History of the Vocational Education Programs at the Utah School for the Deaf
Compiled & Written by Jodi Christel Becker
Edited by Valerie G. Kinney
Published in 2013
Updated in 2026
Edited by Valerie G. Kinney
Published in 2013
Updated in 2026
Author's Note
Since its establishment in 1884, the Utah School for the Deaf has played an important role in providing vocational education opportunities for Deaf and hard-of-hearing students. These programs helped students develop practical skills and prepare for employment after graduation. Over the years, many graduates pursued successful careers in trades, businesses, and professions, contributing to their communities and to Utah's economic development (Roberts, 1994).
Vocational education was an important component of Deaf education during the late nineteenth and twentieth centuries. Through training in areas such as carpentry, printing, shoemaking, and other skilled trades, students gained valuable experience that supported their independence and career development.
During my research, I was fascinated by the variety of occupations held by Deaf individuals throughout Utah's history. Learning about their accomplishments provided insight into the talents, skills, and determination of Deaf workers who succeeded in a wide range of fields despite the barriers they often encountered.
The history of vocational education at the Utah School for the Deaf offers an important perspective on the experiences of Deaf individuals in the workforce. Their achievements continue to demonstrate the value of educational opportunity, job training, and community support in helping individuals reach their full potential.
In my historical work, I use first names for everyone, including men, women, and LGBTQ+ individuals, to recognize their contributions and challenge the patriarchal tradition of identifying women primarily through their spouses' surnames. This approach acknowledges individual achievements while respecting personal identity. Using first names helps make each person feel valued and recognized while highlighting the important roles women and other underrepresented individuals have played in our community's history.
Furthermore, our organization was previously known as the Utah Association for the Deaf before changing its name to the Utah Association of the Deaf in 2012. Historically, the organization was known as the Utah Association of the Deaf from 1909 to 1962. In 1963, the name changed to the Utah Association for the Deaf, and in 2012 it returned to its original name. To accurately reflect each historical period, I use both "of" and "for" throughout this website when referring to the organization.
Thank you for taking an interest in this topic.
Enjoy!
Jodi Christel Becker
Vocational education was an important component of Deaf education during the late nineteenth and twentieth centuries. Through training in areas such as carpentry, printing, shoemaking, and other skilled trades, students gained valuable experience that supported their independence and career development.
During my research, I was fascinated by the variety of occupations held by Deaf individuals throughout Utah's history. Learning about their accomplishments provided insight into the talents, skills, and determination of Deaf workers who succeeded in a wide range of fields despite the barriers they often encountered.
The history of vocational education at the Utah School for the Deaf offers an important perspective on the experiences of Deaf individuals in the workforce. Their achievements continue to demonstrate the value of educational opportunity, job training, and community support in helping individuals reach their full potential.
In my historical work, I use first names for everyone, including men, women, and LGBTQ+ individuals, to recognize their contributions and challenge the patriarchal tradition of identifying women primarily through their spouses' surnames. This approach acknowledges individual achievements while respecting personal identity. Using first names helps make each person feel valued and recognized while highlighting the important roles women and other underrepresented individuals have played in our community's history.
Furthermore, our organization was previously known as the Utah Association for the Deaf before changing its name to the Utah Association of the Deaf in 2012. Historically, the organization was known as the Utah Association of the Deaf from 1909 to 1962. In 1963, the name changed to the Utah Association for the Deaf, and in 2012 it returned to its original name. To accurately reflect each historical period, I use both "of" and "for" throughout this website when referring to the organization.
Thank you for taking an interest in this topic.
Enjoy!
Jodi Christel Becker
The Introduction of the
Vocational Education
at the Utah School for the Deaf
Vocational Education
at the Utah School for the Deaf
In 1889, five years after the establishment of the Utah School for the Deaf in Salt Lake City, Utah, in 1884, vocational education was introduced. Students received training in practical trades such as carpentry, shoe repair, printing, cooking, and sewing. These programs were designed to equip Deaf and hard-of-hearing students with marketable skills that would help them secure employment, achieve self-sufficiency, and contribute to their communities.
In addition to vocational training, students at the Utah School for the Deaf received a comprehensive academic education that included arithmetic, advanced mathematics, physics, geography, history, art, and English. The school demonstrated its commitment to a well-rounded education by offering occupational training at no additional cost, allowing students to develop both academic knowledge and practical skills (Roberts, 1994).
In addition to vocational training, students at the Utah School for the Deaf received a comprehensive academic education that included arithmetic, advanced mathematics, physics, geography, history, art, and English. The school demonstrated its commitment to a well-rounded education by offering occupational training at no additional cost, allowing students to develop both academic knowledge and practical skills (Roberts, 1994).
The Industrail Department at the Utah School for the Deaf in Salt Lake City, Utah. Source: Biennial Report of the Trustee and Superintendent of the Utah State School for the Deaf and Dumb and the Blind: 1899-1900
From Vocational Training to Employment
The early students of the Utah School for the Deaf came from families representing a wide range of occupations. Many rural families earned their living through farming and ranching (Roberts, 1994). Among the school's founding supporters was John Beck, one of the founders of the Utah School for the Deaf in 1884 and the father of three Deaf sons. Beck owned the Bullion-Beck Mine and Beck's Hot Springs and was one of Utah's prominent businessmen.
The fathers of Deaf students worked in many professions, including farming, shoemaking, carpentry, and general labor. Others were butchers, merchants, accountants, mechanical engineers, county recorders, dentists, surveyors, candy makers, eye specialists, and postmasters (Evans, 1999). This diversity reflected the broad range of career opportunities available to Deaf individuals and their families during the late nineteenth and early twentieth centuries.
