JUST ONCE A MONTH

JUST ONCE
A MONTH
Published by the Kendall School for the Deaf
IBIB^IIIUIIIIIIIB^
Vol. 35
FEBRUARY, 1956
No. 5
Just
VOLUMK 35
A Month
TilK KKNHAI.I. SCHOOL i OR TIIK IH:.\;
NUMU;:H 5
An Educational Philosophy
By RICHARD C
BRILL. Ed D , Superintendent
California School for the Deaf at Riverside
Superintendent 1'rill recently published iti Tit' ("nUfnrniit I'nht'f. a
st;il( MI-nt <>f tin- educational philosophy t<i be followed in his school. He
pointed out that the aim of the
school is to give the best possible
duration to the children who attend
it and that the objectives in educating them are the same objectives as
those in the education of all chilHe cited the report of the
dren.
Kdiirational Policies Commission of
the National Kduration Association
which stated that the objectives of
education should be (1) the achievement of self-realization; (2) the development of proper human relationships; I.'!) the attainment of economic
efficiency, and <1> the assumption of
civic responsibility. The following
portion of his report on the educational philosophy to hp followed in
the California School for the Deaf
at Riverside is printed here because it contains some strikingly
pertinent statements:
"The education of deaf children
differs from the education of other
children, even though we have the
same objectives, because the necessity
and difficulty of teaching deaf children is complicated by the fact that
they do not have normal communication skills. Tliis in turn alTeets their
social, psychological, and emotional
development, as well as their general
educational development.
"Kdtication is going on all of a
person's waking hours. It is never
restricted entirely to the classroom,
and in a school such as thi- some
of the most important education is
going on in the dormitories, in the
dining room arid on the playground.
Everyone with whom a child comes
in contact is influencing that child
and thus, in one way or another,
teaching him.
"Decisions in regard to everything
from general policies to relatively
minor items must be based on the
fundamental principle of what is
best for the educational development
of the children as a group. We
recognize the factors of individual
differences and try to adjust to them
as long as such adjustment does not
work to the detriment of the majority.
"The ability to communicate orally
is highly advantageous to all deaf
people. To be successful, oral instruction must be carried on as a way of
life and requires the complete cooperation of all individuals associating with the children who are being
instructed orally. In this school all
children who are in the Lower School
department will be instructed orally,
and all communication with these
children including the times they
are on the playgrounds, and any
place around the school, is to be
carried on orallv. Oral communica-
tions is understood to include written
communication, hut excludes formal
use of the sign language and finger
spelling.
major special objective
"The
during the first years a child is in
a school for the deaf is the development of communication skills. After
a fe\v years this major special objective changes to the objective of
having something to communicate
about. By the time a deaf child is
eleven years of a;;e his basic oral
habits of communication should be
fairly well established, although continuing work is n.rcssary to mainskills. In
tain and improve thcs
the Middle and I'p.per School departments oral coinmiuiii a! loti will
he contiruKil. but this will he- supplemente ! ' > manual fiir-.er spelling.
This means the finder spelling of
complete words and complete sentences in English exactly as it is
spoken. Deaf children will only learn
to use the English language by seeing
it used properly and by continually
using it properly themselves. When
children in these departments sign,
always insist that they put into
finger spelling what they are signing about before you accept it. If
necessary you can give the child
the proper English, hut insist the
child spell it himself after you have
given it to him.
"In accordance with this policy
always insist that children spell out
the names of any person, child or
adult, to whom they are referring.
Contrary \<> cu.-to'n in other schools,
name signs will not be acceptable
here."
Reflections On Visting Some
of the Deaf in America
Thin IK a rc/xn't »( in/ mlifri'HH i/iroi
hi/ Councillor If. Sturcra Oloman,
lltilf-iti'tirta
M.H.K., F.I'., nt th,
Mi'ftint/ <>f tin- \nrth l'< !/iniiiil AH8<>ci(ltii>n ("> tin l>< it f In hi nt Ijirirpool on thf j/li \nninliii', HI.~I.~I.
Councillor It. Stavers Oloman. M.
B. E., .1. 1'., went to America at tinend of September and he spent, just
short of live weeks in that country,
ami in that, time he covered, including the travelling to and from England, somewhere in the region of 10,000 miles. He visited many schools,
both purely oral and those who used
the combined or, as it is called in
America, the simultaneous method,
and the schools visited were both day
and residential. He was able to visit
clubs for the deaf, a clinic for the rehabilitation of servicemen who were
deaf and he was able to spend some
Page Two
time at (iallaudet College. This is the
only college fo>- the deaf in the v.-.ii'ld.
III add't lull, he t <i o k services in
('lunches and Chapels.
In so far as the religious work was
concerned, Councilor Oloman thought
that it was too much departmentalised. Many of the denominations were
woi'king among the deaf and had
full-time Chaplains or Mi '>ners,
but they worked accordingly and, as
far as he was able to ascertain ,in
their own particular denominational
sphere. It was not so much getting
out of that sphere as encouraging
others who were not in their particular sphere to come in. With few exceptions the denominations confined
their activities to preaching the gospel, administering the sacraments,
visit in;.' the sick and generally giving
JUST ONCE A MONTH
pastoral care. The Lutheran,- had a
special school for the deaf, if not two
or three such schools, in different
parts of the country and it was prohahle that they would shortly he
establishing clubs.
As regards social activities, the
<-lu! s that had been visited by Councillor ( Unman were mainly run by the
deaf themselves. In fact, they were
organised by the deaf, managed by the
dvaf and sup.portc-d l>y the deaf.
Most c'ubs were move lil>eral in their
outlook than the in .titutes f<ir the
deaf in this country- He had seen
clubs that had a leavening of the
denominational attitude by th« deaf
that used them. He had \isited one
club which was organised by the son
of a deaf couple and run for the whole
of the deaf by himself. The deaf
themselves paid anything fnmi .ill
cents C',-Td) to I dollar (7-2d> or
mure every week to keep their clubs
'I bey, organi-ed special
runningefforts, entertainment and raffles and
draws to raise funds mostly from
amongst themselves. On occasions
approaches were made to business
firms, etc.. but usually they wore
firms who had some connection either
industrially or socially with the deaf.
