'instruction professionelle soit donncc aux eleves dans l'interieur dc l'institntion pendant les dcrnieres annees de leur sejour. "En ce qui touche les institutions k effectif pen nombrcux on ;\ ressources limitces, ainsi qu'en ce qui concernc les externats, le Congres emct le vceu que l'instruction professionelle soit donnee au dchors des institutions apres la sortie des eleves, ou pendant leur sejour, mais dans ce dernier cas par l'envoi quotidien des enfants dans quelques-ivns des ateliers de la villc."

Summary.

1 See— {a) 0.E., p. 8 ; (6) Annual report for 1883 of Old Kent Road Asylum; and (c) Note Dr. H., pp. 177, 180, and 181. 2 Note testimony to efficiency as workmen in " Our Pupils and their Future," by J. Howard, Q.R., April, 1886, p. 37. 3 For occupations generally availed of, see, for instance— (a) Census rep., Eng. and Wales^vol. 2, pp. 64 and 66 ; and vols. 3 and 4, p. 14 ; (h) Scotland, pp. 14 and 15 ; (c) C. rep., N.Z., pp. 5 and 274 ; (d) Dr. H., pp. 180 and 181. Also see— (a) Rep., 1883, Old Kent Road Asylum, and (6) A.A., Oct., 1884, pp. 283-285, &c. Note farming is deprecated, Dr. H., p. 177.

And on subject generally, see " Our Pupils and their Future," as above, espec. p. 33. For occupations for the blind, see Art. on " The Normal College for the Blind," in " Sunday at Home," Mar., 1886, espee. p. 173. Note especially adaptability as organists and tuners. 1 For instance see— (a) A.A., Jan., 1879, pp. 26-30 ; Oct., 1884, pp. 283-285, 267, 277, 285-288 ; (6) Dr. H., p. 177 ; to) T.G., pp. 192-216; (d) Institution Eeps., as above, including Minnes. rep., p. 99; (e) Letters in Times, as above. 1 Note German plan of paying for apprenticeship —honorarium after expiry of term. 1 T.0., pp. 192-216, and note on p. 192 procedure at Rotterdam.

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