The fathers of Deaf students worked in many professions, including farming, shoemaking, carpentry, and general labor. Others were butchers, merchants, accountants, mechanical engineers, county recorders, dentists, surveyors, candy makers, eye specialists, and postmasters (Evans, 1999). This diversity reflected the broad range of career opportunities available to Deaf individuals and their families during the late nineteenth and early twentieth centuries.
Utah School for the Deaf in Ogden, Utah. Hospital (left) Industrial Building (center) Main Building (right). Photo courtesy of the Kenneth C. Burdett Bulletin Board
Employment opportunities for Deaf individuals were often limited, and many followed occupational paths similar to those of their parents. Others sought careers in entirely different fields. To help students prepare for the workforce, the Utah School for the Deaf developed vocational education programs that provided practical, marketable skills and served as a bridge between education and employment. The training helped students gain confidence, achieve greater independence, and pursue a variety of occupations after graduation. Although many students specialized in a particular trade, they did not always work in the specific field they had studied (Roberts, 1994).
After graduating from high school, many young Deaf men and women chose to live and work in the metropolitan areas of Salt Lake City and Ogden. These cities offered employment opportunities as well as established Deaf communities where individuals could build friendships, participate in social organizations, and communicate freely in sign language. For many graduates, this sense of community was difficult to find in smaller Utah towns where few Deaf individuals lived (Roberts, 1994).
The vocational education program played an important role in helping Deaf students transition from school to adulthood. Through a combination of academic instruction and hands-on training, graduates were better prepared to enter the workforce, become financially independent, and contribute to their communities.
After graduating from high school, many young Deaf men and women chose to live and work in the metropolitan areas of Salt Lake City and Ogden. These cities offered employment opportunities as well as established Deaf communities where individuals could build friendships, participate in social organizations, and communicate freely in sign language. For many graduates, this sense of community was difficult to find in smaller Utah towns where few Deaf individuals lived (Roberts, 1994).
The vocational education program played an important role in helping Deaf students transition from school to adulthood. Through a combination of academic instruction and hands-on training, graduates were better prepared to enter the workforce, become financially independent, and contribute to their communities.
Did You Know?
In 1906, The Silent Worker highlighted the success of the Utah School for the Deaf's earliest graduates:"Our young school had every reason to be proud of its graduates. All nineteen of them became respectable, industrious, and self-supporting citizens.
Among the graduates, we had one surveyor, one teacher, two instructors, one photographer, four farmers, three housewives, two carpenters, one printer, one student, and three laborers." — Utah Eagle, quoted in The Silent Worker (June 1906)
The accomplishments of these early graduates reflected the school's commitment to preparing Deaf students for productive and independent lives. Their success demonstrated the value of combining academic education with vocational training, a philosophy that would continue to guide the Utah School for the Deaf for generations.
Among the graduates, we had one surveyor, one teacher, two instructors, one photographer, four farmers, three housewives, two carpenters, one printer, one student, and three laborers." — Utah Eagle, quoted in The Silent Worker (June 1906)
The accomplishments of these early graduates reflected the school's commitment to preparing Deaf students for productive and independent lives. Their success demonstrated the value of combining academic education with vocational training, a philosophy that would continue to guide the Utah School for the Deaf for generations.
In 1944, during World War II, the boys at the Utah School for the Deaf, under the guidance of Herald Green, received machinist job training at the old Weber College. Photo courtesy of Kenneth and Ilene Kinner
The Expansion of the
Vocational Education Program for Boys
Vocational Education Program for Boys
Since the introduction of vocational education in 1889, the Utah School for the Deaf has offered a variety of practical training opportunities for its students. Initially, the program included printing, shoemaking, and carpentry courses for boys. Over time, the curriculum expanded to include farming, gardening, blacksmithing, painting, and barbering, providing students with a wider range of vocational choices and career pathways (Roberts, 1994).
Utah School for the Deaf in Salt Lake City, Utah in 1892. Source: The Deseret Eagle, March 15, 1892
By the early 20th century, the Utah School for the Deaf continued to broaden its vocational offerings. New courses such as leathercraft, mechanical drawing, upholstering, and photography were added to the curriculum. During the first six grades, boys were introduced to a variety of vocational subjects and encouraged to explore their interests. During their final four years of high school, students selected a specific occupational area for more advanced study and training. Graduates of the vocational education program generally experienced low unemployment rates and were well prepared to enter the workforce (Utah School for the Deaf Program Book, 1960s).
The expansion of vocational education reflected the school's ongoing commitment to helping Deaf students develop practical skills, achieve economic independence, and prepare for productive careers. These programs provided valuable opportunities for students to gain hands-on experience while developing confidence in their abilities.
The expansion of vocational education reflected the school's ongoing commitment to helping Deaf students develop practical skills, achieve economic independence, and prepare for productive careers. These programs provided valuable opportunities for students to gain hands-on experience while developing confidence in their abilities.
The Boys' Vocational Department at the Utah School for the Deaf in the 1950s. Source: Brochure of the Utah School for the Deaf, 1950s
Printing
Printing was one of the most popular vocational programs at the Utah School for the Deaf. According to Roberts, many students found the printing shop especially appealing because they were not distracted by the noise generated by the printing presses (Roberts, 1994).
The printing program served a dual purpose. It provided students with valuable vocational training while also producing publications that informed and connected Utah's Deaf community. Student printers played an important role in publishing school newspapers and magazines such as The Deseret Eagle, The Eaglet, and The Utah Eagle (The Utah Eagle, September 15, 1897). These publications, along with documents produced for the school administration and the Utah Association for the Deaf, became important historical records that documented the achievements, activities, and contributions of Deaf Utahns.