Welfare work for the deaf, as is
known in this enmity, did not e\ist
in America. There was a department
of the Federal Government, and
through that the State Governments,
which were called the Office of
In coRehabilitationVocational
operation with the Federal Governrnent, State Governments and voluntary organisations had what were
called Vocational Counsellors who
searched out the deaf who were not
in employment and counselled them
as to the kind of work ant! occupation
they should follow. Most of the
deaf \sere placed in employment
straight from the School, as the
Vocational Rehabilitation Officer for
for February, 1956
the particular area always worked in
close liaison with c;ich school.
Councillor Oloinon visited deaf
schools in Maryland, Virginia, North
Carolina. New .Jersey .Connecticut,
Massachusetts and New York and,
in his opinion, the schools were truly
magnificent, the school buildings, the
administration and the equipment
surpassed anything he hail seen in
thir' country. M*:>t of t'.e schools
in America used tin 1 combined or
simultaneous mHliod. except in this,
that, in every -.ehool for the deaf in
America, every child on first entering
the chool and until he was well
ver ( I in the arts was taught only
and solcy by li.preading and speech.
There was a general impression in
many parts of the world that because
the Americans used the combined system the children were not taught U>
speak or to lip read. This was a completely false impression. Kvery child
in American schools was taught orally
and tlie stress throughout their school
life was always on the ability to speak
and to speak properly, to speak grammatically and to lip read efficiently
The Americans had learned a lot
from Britain regarding the education
of young deaf children. It was only in
comparatively recent years that, deaf
children had been admitted into the
schools under the age of six or seven,
and even to-day there were very few
schools indeed which admitted the
children as young as three. In fact,
most of the children were taken at
four, five and six years of age. Most
of the educationalists in America were
now accepting the view that deaf
children should be admitted into
schools at an earlier age.
Group hearing aids were used in
every school, and it was apparent that
there was no limit to the amount of
money that was spent on equipment.
In some schools each child had his own
personal hearing aid of a monopack
type, and a remarkable thing was that
Page Three
tlu'y were not provided hy the Government or the School Authorities,
hut hy voluntary organisations having
no direct connection at all with the
deaf.
<>no must not forget that in America education goes on long alter a
hoy or girl reaches the age of 1<>, in
fact, they usually attend school until
the age of 20. Many of them then
go on to (iallaudct College or to normal training colleges and to universities and, of course, they take
degrees Hearing in mind the length
of time the children were at school,
and that point was a very important
one, he thought that the final product
was better than that of the schools in
this country, as would naturally lie
expected.
The vocational side of the schools
had to he seen to he helievcd. At one
centre in New Jersey which he had
visited, ho was sure that the equipment in the vocational workshops was
worth many thousands of pounds.
They had every kind of modern machinery as used in industry and in
commerce.
He had noted many of the types of
training given, and the following
examples showed the wide range and
variety of crafts:-Auto Mechanics
Art Needlework
Business Machine Operating
Baking
Book-binding
Barbering
CleaniiH''. Dyeing nad Pressing
Commercial Art
Cosmetology
Ceramics
('ookery
Dairying
Dressmaking
Farming
(iardening
Horticulture
Household Economics
Laundering
Page Four
Ijeathcrwork
Library Management
Metal Work
Motor Car Body and Fender Work
Poultry Culture
Photography and Photo-engraving
Painting and Decoratir
Power Machine Operating
Printing and Linotype Operating
Tailoring
Typewriting
Upholstery
Woodwork
and many others.
In many of the sehi
departments there w
arranged and rquippi
in which four or >i
girl> lived for four
Whilst they were in
managed the houschu
the necessary pure!
ranged ther own di
lived there as they wt
The furniture in mo
been made' by the se
school carpenter's sh
schools had a car wl
donated by a firm in
wh'eh was replaced »
the senior pupils c
to drive. One of the
and pleasing t h i :
Oloman hud discover
ican schools fo rthe i
of deaf teachers of ti
being employed in
teaching the various
acadamic subjects, t(
Is in the senior
s a speciallyfurnished Hat
of the senior
to six weeks,
hesc flats they
1 and made all
ses. They artary and they
lid in the home,
instances had
lor hoys in the
is. Most of the
eh was usually
,he vicinity and
h year, so that
uld be taught
lost remarkable
g s Councillor
<] in the Arneraf was the use
deaf, not only
ocational work
crafts, but in
In addition, he ha
to II nd a consider!
deaf holding high p
and commerce. Hi
deaf linotype operat
the largest newspaj
deaf men and won
sponsible jobs in
State Departments, a
that there was a di
by employers in Am
ployment of deaf per
heen delighted
>le number of
s in industry
lad seen many
rs on some of
rs in America,
n holding reovernment and
1 it was obvious
'erent approach
rica to the emonnel. He was
JUST ON CE A MONTH
convinced that oven with the educational system we had in this country
wo could turn out deal' men and
women who were quite capable of
carrying' out important work, and
they were prevented from getting
this work, not l>y Welfare OHicors or
Welfare Societies, hut by (lie fact
that employers did not always recognise their capabilities. The deaf
in Knglnad had the ability and all
they wanted was the chance to prove
their \\orth and if they had the same
time, the same opportunities and the
same facilities as prevailing in America, they could and would bo equally
successful.
A
The Nntionnl Association of the
Deaf Attitude On Liprcnding
I,ipirading is taught today in all
schools for the deaf. Its value as a
means of communication is generally
recognized hoth by teachers of the
deaf and by the deaf themselves.
This does not mean, however, that
lipreading can be developed to a
point where it is a full substitute for
hearing, although this is frequently
implied in newspaper and magazine
articles. On the contrary. lipreading
by its very nature can never be
precise or fully adequate in many situations.
So much distortion about
the
merits of liprcading (or spoechreading) has taken place that it is necessary to point out a few facts about
it. Some persons unfamiliar with the
adult deaf insist it should be the .svi/c
means of communication of those deprived of hearing. In doing so, they
have exaggerated the very real
merits of lipreading far beyond their
actual value.
