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Moral Education Of The Deaf And Dumb

Creator: L.H. Woodruff (author)
Date: January 1851
Publication: American Annals of the Deaf and Dumb
Source: Available at selected libraries

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WE propose to consider in this paper, what relation moral and religious training has to a system of education for the deaf and dumb.

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Our institutions differ somewhat in their character and design from high schools and colleges; our object being not so much to fill the single department of intellectual culture, as by a more comprehensive plan, to provide most effectually for the present and future welfare of the deaf and dumb.

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It is not sufficient in our view, that we communicate knowledge, that we develop the intellect and secure an acquaintance with language, if we fail to promote that great moral renovation, without which the human mind, however enlightened and cultivated, must, in the end, be like the richly laden vessel, which, with all its treasures sinks into the waves; its loss being great, in proportion to the stores it contains.

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If we take an enlarged view of the missionary work among unenlightened nations, we find, in many respects, a fit parallel to our own. That is a grand system of benevolent agencies, by which nations are to be elevated to a participation in the blessings of Christianity, and taught to exhibit its fruits; so it is our work to prepare the way by which the gospel can exert its fullest and most permanent power on the deaf and dumb.

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This class of persons is already numerous, even in our own country; but when we look abroad and forward into the future, who can compute the magnitude of the interests which stand connected with the maintenance of just principles and aims in the great system of their education.

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We think then it may be taken as a sound principle, and one which should guide us in all our plans and operations, that to secure the best moral results, constitutes the leading aim, with which our institutions should be conducted.

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Let us apply this principle now to some of the departments of our labors. It should, in the first place, be understood by the parents and friends of the deaf and dumb, that the true idea of parental training, which without question makes the moral welfare of the child paramount to every other consideration, is that with which we receive their children, and that while this responsible work is devolved upon us, they should sustain us by their fervent sympathy and constant prayers.

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When these mute children are first brought to us, the high dignity of their moral nature should be deeply pondered, and every sparkling eye should reveal to us a soul whose worth and destiny we cannot adequately conceive. We wish now to see them begin a course of progression in knowledge and virtue which will continue forever. It is of vast importance then, that the proper foundations should be laid, and that these should be well laid. As the heart is the noblest part of human nature, giving direction and imparting energy to the other faculties; as the affections are the springs of action, and as it is upon them that motives exert their power, it would seem that in all education we should begin here.

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In the instruction then of the deaf and dumb, we should begin with the heart. Let the affections of our mute pupils be secured as early and as fully as possible; not by the contrivances of art, but by the warmth of a hearty love towards them, inspiring a corresponding affection in return. Next in order and importance is it to awaken and cherish in them a cordial attachment to their classmates and companions, and by frequent allusions to their parents and brothers and sisters, add strength to their natural affection for these. Thus let the spirit of love reign in and around them.

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The process of expanding the mind and imparting language will go on at the same time under the most favorable circumstances, and in connection with it, let the excellence and beauty of what is right and the odiousness and deformity of what is wrong, be depicted as fully and as frequently as the development of their minds will allow. .

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It will soon be found that an idea of the soul and of its great author can be received by them with greater or less clearness and with manifest advantage. Let the excellence of this great being now be unfolded step by step to their minds, and let it be expected, through his blessing, that they will receive some impression of his love, and that their love will be awakened towards him in return.

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If these children can be led thus, in any degree, in the beginning of their course, to the exercise of right affections towards each other, towards their instructors, and especially towards their Creator, every advantage, so to speak, is gained i with reference to their future progress and welfare.

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In this view, the first few months of their education form a most interesting and critical period of their history. We believe that the impression which truth makes at this early period, is in general deeper and more likely permanently to affect the character, than at any subsequent time. The sense of religious obligation develops itself vigorously, and in perhaps a majority of instances, the habit of morning and evening devotion is formed. If at this interesting crisis, through the prayerful solicitude and watchfulness of the teacher, the affections of the heart be effectually won by the truth, the pleasing fruits will be exhibited in their subsequent course; and by continued care and training, they will afford us the confidence, that they are in a good degree, confirmed in virtuous principles and prepared when they go out from us, to resist the temptations of the world.

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