The printing program served a dual purpose. It provided students with valuable vocational training while also producing publications that informed and connected Utah's Deaf community. Student printers played an important role in publishing school newspapers and magazines such as The Deseret Eagle, The Eaglet, and The Utah Eagle (The Utah Eagle, September 15, 1897). These publications, along with documents produced for the school administration and the Utah Association for the Deaf, became important historical records that documented the achievements, activities, and contributions of Deaf Utahns.
The printing shop at the Utah School for the Deaf in Ogden, Utah, in 1899. Source: Biennial Report of the Trustees and Superintendent of the Utah School for the Deaf and Dumb and the Blind: 1899-1900
Source: The Deseret Eagle of the Utah School for the Deaf, October 10, 1889
A significant milestone occurred on October 10, 1889, when the first issue of The Deseret Eagle was published. Produced twice monthly by the printing department, it remained in publication until 1894. After its discontinuation, student printers launched The Eaglet, which was edited, produced, and published by students from 1894 to 1899.
The Eaglet Staff. Back Row L-R: Matilda Lund, Reporter, Ezra T. Rollor, Business Manager, Chas Martin, Reporter. Second Row L-R: Jno W. Bradley, Blind Reporter, Frank M. Driggs, Censor, John H. Clark, Editor in Chief. Front Row L-R: Ole Peitit, Reporter and Lillie Swift, Associate Reporter. Source: FamilySearch.org
During this same period, The Utah Eagle was first published on March 1, 1897. The name reflected Utah's recent transition from territory to statehood in 1896, when "Utah" replaced "Deseret." The term "Deseret," derived from the Book of Mormon, means "industry" and reflected the aspirations of Utah's early settlers.
Thereafter, The Utah Eagle became the official publication of the Utah School for the Deaf and Blind. The superintendent and members of the staff served as editors, and the publication was issued monthly during the school year.
Thereafter, The Utah Eagle became the official publication of the Utah School for the Deaf and Blind. The superintendent and members of the staff served as editors, and the publication was issued monthly during the school year.
Joseph Olorenshaw, an 1894 graduate of the Utah School for the Deaf, is standing on the right side of the photo holding the Deseret Eagle Newspaper in Salt Lake City, Utah. A subscription to this paper was only 50 cents a year. Source: FamilySearch.org
These publications provided valuable information about issues affecting the Utah Deaf community. They featured reports on student activities, achievements of current and former students, faculty news, family updates, student grades during certain years, and developments from Deaf organizations and schools throughout the United States. Today, these publications remain invaluable historical resources for understanding the lives, experiences, and accomplishments of Deaf Utahns (The Utah Eagle, September 15, 1897; Pace, 1946; Roberts, 1994; Utah School for the Deaf Program Book).
The Deseret Eagle, April 15, 1896. Source: thrive125.utah.gov
These publications provided information on contemporary issues relevant to the Utah Deaf community. They included coverage of student activities, news about current and former faculty members, student and family information, student grades for certain years, and updates from other Deaf organizations and schools (The Utah Eagle, September 15, 1897; Pace, 1946; Roberts, 1994; Utah School for the Deaf Program Book).
The Utah School for the Deaf housed the printing department on the right side of the basement of Woodbury Hall in Ogden, Utah from 1940 to 1966. Photo courtesy of the Kenneth C. Burdett Bulletin Board
Learning how to operate a linotype machine at the Utah School for the Deaf, in Ogden, Utah, in 1955. Photo courtesy of the Kenneth C. Burdett Bulletin Board
Harry Sanger Smith, Known as “Bob White”
In The Silent Worker Magazine
In The Silent Worker Magazine
Harry Sanger Smith, known to many readers of The Silent Worker magazine by his pen name "Bob White," was the first printing and linotyping instructor at the Utah School for the Deaf. He was born on July 12, 1877, in Rosemont, New Jersey. At the age of twelve, he lost his hearing as a result of cerebrospinal meningitis and pneumonia. Although this life-changing event interrupted his education, Harry persevered and went on to achieve remarkable success in the printing profession.
Following his hearing loss, Harry enrolled at the New Jersey School for the Deaf after finding it difficult to continue his education in a public school setting (The Silent Worker, September 1900). Recognizing his intelligence and potential, Mr. Porter assigned him to the school's printing office, where he began learning typesetting and presswork. Harry initially resisted the assignment, explaining that he could earn a dollar a day building pigpens near his home. Mr. Porter persuaded him that mastering the printing trade would provide greater opportunities and higher earnings. Harry eventually agreed and remained in the printing program, a decision that would shape the rest of his life (The Silent Worker, April 1925).
After graduating from the New Jersey School for the Deaf, Harry quickly secured employment as a printer in Trenton, New Jersey, where he worked for five years. His skill and attention to detail earned the respect of his coworkers and fellow printers. He joined the Typographical Union and devoted much of his spare time to perfecting his craft, demonstrating a commitment to excellence that would characterize his entire career.
Seeking new challenges, Harry later moved to New Hope, Pennsylvania, where he managed a country weekly newspaper. Two months later, he accepted a position as an advertising compositor at one of Philadelphia's largest printing establishments. The company employed approximately 200 workers and operated seventeen cylinder presses, nine linotype machines, an electrotype foundry, an ink factory, and its own power plant (The Silent Worker, September 1900).
Harry eventually relocated to Colorado Springs, Colorado, where he combined his passion for printing with his love of the outdoors. An avid fisherman, hunter, trapper, camper, and writer, he frequently contributed articles to The Silent Worker. One of his best-known pieces was published under the title "Bob White," a name by which many readers came to know him (The Silent Worker, September 1900; The Silent Worker, April 1925).
In 1920, Harry toured Utah's scenic Ogden Canyon with fellow Deaf leader Paul Mark and National Fraternal Society of the Deaf President H. C. Anderson. The trip reflected his active involvement in the national Deaf community (The Silent Worker, November 1920).