The truth is that lipreading is an
art. Few become experts. Through
constant repetition, many of the deaf
can acquire fair proficiency at it.
for February, 1956
Others fail to master it at all. Scientific tests show conclusively that this
ability is not dependent in any way
upon intelligence. Some persons with
low IQ's are expert speechreaders;
some with lofty H2's are very poor at
it. extravagant claims to the contrary
not withstanding.
The most important thing in education of the deaf is the mastery of
LANdl'AOK. Language is the key
to the arts and sciences and all other
knowledge. Speech is merely the audilil'- manifestation of language. It is
possible for the deaf to master language but to fail to achieve reasonably complete speech. On the other
hand, it is impossible to have really
f'lo-l -pooch without a foundation of
language.
The Xational Association of the
l>oaf. although fully appreciating the
importance of speech and advocating
its development to the maximum of
each individual's ability, holds that
it is but a nil tins of education, not
the fail. We know by personal experience, much of it acquired in socalled "pure oral" schools, that the
combined system (speech, writing,
lipreading. signs and finger spelling,
either singly or in whatever combination is moM elective) is the most
successful ever devised for making
the deaf happy, well-adjusted, prosperous men and women.
Lipreading is by no means the easything to learn that its champions
claim it to be. Lips are thick, thin,
wide.
and narrow,
complicating
things. Then, too. the light and the
angle must be exactly right.
Consider the vowel sounds in
FTnglish. They are absolutely independent of their surroundings.
Take the letter </. It has a different
sound in almost every word. Beginning with iiti'dt and going through
(ia-fill, nliin, »int, ntf, tall, fail, cap
(Continued on 1'age Fifteen)
Page Five
JUST ONCE A
MONTH
IiiNiii'il nioiithli/ (lnri)ii/ tli<- school ii<-nr
bit the Kfiulall School for tin- f)raf
Entered as second-ciass matter mail
at Washington. D. ('.
Editor. .... . .JOSKPH I*. Yot'Ncs, JR.
JUST ONCK A MONTH is issued eight
times during the school year. Paronts
and former pupils are asked to pay
Fifty Cents a year to help meet mailing costs. Payments may he made to
the Kditur or left with the counselors
of the dormitories.
Holidays
Master recess will begin at '2 p.m.
on March liTth when all pupils will go
home. The recess will extend until
April lt)i at which time all plipils
should lie ready f'>r their tirst class,
promptly at s am. Resident pupils
may return to their dormitories at 7
p-m.. April :'«rd.
Kendall School will close for the
summer vacation after the last (lass
on Friday. May '.J'itli.
A
California Palms Joins
The Little Family Paper
Schools for the deaf throughout the
United States and Canada puhlish
school papers in various forms
many of them in connection with the
printing classes in the vocational departments. These papers are primarily designed as a source of school
news for the parents, pupils, faculty,
and alumni of the schools. However,
they are frequently the chief source
of information on educational developments in the field of the education of the deaf and as such they
have become an important collective
instrument for the di - -emulation of
information on the>e developements.
Almost all schools exchange papers
with each other and the papers are
widely read in professional circles.
Page Six
An affectionate term of thvse school
papers is Tin- Li//!<- l>'nttiilif /'«/« ;'.
For the first two years of its
existence, the California School for
the Deaf at Riverside has lieen
publishing a mimeographed paper
called Tin Southern Califoniian. This
November, the format of the paper
was revised for offset printing and
the name changed to Thr Calif, >rnin
I'ahnx.
The readers of .Itmt <)>!< < A Month
congratulate the pupils, faculty, and
staff of the California School for the
Deaf at Riverside on the high quality
of their new paper and welcome TinCalifornia 1'ithiix to the Litth l'a/>, r
A
Visit-ors Coming To
The Kendall School
This spring, as in the past, schools
for the deaf are arranging to send
members of their junior and senior
(lasses to Washington on field trips.
The pui-pose of the trips is to visit
the various national shrines and institutions located in the District of
Columbia area. I'ppermost, for tho
deaf children, is the opportunity to
visit (lallaudet College, to which
many of them hope to come after
they are graduated from their respective schools. The Kendall School
is usually host to the visitors while
they are in Washington.
So far five schools have arranged
to send pupils to Washington as a
part of their senior trip. The Mississippi School for the I)eaf will send
the seniors to Washington on the
weekend of March Hi. The following
weekend IT pupils and seven adults
will make up the visitors from the
Iowa School for the Deaf. Pupils
from the Tennessee School for the
Deaf will spend the weekend of
April c.th in Washington and five
girls and two teachers from the Morace Mann School for the Deaf, Host'lti, Massachusetts, will be visiting
JUST ONCE A MONTH
<iii April !''>, 1 i. mid IN- ( >n Hi' 1
weekend of May IS. pupils from the
American School for the Deaf, Hartford, Connecticut, will be quests of
the Kendall School.
The rpportunity to visit the college
;iiiil to learn something of campus
life is a special treat for the young
people. It is hoped that interest in
higher education will lie stimulated
among them so that they will eventually become students in the College.
/.
PTA Gives $500 to New Library
In Memory of Amos Kcnd.il!
Lloyd
FO||I.\\ ing Siipei intendeiit
Aniliroseii's excellent address to the
P. T A. at their February ( 'th nu <-ting, a icgular business ses-ion \vas
condurted. Highlight of the business meeting was the voting of the
sum of five hundred dollars to be used
for furniture in the Kendall School
room of the Kdward Miner (iallaudet
conMemorial Library, now under
struction. This came after Mrs.
Leonard Ellis gave a report on the
needs of the library. The money is
to be donated in memory of Amos
Kendall. The parents also considered
the need for drapes for the room and
have tentatively agreed to furnish,
and possibly make them.
Dr. Leonard Klstad, President of
(iallaudet College. thanked the group
for their substantial contribution and
gave u brief re'.mrt on the progress
to date in presenting our budget to
the Congress. The House Appropriations Committee has concluded its
hearings in a very favorable vein and
things look hopeful for the Seriate
hearings to lw equally as good.
