The oral method in tuition

In the early 20th century, more than half of the pupils were taught using the oral method. None of the schools used only sign language in tuition, but a fifth of the students were taught using writing and about a quarter of the pupils learned with a combination of written language and sign language. In the 1930s, about 70% of the pupils were taught using the oral method.

In 1904, a divided tuition system was implemented, and pupils were placed in different schools or classes, depending on their talent. All the pupils started school using the oral method, and they were later categorised as ‘a’, ‘b’ and ‘c’ pupils on the basis of their speech skills. The pupils placed in the ‘a’ or ‘b’ groups were taught using spoken language and ‘c’ pupils we transferred to a school that used the writing method. Pupils were evaluated on the basis of their ability to speak and in practice no attention was given to any other learning outcomes or talent. This was confusing for the pupils and gave rise to jealousy and shame and left many mentally scarred. This system was in place in schools for the deaf until the 1960s.

Schools where pupils were taught with the help of written language typically also used sign language and signs to some extent. Schools that used the oral method also had a few teachers who wanted to use signs. However, teachers regarded the oral method as a much better option, believing that using sign language in teaching would mean keeping the deaf pupils ignorant. On the other hand, learning sign language would have been difficult and time-consuming for the teachers.

Under the regulations issued in 1912, the schools could decide on the content of tuition relatively freely. Because schools prepared pupils for everyday life, the most important subject was articulation. The goal of this subject was to help the pupils become as ‘normal’ as possible. Articulation was taught up to 20 hours a week, taking up most of the time allocated for lessons. Other subjects were also taught using speech and lipreading.

Observation was central in the teaching, with pictures and objects used as teaching tools. Breathing exercises and gymnastics supported the tuition. In the teaching of articulation, mirrors, spoons and spatulas were also used. A story repeated in sign language histories is how the spoon used in articulation exercises was not washed before it was placed in the next pupil’s mouth, and many found this repulsive. Hendell believed that pupils had to learn to produce sounds before being taught grammar. Pupils had to understand the role of the lips, throat and tongue in the generation of speech. Pupils would hold one hand on the teacher’s speech organs and the other hand on their own to be able to imitate the motions.

The learning outcomes were typically poor, but the teaching of speech whenever possible was still recommended. It was laborious for teachers and pupils alike. Pupils had to keep a close eye on the teacher’s lips to catch the slightest movements. In addition to school days, pupils had to practise lipreading during the Sunday church service. Pupils also had articulation homework, which they did at the dormitory in the evening with the dormitory supervisor overseeing it. The pupils did not always understand what the texts were about.

The negative attitude to sign language was the most evident in the physical punishments pupils faced if caught signing. Deaf history is full of stories of physical force and punishments used in connection with the teaching of oral language. People have talked about physical punishment for using sign language and outright cruelty: pupils were hit on the fingers with a pointer, made to stand in the corner, their hands were bound or they were made to go hungry. Of course, physical punishments were also used at the schools for the hearing at the time.

Despite these hardships, deaf people typically considered their school years to have been a good time because they were able to socialise with other deaf people. Even though sign language was not permitted at school, the pupils used it in secrecy and it spread quickly among the children. In addition, the pupils who understood what the teacher said, used sign language to explain to others what was being taught. At home, however, the pupils did not have a shared language with their hearing family members.