Following his hearing loss, Harry enrolled at the New Jersey School for the Deaf after finding it difficult to continue his education in a public school setting (The Silent Worker, September 1900). Recognizing his intelligence and potential, Mr. Porter assigned him to the school's printing office, where he began learning typesetting and presswork. Harry initially resisted the assignment, explaining that he could earn a dollar a day building pigpens near his home. Mr. Porter persuaded him that mastering the printing trade would provide greater opportunities and higher earnings. Harry eventually agreed and remained in the printing program, a decision that would shape the rest of his life (The Silent Worker, April 1925).
After graduating from the New Jersey School for the Deaf, Harry quickly secured employment as a printer in Trenton, New Jersey, where he worked for five years. His skill and attention to detail earned the respect of his coworkers and fellow printers. He joined the Typographical Union and devoted much of his spare time to perfecting his craft, demonstrating a commitment to excellence that would characterize his entire career.
Seeking new challenges, Harry later moved to New Hope, Pennsylvania, where he managed a country weekly newspaper. Two months later, he accepted a position as an advertising compositor at one of Philadelphia's largest printing establishments. The company employed approximately 200 workers and operated seventeen cylinder presses, nine linotype machines, an electrotype foundry, an ink factory, and its own power plant (The Silent Worker, September 1900).
Harry eventually relocated to Colorado Springs, Colorado, where he combined his passion for printing with his love of the outdoors. An avid fisherman, hunter, trapper, camper, and writer, he frequently contributed articles to The Silent Worker. One of his best-known pieces was published under the title "Bob White," a name by which many readers came to know him (The Silent Worker, September 1900; The Silent Worker, April 1925).
In 1920, Harry toured Utah's scenic Ogden Canyon with fellow Deaf leader Paul Mark and National Fraternal Society of the Deaf President H. C. Anderson. The trip reflected his active involvement in the national Deaf community (The Silent Worker, November 1920).
Harry Sanger Smith. Source: The Silent Worker, September, 1900
In 1923, while working in the printing industry, Harry supported fellow union members during a labor strike. Following the lengthy strike, the Utah School for the Deaf successfully recruited him to become its printing and linotyping instructor. He moved to Ogden, Utah, and assumed responsibility for what many considered one of the finest school printing shops in the western United States (The Silent Worker, April 1925).
Under Harry's leadership, the quality of the Utah Eagle improved significantly and became known for its outstanding typography and craftsmanship (The Silent Worker, May 1924). His influence extended far beyond the printed page. He served as a mentor and role model to the students who worked in the printing shop, helping them develop both technical skills and professional pride.
Superintendent Frank M. Driggs praised Harry's contributions, stating:
"Never in the history of printing has a printer been so splendid, so thorough, and so dedicated to his work and his printer boys."
Frank further observed that Harry exercised an extraordinary influence on his students through both his teaching and personal example (The Silent Worker, May 1925).
Under Harry's leadership, the quality of the Utah Eagle improved significantly and became known for its outstanding typography and craftsmanship (The Silent Worker, May 1924). His influence extended far beyond the printed page. He served as a mentor and role model to the students who worked in the printing shop, helping them develop both technical skills and professional pride.
Superintendent Frank M. Driggs praised Harry's contributions, stating:
"Never in the history of printing has a printer been so splendid, so thorough, and so dedicated to his work and his printer boys."
Frank further observed that Harry exercised an extraordinary influence on his students through both his teaching and personal example (The Silent Worker, May 1925).
The Utah School for the Deaf's Printer and the "Boss" between 1923 and 1925. Back Row L-R: Wayne Stewart, Instructor Harry S. Smith, Ross Thurston. Middle Row L-R: Kenneth C. Burdett and George Laramie. Front Row L-R: Charles Flowkes, Jr., and Heber Christensen. Photo courtesy of Keith E. Stewart
Harry Sanger Smith. Source: The Silent Worker, April 1925
Harry's reputation as a master printer continued to grow. In the summer of 1925, he was selected by the Chairman of the Industrial Section to present a paper at the Convention of Principals and Superintendents of Schools for the Deaf in Cincinnati, Ohio. Tragically, before he could attend, he became seriously ill. On March 2, 1925, Harry passed away unexpectedly from acute gastritis. He was buried in Ogden City Cemetery, only a short distance from the Utah School for the Deaf (The Silent Worker, April 1925).
Although his life was cut short, Harry Sanger Smith left a lasting impact on the Utah School for the Deaf. Through his dedication to the printing profession, his mentorship of young Deaf printers, and his contributions to Deaf journalism, he helped elevate the school's vocational education program and inspired generations of students. The success of the printing department and publications such as the Utah Eagle stand as enduring reminders of his talent, leadership, and commitment to Deaf education.
Although his life was cut short, Harry Sanger Smith left a lasting impact on the Utah School for the Deaf. Through his dedication to the printing profession, his mentorship of young Deaf printers, and his contributions to Deaf journalism, he helped elevate the school's vocational education program and inspired generations of students. The success of the printing department and publications such as the Utah Eagle stand as enduring reminders of his talent, leadership, and commitment to Deaf education.
William “Bill” Cole,
an Ogden Standard-Examiner Typographer
an Ogden Standard-Examiner Typographer
William "Bill" Cole was one of the Utah School for the Deaf's most successful printing graduates and became one of Utah's best-known Deaf printers. Born in England on June 15, 1884, Bill faced hardship early in life. After his father was killed in a coal mine accident in 1904, Bill left the Utah School for the Deaf, where he had been a student since 1897, to help support his family.
Bill began his career in the newspaper industry on April 10, 1912, when he was hired as a galley boy at the Ogden Standard. At the time, the printing industry was experiencing significant changes due to the merger of Ogden's two major newspapers, the Standard and the Examiner. Despite the uncertainty created by the merger, Bill's determination, skill, and strong work ethic allowed him to remain employed. He quickly earned a reputation as one of Ogden's fastest and most talented makeup men, a highly respected position within newspaper production (White, The Silent Worker, June 1920).