Principal and Mrs, Joseph Youngs
were presented with a wedding gift,
two lovely place settings in their china
pattern. Mrs. Younrs thanked the
group after having been introduced
to them by Mr. Youngs.
Among the guests attending the
meeting were Miss .1 agger from Kng
for February, 1956
land. Dr. Klstad introduced her and
recalled meeting her five years ago
when he was in Holland. At that
time he invited her to visit the College
and The Kendall School whenever she
came to this country. She intends
to icmain with us for two weeks.
Principal Youngs introduced Miss
Marx of the District of Columbia
Ciirl S MI! Council. Miss Marx is
interested in recruiting some scout
b-.-|.;. !-. | i DIM amor!" tile mothers of
the younger gir!> in order to obtain
assistance in .Martini' a lirownie
Troop in Kendall.
The next meeting of the P- T. A.
had been slated for April '^nd, but
since this will come right in the middle
of the Kaster holiday it was voted to
i.ut the meeting oil' for one we.'k and
t.i meet on April !ith, instead.
The P. T. A. also voted to donate
the sum of fifty dollars to the school
to be used for the purchase of some
toys for the small hoys and girls,
twenty-five dollars for each group.
Mr. Kdward Xekas announced plans
would be formulated soon for the
P. T. A. Spring Festival to be held
on April :Mth in Kendall Hall, formerly the old Kendall School classroom building.
The meeting adjourned at !»:L'() and
refreshments were served in the
dining room
Marian Wolohan,
President and Acting Secretary
Harriet Ccrbcr Weds
Mrs. Henry (iorher has announced
the marriage of her daughter. Harriet May. to Mr. John Michael Crawford, on February -1th in St. Leo's
Church, Taconia, Washington.
Mrs. Oawford taught for several
years in the preschool department of
the Kendall School before going West
to teach in the Oregon School for the
Deaf. The newly weds will reside at
(iOf) South Warner Street. Apartment
C, Tacotna C>. Washington.
Page Seven
Supt. Ambrosen of Maryland
Addresses Kendall School PTA
At the n'lrular meeting of The
Kendall School Parent-Teacher's Association. Monday evening. February
<), 1'.»">('>, Supt. Lloyd Ambroscn was
the guest speaker. In spite of the
rainy weather attendance was good,
tlv iiarents. teachers, ami "raduate
students filling the Speech and Hearing riinic where the meeting was
held.
Mr. AmhroM'n made several excellent .points which parent , of de;if
children should consider. He emphasised the fact that our deaf children
are cana'ile of "i cater potent ialit ies
than many parents leali/e and that
greater confidence n their adiustmont to adult life and responsibilities
is needed. We should het'in bv bringing the deaf child closer into the family ci'-'-le and making him an active,
participating memher with rights
and responsibilities such a< his brothers and sisters have. These rights
i pel i !. '. » freedom to make decisions
and to know what is going on in the
family circle. The resn»n--it»ilit ies
include, among the usual ones, the
duty of learning to meet and to communicate vilh the friends anil guests
in the home f'a'ent-- <huiild make an
on"ort to draw the deaf cliild into
each new situation and to see to it
th it their r rii'nd-: ; ( ) t know him
and that he ^,,( s (,, )< n ,,w them so
that communication will not be a problem. This will lead to irreater participation in social affairs and contribute to the child's maturation.
The jM'cat developments in the use
of electronic hearing devices was
brought (Hit in Mr. Amlirosen's talk.
He advised the parents to look to the
future with the confidence that
these new developments will bring
greater assistance to ( ,iir hard of
hearing children 1'art vularly in tinfield of hinaural amplification is this
true. \Vith these new developments
Page Eight
will come the need for revised and
more intensive educative processes.
However, we must never learn to depend too heavily upon them as the
nature of deafness in individuals
varies so that what may he successful with one deaf child will not work
at all with another.
Speakinv; on individual did'e^eticcs,
Supt. Ambrosen reminded the parents
and the teachers that our deaf children should always he considered as
individuals and that we treat them
accordingly. It is the parent's duty
to cooperate \vith the teacher and
keep her informed of the various
st reiif.'lh - ;cid weaknesses they observe iu their children at home. Likewise, it ' Mie teacher's duty to he
honest ; -.1
i '. !\t r,,,,.,;,,.,) win, t|u.
parent s ir,
•••*..} i.-it i<>:i-< of i he
pupils' pruuiT
.I.I'.Y.
/.
NAD Receives Grant
For Special Study
1 >r. \I. !! ;. I-!. S v, it .-el'. Tinted States
Director of Vocational Rehabilitation,
has announced a Federal special project grant of SI7,200 to the National
Association of (he Peaf, for a study
of the conditions affecting occuptional competence and success among deaf
adults in the United States today.
The study will he under the direction of I>r Irving S. Kusfeld, Vice
President of (Jallaudet College, here,
the world's only college for the deafI>r Fusfeld, in charge of research
activities at (Jallaudet. is a recogni/.ed authority on the deaf and their
problems.
Dr. Hyron H. Hums, of Herkeley,
California, 1'resident of the N. A. P..
explained that the t'ldy will lie conducted by the deaf
themselves,
throughout the nation. State organisations of the deaf will cooperate in
the undertaking, the first such study
of the vocational status of the deaf
in over twenty years. Robert M.
(Ireenmum, of St. Augustine, Flor-
)U5T ONCE A MONTH
ida, \. A. I>. Secretary-Treasurer,
will have supervision over hugetary
and other fmanincal matters in connection with the study.
Dr. ! < > ii- > ! M. F.Lad. President of
Oallaiidot Col]e;v, hailed the grant as
a landmark for edn itm > «{ the deaf,
since it will help obtain valuable information about the possible merits in
the vocational training o't'orc-I today
liy schools for the deaf.
Dr. Fusfeld, interviewed t.,,lay,
said, "We may exp«-ct also to learn
about the condition which deaf workers meet on the jo>>. This t,,o may
point up sugge.-'ti'iiis for changes and
additions in the school vocational
training curriculum. Much should be
gained from the .project in an understanding' () f problem ,,'' i-<>hahilitati'<n in this fie!d."