Over the course of his career, Bill demonstrated remarkable dedication to the printing profession. He worked for the same newspaper company for 50 years, an extraordinary accomplishment in the industry. During that time, he served in numerous positions, including head setter, makeup artist, advertising compositor, floor man, and shop foreman. His skills and experience earned him widespread respect among his coworkers and fellow printers. According to the UAD Bulletin, he was recognized as one of the most experienced typographers in the United States and was believed to have spent more years working for a single newspaper than almost any other printer in the profession (UAD Bulletin, March 1984).
On April 10, 1962, exactly 50 years after beginning his career, Bill retired from the Ogden Standard-Examiner. His retirement marked the conclusion of a distinguished career built on perseverance, professionalism, and outstanding craftsmanship. Throughout his career, his deafness never prevented him from achieving success (The UAD Bulletin, Summer 1962).
In a 1941 feature published in Editor and Publisher, Bill reflected on how his deafness actually benefited him in the workplace:
"My deafness is to my advantage. The noise in the composing room tends to distract some workers, but not me. I never hear it. Thus, I am better able to keep my mind on my work."
The publication further observed:
"He is one of the fastest make-up men in the Intermountain country" (The UAD Bulletin, Summer 1962).
Bill was admired not only by his coworkers but also by members of Utah's Deaf community. Before settling permanently in Ogden, he traveled throughout the country and gained valuable experience as a printer and makeup artist before returning to work at the Standard(White, The Silent Worker, April 1920).
Bill began his career in the newspaper industry on April 10, 1912, when he was hired as a galley boy at the Ogden Standard. At the time, the printing industry was experiencing significant changes due to the merger of Ogden's two major newspapers, the Standard and the Examiner. Despite the uncertainty created by the merger, Bill's determination, skill, and strong work ethic allowed him to remain employed. He quickly earned a reputation as one of Ogden's fastest and most talented makeup men, a highly respected position within newspaper production (White, The Silent Worker, June 1920).
Over the course of his career, Bill demonstrated remarkable dedication to the printing profession. He worked for the same newspaper company for 50 years, an extraordinary accomplishment in the industry. During that time, he served in numerous positions, including head setter, makeup artist, advertising compositor, floor man, and shop foreman. His skills and experience earned him widespread respect among his coworkers and fellow printers. According to the UAD Bulletin, he was recognized as one of the most experienced typographers in the United States and was believed to have spent more years working for a single newspaper than almost any other printer in the profession (UAD Bulletin, March 1984).
On April 10, 1962, exactly 50 years after beginning his career, Bill retired from the Ogden Standard-Examiner. His retirement marked the conclusion of a distinguished career built on perseverance, professionalism, and outstanding craftsmanship. Throughout his career, his deafness never prevented him from achieving success (The UAD Bulletin, Summer 1962).
In a 1941 feature published in Editor and Publisher, Bill reflected on how his deafness actually benefited him in the workplace:
"My deafness is to my advantage. The noise in the composing room tends to distract some workers, but not me. I never hear it. Thus, I am better able to keep my mind on my work."
The publication further observed:
"He is one of the fastest make-up men in the Intermountain country" (The UAD Bulletin, Summer 1962).
Bill was admired not only by his coworkers but also by members of Utah's Deaf community. Before settling permanently in Ogden, he traveled throughout the country and gained valuable experience as a printer and makeup artist before returning to work at the Standard(White, The Silent Worker, April 1920).
William Cole. Source: The Silent Worker, June 9, 1920
Deaf Printers and Their Legacy
Many students received printing training at the Utah School for the Deaf, although only a small number ultimately pursued long-term careers in the newspaper and printing industries. Among the most notable Deaf printers were William "Bill" Cole, George L. Laramie, Charles Roy Cochran, Keith Nelson, W. David Mortensen, and Kenneth L. Kinner.
These individuals worked for prominent Utah newspapers and publishing organizations, including the Ogden Standard-Examiner, The Salt Lake Tribune, Deseret News, and the Newspaper Agency Corporation. Their accomplishments demonstrated the effectiveness of the school's vocational printing program and the professional opportunities available to Deaf individuals in the industry.
These individuals worked for prominent Utah newspapers and publishing organizations, including the Ogden Standard-Examiner, The Salt Lake Tribune, Deseret News, and the Newspaper Agency Corporation. Their accomplishments demonstrated the effectiveness of the school's vocational printing program and the professional opportunities available to Deaf individuals in the industry.
George L. Laramie, a veteran compositor-operator at the Newspaper Agency Corporation facility in Salt Lake City, Utah, and a 1927 graduate of the Utah School for the Deaf, sits in front of his linotype machine to demonstrate how it works. Source: The Utah Eagle. Summer 1968
Other graduates initially entered the printing profession before later pursuing different careers. For example, Charles Martin worked for a newspaper in Nephi before returning to southern Idaho to help operate his family's farm. John H. Clark, a graduate of the Utah School for the Deaf's printing program, earned a bachelor's degree from Gallaudet College but later chose to work in the construction and building industries rather than in printing. Likewise, G. Leon Curtis worked in the printing field before attending the University of Arizona to pursue graduate studies (Roberts, 1994; G. Leon Curtis, personal communication, February 7, 2009).
Although many graduates ultimately followed different career paths, the printing program provided students with valuable technical skills, discipline, and work experience that prepared them for success in a variety of professions. The achievements of Bill Cole and other Deaf printers stand as lasting examples of the important role vocational education played at the Utah School for the Deaf.