The Federal tyrant will finance the
study for a one-year period, beginning
April 1, with additional aid for 105K,
the amount to tie determined later.
/
SPORTS
Kcndnll 'Bees' Unbeaten
The K'endall School's fo'irteen yearold-and-under basketball team i unbeaten in four outings this sea .-on.
having beaten similar team from the
Stuart Junior Hi-rh School playgrounds and a select group of 10and under players from the campus
whose fathers are members of the
Callaudet College staff.
Composing the "Rees" team are
Klmer K\van. f'harles Hobinson, Ronald Kllis, Hobby Auor, ClifFord OKburn, and Kenneth Miller. The latter
two hoys are six feet tall and they
show L'l-eat promise for future stardom. Charles Robinson is the team's
shinini; star, however, with his equally proficient dribbling and shooting
abilities. Tentative schedule for the
"Hees" is as follows:
February L'- -Knit's All Stars
February L!!' Stuart Junior II. S.
March 2 (Jonza^a C.Y.O.
for February, 1956
Intcrscholastic
Wrestling
Three of our boys are members of
the (lallaudet Preparatory School
wrestling team this season Charles
Robinson, Hobby A^er, and Norman
Robinson. Their team appears to be
one of the strongest in metropolitan
last
having beaten
Wa-hinrto'i.
year's champion. Northwestern Hiu'h
School handily, 'JO to 11 and the three
boys figured prominently in the
team's success. Charles Robinson has
yet to lose in three matches; Norman
Robinson wrestled more frequently,
winning five of his siv matches; and
Hobby Ager managed to break even
in his two matches.
The boys will wrestle in the third
annual D.C.A.A.U. tournament in the
Northwestern Hi'jrh School auditorium February 23-24-'J.r>.
Kend.ill 66, Alumni 39
\ va tlv-i'ii'irovimr Kendall School
basketball i, am finallv dented into
the win i-obium the evening of February 18th, defeating their elder
brethren, the alumni. o'<i to .*?!>, in a
homeeoming affair.
The Alumni quintet was without
the services of the irreat Johnny Miller and Rover Scott, who were commiteed to the District of Columbia
Club of the Deaf-New York Golden
Tornadoes game which was played at
the same time elsewhere.
Joseph Rose paced the losers'
scorers with '2'1 points and played a
strong all-around game to keep up
his team in contention during the
opening stage of the game only to see
the youthful Wildcats set on the
stream and roll on to their easy victory, their fifth in eighteen games.
The win concluded the season for
the Kendall team which now goes to
the Kastern Schools for the Deaf
tournament in Romney, West Virginia, drawing the host school as its
initial opponent. West Virginia defeated Kendal! twice in regular
Page Nine
T,
season play with oust1 .
Miss Noemi Sucre was chose1 n as
homeooming queen before the KenCaptain
game with
dall-Alumni
James Lusby pinning a vvhito gardenia
on to he1 !- all-pink dress. She was the
first foreign student so honored at
the Kendall School.
The heralded Kendall "Hoes" sneaked by the Krug All-Stars, 11-10, for
their fourth win of the current season
during the intermission. A foul shot
by Elinor Ewan with just twenty
seconds left sewed up the game for
tho little Kendallites.
Box score of the Kendnll-Alumni
LSI mo:
KENDALL
( oo i
ft
J. Lusby.
Macava.
Woimor,
G. Lusbv,
F. Smith,
Ewan, g
/okas, g
t" ........
f ........
< ........
g ........
g ........
..........
..........
0
g
..........
I'oole.
ft
1
tp
n
s
10
i
0
:<
0
0
0
0
0
1J
1
1
0
0
0
0
30
ALUMNI
( 3!n
ft
Rose, f ............
Sproiiso. f ..........
Burton, c ..........
Matthews, g ........
Toots, g ..........
Insley, f ..........
Fleming, f ........
Pickell, g ..........
Taylor, g ..........
ft
tp
21
t
O
0
,'<
.T
0
0
0
0
15
fl
1
n
o
o
o
o
0
7
0
0
0
0
0
o
Intramurals
James Lusby is still <>n the top
rung of the ladder in the Kendall
School Intramural Department's individual standing with 1,850 points,
fifty mure than his nearest rival.
Page Ten
Franklin Smith. J idging the forthcoming activities, t e two boys should
battle it out on o on terms for tho
coveted individual hampionship trophy the rest of tho year. Jorgo
Maeaya could mak' the race a threeway affair with 1 is favorite sports
non coming up.
Leading candida os for the attraelive Athlotic-Schol r award which is
awarded annually o the boy who is
percentagewise tho most, outstanding,
both academically and athletically,
are Franklin Smitl with a 2.1!) average; James Lusby with a 2.0; Elmer
Ewan !.!»; Robert /okas 1.X8; and
Jorgo Maeaya 1 ..r>(
The individual : corings are listed
as follows:
.......... 1,850
litl .......... 1 ,800
Franklin Smitl
Jorgo Maeaya
/a ........... 1 ,.T,> 1
bin n ......... 1.210
Clifford Ogbui
.......... 1,201
Fred Pool.
Robert /okas ........... 1,151
IV ........... 1 ,O:M
(!oorgo Lusby
.... 810
koi
William Parkci
inn r .......... 827
Charles
>in? on ......... 811
Norman Robin
Felipe Campo ............ 770
ith ............ 71 1
Dennis
ele
Leonardo Vole;
fie d .......... r>!ir>
Donald Mayfit
tth
William Matth
Sandy Ewani . ............. r>io
.John Harper ............. .121
I. .lame-; LusbyV
'2.
• \.
1.
5,
0.
7.
.8
!).
10.
1.
'2.
'!.
1.
5.
10.
17.
IS. Walter Davi
JUNIORI I I VI SIGN:
1. Charles Hobi 1|S< n .........
2. Bobby Agor
'.\. Karl Kovats
1.
f>.
'>.
7.
X.
'.'.
1,570
........... i.noo
........... 1,171
........... 1,122
Elmer Ewan
........... 1,080
Ronald Ellis
............. 784
David Hinton1
in .......... OHO
Fleshnu
Delmar
.... 210
ips
fioorge Phillips
ds m .......... 1 If,
Julian Richards
JUST OSJCE A MONTH
I
THE KENDALL SCHOOL
PARENT-TEACHERS ASSOCIATION
ANNOUNCES THE
SPRING FESTIVAL
THURSDAY, APRIL 26, 1956
7-30 - 10:00 p. m
OLD KENDALL SCHOOL BUILDING'
Games
Prizes
Refreshments
COME AND BRING THE FAMILY AND YOUR FRIENDS
for February, 1956
Page Eleven
MISS CRAINCER'S CLASS
OUR JUXMOR VARSITY
BASKETBALL TEAM
Kendall School has a Junior Vai
sity Basketball team now. Ronald
Ellis, Charles Robinson, Bob Agtr,
Clifford Ogburn and 1 played on the
team. Mr. Turk is our coach. We
practice every night at eight o'clock.
We played our first game in the
college gym two weeks ago and we
won. The score was 28 to 21. Churl's
Robinson and I got four goals each.
We played another game last Wednesday night and we won agaip.
This time the score was 2(1 to 1
Charles and I got only two goa
each. We will play another gan
tomorrow, and we hope to w
a ga in. Elmer E wa :i
out of the fish's mouth and he waa
not dead. We were surprised to hear
the story.
Sister Eva May gave us new
rosaries because it was the first day
of Lent. They are pretty. Mine has
blue beads and a silver cross on it.
Caroline Stasulli
SEWI.M; CLASS
OUR (JIRL SCOTT TROOP
Some nf u^ girl-- have a <iirl
Scout troop. We meet every Tuesday
afternoon. Ther<- arc eleven uirls in
our troop. Miss Judy, Miss Alice,
Evelyn, and Mi- Hall'our are
Mi
our leader:--. Nina is our president;
Katliy is our vice president; Jeannie
is our scribe; Lois is our assist int
!< -,ii.>r. and Caroline is our treasurer.
We are lea ruing the (iir! Scout motto,
tin- (!irl Scout laws, the (!irl Scout
p!-"itii.-(>, ::nd tin- 'lii'l Scout salute.
-- Linda (Jreen
Some of us girls have sewing clans
every Tuesday and Thursday afte
noons from two to four o'clock. The
are fourteen girls in our cla-s. Mr
Krug is our teacher. Miss Ilcgre
and Miss McMullan help her. Y\
are- making skills for ourselves. I
have almost finished mine. I am
making it of brown wool and I think
it is pretty. When I have finished
my skirt I will make a blouse. 1
want to make a blouse like one <
mother's blouses.---Nine Lazzari
OTR rilOTOf.R.M'HY CLASS
Klmer Ewan. Kred I'oole, C'litTord
Oi'bnrn, \\'illiam Parker. Lr-onardo
Ycloz and I beloii"- to the ]>hotography class \\tiicb meet- every day
from I o'clock to f> o'clock. Mr. Desrosier is our teacher. We are learning to take pictures and to develop
t hem.
I took eiuht picture-, and then 1
developed the roll of film. They were
very good.---Ronald Ellis
ASH WEDNESDAY
Last Wednesday was Ash Wedne>
day, the first day of Lent. Jeannie,
Lois, and I went to church in th
afternoon. There were many pcopl
there. Father Twohig put ashes o
our foreheads. Then we knelt dow
and prayed.
After church, Jeannic, Lois and
went to catechism class. Sister Ev,
May told us a story about Jonah. Sh
told us that Jonah rowed a boat on
into the ocean and fell into the water
A fish came along and swallowed
him. The next day, (Jod took Jonai
Page Twelve
MY I. EC
Next month mother and 1
r,-o (M Baltimore, Maryland. We
see Dr. Phelps about my leg. It
broken when I was six years
Maybe Dr. Phelps will fix my
and I will grow to be a very
man. (Jeorge Phillips
will
will
was
old.
lef?
tall
A
MISS SHAMAN'S CLASS NOTES
FLORENCE NKIHTINC.ALE
l/ast week I read a book about
Florence Nightingale's life and I
U-canie very interested. I believe
that she was one of the greatest
JUST ONCE A MONTH
nurses in the world. I will <-x,plain
In litll), Miss Nightingale died, and
about her life to you, as I think you all the people in Kni'.'land mourned.
will he interested in hearing about her. They honored her because she had
used patience and perseverance to
She was horn in Florence, Italy, in
improve
the conditions of the hos1X20. Ry the time she was grown, she
had learned several modern languages pitals and the suii'ering patients.
Franklin Smith
from her father who had taught her
at home. She read many scientific
THK FLAG
books as this was her favorite subject.
We, the people, are proud of the
Miss Nightingale was interested in
American Flag, and our democratic
nursing because she learned that her country. We will never forget that it
own ' 'unity's nurses were ignorant
represents the nation. We feel that
and without any training. She diswe are good citi/cns in the United
covered that many hospitals were
States because, we, the people, have
in poor condition, so she decided to
been very anxious to build our cound<> what she could to improve tln-m.
try into a better nation, and improve
She went to the I'niversity of Florence our American ways. We always w<>rk
sanitation.
together as a brotherhood. We try to
During tin 1 f'rimean War. Miss he loyal t<> our American (lag at all
Nightingale heard that the troops times. As we look at the (lag, it makes
needed surgeons and nurses. She us feel that (Jod is protecting u> in
decided to pick a number of the best our daily lives. Franklin Smith.