Although many graduates ultimately followed different career paths, the printing program provided students with valuable technical skills, discipline, and work experience that prepared them for success in a variety of professions. The achievements of Bill Cole and other Deaf printers stand as lasting examples of the important role vocational education played at the Utah School for the Deaf.
Kenneth L. Kinner, a Printer
for the Newspaper Industry
for the Newspaper Industry
Kenneth L. Kinner, affectionally known as "Ken," a 1954 graduate of the Utah School for the Deaf, explored several vocational training programs before deciding to specialize in printing. At the age of 16, he secured a printing position with Inland Printing Company in Kaysville, Utah. While attending the Utah School for the Deaf, Ken continued working as a printer and remained employed there until his graduation in 1954.
Ken earned 75 cents an hour when he began working in the printing trade. Over time, his wages increased to $2.00 per hour, reflecting both his growing skill and experience. In 1960, he moved to Salt Lake City, Utah, where he earned $3.00 per hour, which he considered an excellent wage at the time. His steady income enabled him to purchase a new 1957 Ford automobile for $2,000, making monthly payments of only $60 over three years.
After graduation, Ken continued working at Inland Printing Company while living with his mother in Clearfield, Utah. His work schedule was demanding, often requiring him to work from 7:00 a.m. until 10:00 p.m. on Tuesdays, Wednesdays, and Thursdays. Despite the long hours, he took pride in his profession, his strong work ethic, and his ability to earn a good living. Although he considered attending Gallaudet College, he ultimately decided against it because he believed a college degree would not significantly increase his earnings in the printing industry.
Ken earned 75 cents an hour when he began working in the printing trade. Over time, his wages increased to $2.00 per hour, reflecting both his growing skill and experience. In 1960, he moved to Salt Lake City, Utah, where he earned $3.00 per hour, which he considered an excellent wage at the time. His steady income enabled him to purchase a new 1957 Ford automobile for $2,000, making monthly payments of only $60 over three years.
After graduation, Ken continued working at Inland Printing Company while living with his mother in Clearfield, Utah. His work schedule was demanding, often requiring him to work from 7:00 a.m. until 10:00 p.m. on Tuesdays, Wednesdays, and Thursdays. Despite the long hours, he took pride in his profession, his strong work ethic, and his ability to earn a good living. Although he considered attending Gallaudet College, he ultimately decided against it because he believed a college degree would not significantly increase his earnings in the printing industry.
Kenneth L. Kinner is operating a linotype machine at Inland Printing Company in Kaysville, Utah, in 1958. Photo courtesy of Kenneth and Ilene Kinner
In 1959, Ken married Ilene Coles, a fellow graduate of the Utah School for the Deaf. The following year, he accepted a position with the Newspaper Agency Corporation, where he worked with both The Salt Lake Tribune and Deseret News. In 1964, Ken accepted a position with the Ogden Standard-Examiner. He and his family relocated to Ogden so that their Deaf daughter, Deanne, could attend the Utah School for the Deaf.
The family purchased their first home on Eccles Avenue between 30th Street and Patterson Street for $14,000, making monthly payments of approximately $130. Ken worked the day shift and remained with the company for nearly three decades. Throughout his career, he witnessed dramatic changes in newspaper production, particularly the transition from traditional printing methods to computerized technology.
Ken retired in 1993 as a result of workforce reductions and major technological changes within the newspaper industry. However, his retirement was short-lived. He returned to work part-time in 1994 and continued working until 2008, when he retired at the age of 75. His 44 years career in the printing profession reflected both his dedication and adaptability.
Reflecting on the technological changes that transformed the industry, Ken humorously compared himself to "an old dog learning new tricks" as computers gradually replaced many traditional printing methods. Although the printing profession changed dramatically during his lifetime, Ken embraced those changes and remained proud of his work. He particularly enjoyed sharing stories about his experiences in newspaper printing and the many people he met throughout his career (Kenneth L. Kinner, personal communication, December 26, 2010).
Ken's career demonstrated the lasting value of the vocational education program at the Utah School for the Deaf. His success in the printing industry, financial independence, and decades-long professional career stand as a testament to the opportunities vocational training provided for generations of Deaf students.
The family purchased their first home on Eccles Avenue between 30th Street and Patterson Street for $14,000, making monthly payments of approximately $130. Ken worked the day shift and remained with the company for nearly three decades. Throughout his career, he witnessed dramatic changes in newspaper production, particularly the transition from traditional printing methods to computerized technology.
Ken retired in 1993 as a result of workforce reductions and major technological changes within the newspaper industry. However, his retirement was short-lived. He returned to work part-time in 1994 and continued working until 2008, when he retired at the age of 75. His 44 years career in the printing profession reflected both his dedication and adaptability.
Reflecting on the technological changes that transformed the industry, Ken humorously compared himself to "an old dog learning new tricks" as computers gradually replaced many traditional printing methods. Although the printing profession changed dramatically during his lifetime, Ken embraced those changes and remained proud of his work. He particularly enjoyed sharing stories about his experiences in newspaper printing and the many people he met throughout his career (Kenneth L. Kinner, personal communication, December 26, 2010).
Ken's career demonstrated the lasting value of the vocational education program at the Utah School for the Deaf. His success in the printing industry, financial independence, and decades-long professional career stand as a testament to the opportunities vocational training provided for generations of Deaf students.
A typeetter recently installed at Inland Printing Company sets type automatically from a perforated tape. Kenneth L. Kinner, Inland Linotype operator, watches as William G. McMahon, customer engineer for Fairchild Graphic Equipment Company, San Jose, California, checks the first tape run-through machine, which is attached to one of the company's four typesetting machines. Source: The Reflex Journal, November 13, 1958
The following newspaper article highlights the accomplishments of Kenneth L. Kinner, a linotype operator, and his twin Deaf sister, Eleanor Kay Kinner Curtis, who gained recognition as a model for clothing catalogs.
Eleanor Kay Kinner on front cover of the Utah Eagle magazine in April 1953 for the Utah School for the Deaf. Source The Utah Eagle, April 1953
'Some people can't talk-and some people can't listen!' Source: Davis News, October 5, 1961
Eleanor Kay & Kenneth Lee Kinner, 1954 Utah School for the Deaf graduates. Photo courtesy of Kenneth and Ilene Kinner
Blacksmith Trade
Blacksmithing was among the vocational skills taught at the Utah School for the Deaf. Students learned practical metalworking skills that prepared them for employment in a variety of trades. One notable graduate, Hugh Jacob, spent much of his professional life working as a blacksmith in Heber City, Utah. As vocational education evolved, many residential schools for the Deaf expanded their industrial training programs to include auto mechanics and machine shops, where students continued to learn skills related to blacksmithing and metalworking (Roberts, 1994).
Glen William Ross, a 1939 graduate of the Utah School for the Deaf and Blacksmith. Source: The UAD Bulletin, Summer 1968
Carpentry
Carpentry was the first and one of the most popular vocational programs offered at the Utah School for the Deaf. Following the school's relocation to Ogden, Utah, in 1896, the carpentry program expanded significantly. A key figure in its development was Nephi Larsen, a Deaf graduate of the carpentry program who later taught many students and helped lead the school's woodworking instruction.
Under his guidance, students learned to build frames, doors, windows, sashes, shelves, and tables. Their work demonstrated the effectiveness of vocational education in equipping Deaf students with practical and marketable skills (The Utah Eagle, September 15, 1897; Roberts, 1994).
The carpentry shop also played an important role in maintaining school facilities. Students applied their woodworking skills to numerous projects that helped preserve and improve campus buildings, making meaningful contributions to the school community while gaining valuable hands-on experience (The Utah Eagle, September 15, 1897).
Under his guidance, students learned to build frames, doors, windows, sashes, shelves, and tables. Their work demonstrated the effectiveness of vocational education in equipping Deaf students with practical and marketable skills (The Utah Eagle, September 15, 1897; Roberts, 1994).
The carpentry shop also played an important role in maintaining school facilities. Students applied their woodworking skills to numerous projects that helped preserve and improve campus buildings, making meaningful contributions to the school community while gaining valuable hands-on experience (The Utah Eagle, September 15, 1897).
The carpenter shop at the Utah School for the Deaf in Ogden, Utah, in 1899. Source: Biennial Report of the Trustees and Superintendent of the Utah School for the Deaf and Dumb and the Blind: 1899-1900
The carpentry class at the Utah School for the Deaf. L-R: Thomas Austin, Jed Crawford, Joseph Robertson, Lafel Hall, Gilman Stebbins, Andy Yogu, Walter Kirk. Photo courtesy of the Kenneth C. Burdett Bulletin Board
Among the program's notable graduates was Donald Jensen, a 1938 graduate of the Utah School for the Deaf who later taught woodworking classes. Another graduate, Lloyd H. Perkins, who graduated in 1944, worked in the construction industry as a carpenter. In 1977, while serving as president and bishop of the Salt Lake Valley Deaf congregation of The Church of Jesus Christ of Latter-day Saints, he designed and completed a Deaf-friendly church building for the Salt Lake Valley Deaf Ward.
Donald Jensen. Source: The UAD Bulletin, Summer 1968
Donald Jensen, carpentry instructor, checks Walter Wilson on fine points of wood turning at a lathe in the carpentry shop. Photo courtesy of the Kenneth C. Burdett Bulletin Board
Lloyd H. Perkins works as a carpenter. Source: The UAD Bulletin, Summer 1968
The carpenter shop at the Utah School for the Deaf, in Ogden, Utah, in 1955. Photo courtesy of the Kenneth C. Burdett Bulletin Board
Learning the upholstering business at the Utah School for the Deaf, in Ogden, Utah, in 1955. Photo courtesy of the Kenneth C. Burdett Bulletin Board
Barbering
When the Utah School for the Deaf relocated to Ogden in 1896, it expanded its vocational offerings to include a barbering program. The program provided Deaf students with an opportunity to learn a trade that could lead to self-employment and long-term career success.
The school's barbershop served a dual purpose. It provided grooming services for students and staff while giving students practical experience in barbering. One of the program's most successful graduates was Arvel Christensen, who later opened and operated his own barbershop.
For some students, barbering provided an alternative career path to the trade they originally studied. For example, Andrew Madsen received training in carpentry while attending the Utah School for the Deaf but later became a barber after returning to his hometown of Ephraim, Utah (Roberts, 1994).
The school's barbershop served a dual purpose. It provided grooming services for students and staff while giving students practical experience in barbering. One of the program's most successful graduates was Arvel Christensen, who later opened and operated his own barbershop.
For some students, barbering provided an alternative career path to the trade they originally studied. For example, Andrew Madsen received training in carpentry while attending the Utah School for the Deaf but later became a barber after returning to his hometown of Ephraim, Utah (Roberts, 1994).
A barbering class at the Utah School for the Deaf in Ogden, Utah. Photo courtesy of the Kenneth C. Burdett Bulletin Board
Arvel Christensen, A Barbershop Owner
In 1973, Arvel Christensen celebrated his retirement from the barbering profession with an open house honoring his long and successful career. He is believed to have been the only Deaf barber in Utah who cut hair using scissors and owned his own barbershop at 908 Washington Boulevard in Ogden.
A 1932 graduate of the Utah School for the Deaf, Arvel entered adulthood during the Great Depression, a period when employment opportunities were limited. Determined to support himself, he enrolled at Moler Barber College in Salt Lake City, Utah. After only five months of training, he successfully passed the state barber examination and began his career.