nurses to help In" in caring for the
soldiers. They found the buildings INVENTION OK THK TKI.KCKAI'H
where the injured and sick men were
We are grateful to Samuel Morse
hospitalised, in a very poor condition, because he invented the electric teleand many of tin- men were starving graph. We ii'o it constantly and it is
for (lie lack of proper food. Miss important to know about the man who
Nightingale provided beds, medicine, invented it. Morse was born in Charclothing and rooms for them, and did lestown. .Massachusetts in IT'.U, and
her best to improve conditions in the was graduated from Yale College in
hospital. She u.i tirvvr too tired to
Is in. He then went to London and
comfort the suii'ering soldiers, and studied painting under Washington
late at night she would carry a lamp
Allston ami Benjamin West. His
with her and sit In-side a restless pictures won much attention at the
soldier until he relaxed and fell Royal Academy. In lst.~>, he returned
asleep. The soldiers loved her friendly, to New York City but later he made
helpful ways and remembered her as another trip to Furope and studied
"The I July with the Ijimb." She
for three more years. He was more
remained there until the war was interested in inventions and developed
over and the soldiers had sailed for an interest, in electricity. He became
Kngland. She had done wonderful
an art professor in a college in Newwork in the hospital and became
York, hut he spent much time studyalmost a heroine, hut she never aping electricity in other departments
peared in public.
of the university.
Years passed and Miss Nightingale
When Benjamin Franklin
first
became a noted nurse who founded
proved that lurhtning and electricity
many hospitals. She explained her are the same, Morse was very much
ideas which spread the new system
interested. A few years later Samuel
of trained nursing into the British
Morse developed an idea to use the
hospitals, and the world, too.
electricity Benjamin Franklin had
for February, 1956
V
Page Thirteen
summer months. Hooker T. went to
Hamilton, Virginia, where ho became
a student. Hampton Institute was for
boys, only, at the time he attended
the institute. IJespitc his poverty,
Hooker Washington determined to
secure an education and he made
rapid advancement in his studies.
Later, lie was graduated from Hampton Institute with the highest class
honors.
After attending Wayland Seminary
in Washington. I>. ('.. he returned to
teach at Hampton Institut\
In IKSt. Hooker T. was put in
In titute in Alacharge of Tuskev
bama. With hi^ undaunted perseverance, he later built a splendid
institution out of the poor buildings
which he found np'in his arrival at
fie Institute. Afler struggling from
the hardships of slavery to become one
of America's greatest Negro educators. Hooker T. Washington died on
November 1 t. 1!»1.r>.
Today. Hampton ( - on<> of the
largest Negro institutes in the world.
It is a coeducational college now,
with men and women from almost
everv part of the jrlohe. Hampton
Instil.tie offers educational trainimr.
trades, agriculture, and other subjects that help to prepare men and
women for better jobs.
Part of Hampton Institute has a
preschool to high school department
for the deaf and blind who are unable to attend public schools with
normal children.
Tuskegee Institute is one of the
most famous centers of learning and
BOOKKU T. WASHINGTON
its industrial life is devoted to the
education of Negroes.
On April IN, 1S.r>X, a famous Negro
educator was born at Hale Ford,
During Negro History Week, HookVirginia. His name was Hooker Taler T. Washington will be remembered
iaferrio Washington. Horn a slave, he
by many students attending these
was the son of a white man. His colleges and others throughout the
mother moved to Maiden, West Vircountry. There are schools, statues.
ginia, shortly after the emancipation.
theatres, and a number of other
tilings named for this great Negro
He attended school during the
educator Mary Ixmise Arnold
winter months and worked during the
discovered.
The idea of the telegraph occurred
to Morse during a dinner discussion
at sea in is.')-. In 1MJ.") he set up a
successful telegraph line in his room.
After three years he felt confident
enough to ask Congress for help. He
asked for money to build a long telepraph line, hut Congress refused him.
Morse made trips to Kngland and
France but he could find no support
for the telegraph.
In IM.'i he again asked the aid of
Congress. No action was taken for
months. Then he heard that Congress
had voted on his bill and passed it.
Congress gave hiir. $:{0,U(U) to build
a telegraph line from Washington to
Baltimore. On May 'JJ.ls.J4, Morse
tapped out his famous message,
"Wliat hath (iod wrought'."' The telegraph was a complete success, and
Morse became famous overnight.
Morse also invented the Morse code
usi'd to send telegrams. The code is
a system of dots, dashs, and spaces,
which telegraphers in the United
States and Canada use to send messages by wire .The code is sent by
quickly pressing and releasing the
telegraph sending key.
In our daily life we depend on the
telegraph to send messages to all
parts of the world. Without them our
life would not be so convenient,
especially in business matters. Mr,
Morse gave us a wonderful invention
when he completed the telegraph.
Truly, \M' are grateful to him.lorge Macaya
Page Fourteen
JUST ONCE A MONTH
TIIK FIRST AMERICAN FLAG
The American colonies wore declared "The t'nited States of America". The people wanted a (lap of their
own. They didn't want to use the
British flag any longer.
The flag of the thirteen original
state had thirteen alternating red
and white stripes with thirteen stars
in a blue field. Since then, a new
star has been added for each new
state and at the present time there
are forty-eight stars in the blue field.
The thirteen bars remain and they
remind Americans of the time when
they were feeble colonies. The brave
little colonies declared their independence.
I remember that Betsy Uoss made
the fir-t flag and that she lived in
Philadelphia. Noemi Sucre
A
—NAD ATTITUDE
(Continued lYom Page Fivei
and .s-r/H/, it has a wide range of
pronunciation. Each word is a challenge to the lipreader.
Deaf children learn that "c-h" is
pronounced "ch." They are likely to
confuse it with "sh". When they encounter the word iincht they will pronounce the "ch." Naturally they are
puzzled when the teacher wants it to
he pronounced "yacht."
And how about the words xliould
and < (>'</(/?
They are pronounced
"shood" and "cood." Nevertheless,
nninlil is not "mood" hut "mold."
/ '/ (a/, is pronounced "freek" not
"frake" but l>r<-tik is "brake." Stt-nk
is "stake," to puzzle the youngsters
still further.
Some letters, like "k," are formed
entirely within the mouth, with the
lips having no function at all. Then,
too. there are whole groups of words
which do not call for lip movement.
('tinxni, midf, Ifftfi', ilium >', are examples. On the other hand, Hint her,
for February, 1956
fiillu r and brother are easy to lipread. But IIIIIIHH and pnpn are indistinguishable!
The letter "t" often is "sh" as in
"institution" and "constitution." Easy
to learn. Not a bit of it!
Consider numbers to the lipreader,
it is practically impossible to distinguish between the various multiples
of ten and the numbers ending in
"teen." For example, there is no
visible difference between ":50" and
"IV "50" and "!!>," and "70" and
"17." The lipreader can distinguish
only by guessing and calm reflection
will tell you what that means in such
subject as mathematics. Figures are
precise and must be understood with
absolute accuracy. Hardly a day passes in life of a deaf person when
he does not misinterpret figures read
on a speaker's lips.
For even passable lipreading, the
stage must be set. The light must be
right. The lipreaders must face the
speaker and not be at an angle. The
seats must be properly placed. For
maximum results, the teacher must
use the vocabulary with which the
chiHfon are acquainted.
In everyday life, there is no set
stage for lipreading, either for children or adults. There are no repetitions for Johnny because he has to
struggle with the letter "t" or Susie,
who has difficulty with the "ch"
sounds. It is catch as catch can.
The adult deaf know there are gaps
in what can bo lipread that must be
filled in by guessing what the speaker means. Sometimes this leads to
completely inaccurate interpretations
of his meaning and consequent emharrassement. One of the most frequently leveled criticisms of speechreading is that it is itirjenct. Among
the careful, conscientious deaf are
many who insist on complete accuracy. Not having it with lip-reading, they are dissatisfied, critical.
Page Fifteen
The many intelligent deaf who are
confused and helpless in classes
where oral instruction and nothing
else is allowed resent the fact that
their education is restricted in this
way. Through no fault of their own,
they have been denied (ill the workable types of communication which
should he open to them. In adulthood,
they realize that as school children
they have missed much of the grandeur of true education because of a
narrow attitude in the part of rulers
of teaching policy. Time which could
have hee?i well invested in acquiring
knowledge has been wasted in forcing children to concentrate on the
unreliable arts of speech and liprcadinjr.
Almost invariably, the deaf pupil
of a so-called oral school turns to
sign language and finger spelling
after graduation. Why? Simply because he soon learns the inexactness
of his only means of communication
and (lie enormous superiority of the
combined system with its absolute
accuracy and one hundred per cent
reliability.
I.ipreading is a wonderful thing.
We, the adult deaf, say this from
experience. Hut it is imperfect, an
art, not a science. Many of the wonders attributed to it simply do not
exist. It is high time the hearing
public was told this by those who
know the deaf.
Th<
dnnjunnoii
Calendar of Events
March
'2
-
Junior lied Cross Meetitij;, 1 p. in., Dcnison House
Tliinl Animal Variety I'.asketball Xiirhl. 7 .:',<) p. m., in
the \e\\ (iyni. Kendall Faculty vs. Kcmlall 1'arents
Kendall "I'.eos" vs. Kruir's All-Stars
1 Sunday Night Lyceum, Denismi House at 7 .:!<>p m.
(>- (!irl Scout Meetinir. Dcnison House. 1 p. in.
8- Kocroalinn Hour. Dfiiisnn House at 7 >!<) p.m.
11- Sunday Night Lyceum, Denismi (louse at 7 :.'{(! p.m.
1)5 (lirl Seoul Meeting. Dcnison lluusc. \ p. \\\.
11 I'.iiy Scout .Meeting. Fay llmisc, S p. m.
1 s* Suinlay Niirht Lyceum, Dcnismi House a) 7 . ;!() p. m.
20 (iirl Scout MeeJinjr. Deuison House, } p. m.
22-- Heat The Clock Social. Kendall Alumni Associatinn.
Kendall 11 all 7 p. in.
25 Sundny Niyrht Lyceum Deni.son House. 7 :'W ]\. in.
27 Pupils L'O hniiie at '-! p. in. for Kaster Holiday.
April
t
Classes licuin promptly at S a. m. following the Faster
Holidav
******************************************************
THE KENDALL SCHOOL FOR THE DEAF
Joseph P. Youngs, Jr., M.A., M.A. in Ed., Principal
Verdry D. Vaughan, M.A., Supervising Teacher
Florence Johnson, Secretary
Faculty
Mary Phillips, M.A.
Polly Shahan, M.A.
Ellen Stewart, B.Ph.
Bessie Thorton, M.A.
Mary Ann White
Hilda Williams, M.A.
Louise Babcock, M.A.
Margaret Daniels, A.A
Otis Findley
Rubye Frye, M.A.
Nevelyn Grainger
Mary La Rue, B.A.
Special Instructors
Chester Dobson, B.S., ,'nstructor in Printing
Adele Krug, B.A., Instructor in Home Making
Richard Mathews, B.A., Instructor in Mechnical Drawing
Florence Waters, Typing
Frank Turk, B.A., Physical Education
"Thomas Desrosier, Photography
* Royal Teets, Woodworking and Sloyd
Ruth Atkins, B.A., Girls
Ochia Lee, Small Girls
Counselors
Frank Turk, B.A., Boys
Abigail deSombre, Small boys
Medical Staff
James J. Greeves, D.D.S., Dentist
Mary Van Pelt, R.N., Nurss
Richard Todd, M.D., Physician
Mary Ichino, R.N., Nurse
Graduate Department of Education
Clarence Bennett, B.S., Virginia State College
Henry O. Bjorlie, B A., St. Olaf College
Malcolm Henderson, B.A., University of California at Los Angeles
Jerald Malin, B.S., State Teacher's College at Towson, Maryland
Issac N. Ramanaden, St. Michael's College, Ceylon
Eveyln Henderson, B.A., University of California at Lot Angeles
Ramona N. Hendrix, B.S., Philander Smith College
Theresa Le Mieux, B.A., University of North Dakota
Lakshmi Malladi, B.S., Universi \y of Madras, M.S. St. Joseph's
Training College, Irdia; Simons College
Eleanor Stratton, B.S., Richmond Professional Institute
Constance Veenstra, B.A., Hope College
f
1.1
Gallaudet College Student Instru :tors
******************************************************
I