Arvel opened his first barbershop on the front porch of his parents' home on 13th Street in Ogden. Although modest in size, the shop marked the beginning of a business that would support him and his family for decades.
A 1932 graduate of the Utah School for the Deaf, Arvel entered adulthood during the Great Depression, a period when employment opportunities were limited. Determined to support himself, he enrolled at Moler Barber College in Salt Lake City, Utah. After only five months of training, he successfully passed the state barber examination and began his career.
Arvel opened his first barbershop on the front porch of his parents' home on 13th Street in Ogden. Although modest in size, the shop marked the beginning of a business that would support him and his family for decades.
Arvel Christensen. Source: The UAD Bulletin, Summer 1968
In 1940, he leased property on Washington Boulevard and built a combined residence and barbershop. Located directly across from Ogden High School, one of Utah's largest high schools, the location provided a steady stream of customers and helped establish his business as a fixture in the community.
After marrying Berdean Christensen, the couple moved into the residence behind the shop and continued operating the family business. Through hard work, dedication, and entrepreneurial spirit, Arvel built a successful career that lasted more than 40 years.
In May 1973, Arvel suffered a minor stroke. Combined with an existing heart condition, the experience convinced him that it was time to retire after four decades in the barbering profession. His retirement marked the conclusion of a remarkable career and a lasting example of how vocational education helped Deaf individuals achieve economic independence and business success (UAD Bulletin, November 1973).
After marrying Berdean Christensen, the couple moved into the residence behind the shop and continued operating the family business. Through hard work, dedication, and entrepreneurial spirit, Arvel built a successful career that lasted more than 40 years.
In May 1973, Arvel suffered a minor stroke. Combined with an existing heart condition, the experience convinced him that it was time to retire after four decades in the barbering profession. His retirement marked the conclusion of a remarkable career and a lasting example of how vocational education helped Deaf individuals achieve economic independence and business success (UAD Bulletin, November 1973).
Arvel Christensen. Source: UAD Bulletin, November 1973
The Utah School for the Deaf in SAlt Lake City, Utah.. Source: The Deseret News, January 16, 1893
Shoemaking
The shoemaking program was one of the most successful vocational offerings at the Utah School for the Deaf. Students learned how to make and repair shoes, and many graduates went on to work in the shoe industry. The department also provided shoe repair services for students and employees, allowing students to gain practical experience while serving the school's needs (Roberts, 1994).
Many graduates established their own businesses and became respected members of their communities. Among the most notable were John Alvey, Paul Mark, John W. McMills, and Lee Shepherd, all of whom owned and operated shoe repair shops throughout Utah. Their success demonstrated how vocational education equipped Deaf students with the skills necessary to achieve financial independence and business ownership.
Many graduates established their own businesses and became respected members of their communities. Among the most notable were John Alvey, Paul Mark, John W. McMills, and Lee Shepherd, all of whom owned and operated shoe repair shops throughout Utah. Their success demonstrated how vocational education equipped Deaf students with the skills necessary to achieve financial independence and business ownership.
The shoe shop at the Utah School for the Deaf in Ogden, Utah, in 1899. Source: Biennial Report of the Trustees and Superintendent of the Utah School for the Deaf and Dumb and the Blind: 1899-1900
The shoe shop at the Utah School for the Deaf in Ogden, Utah, in 1903. Source: Biennial Report of the Trustees and Superintendent of the Utah School for the Deaf and Dumb and the Blind: 1903-1904
Paul Mark,
A Shoe Repair Shop Owner
A Shoe Repair Shop Owner
During the 1920s, Paul Mark, an 1892 graduate of the Utah School for the Deaf, owned "Dunn and Bradstreet," a shoe repair shop located on 25th Street in Ogden, Utah. His business was highly successful, and he also owned stock in several of Ogden's leading industries (White, The Silent Worker, April and October 1920).
As business increased, Paul needed additional help and hired Cyril Jones, a fellow graduate of the Utah School for the Deaf and the father of two Deaf sons. What began as occasional assistance soon developed into a full-time position and a successful working partnership (White, The Silent Worker, June 1920).
As business increased, Paul needed additional help and hired Cyril Jones, a fellow graduate of the Utah School for the Deaf and the father of two Deaf sons. What began as occasional assistance soon developed into a full-time position and a successful working partnership (White, The Silent Worker, June 1920).
Paul Mark. Source: The UAD Bulletin, Summer 1963
Paul Mark's shop on 25th Street, Ogden. Source: The Silent Worker, October 1920
Paul's shop became more than a place for shoe repair. It also served as an important gathering place for members of the Deaf community. Anyone wishing to learn the latest community news often visited Paul, who regularly welcomed Deaf visitors and helped connect people throughout northern Utah (White, The Silent Worker, April 1920).
While Paul operated his successful business in Ogden, another Utah School for the Deaf graduate, John W. McMills, owned a shoemaking and repair shop in Salt Lake City, demonstrating the widespread success of the school's shoemaking program.
While Paul operated his successful business in Ogden, another Utah School for the Deaf graduate, John W. McMills, owned a shoemaking and repair shop in Salt Lake City, demonstrating the widespread success of the school's shoemaking program.
John W. McMills
A Shoe Repair Shop Owner
A Shoe Repair Shop Owner
At the age of six, John Wallace McMills enrolled at the Utah School for the Deaf in Salt Lake City in 1888. During his years at the school, he learned a variety of vocational skills, including horseshoeing, harness making and repair, and shoemaking. Among these trades, shoemaking became his lifelong profession.
When his father's health began to decline, John left school to become the primary provider for his family. His mother depended on him for financial support, and he embraced that responsibility. Around 1902, at the age of twenty, he opened his first shoemaking and repair business in Tooele, Utah. A few years later, he relocated to Mercur, Utah, where he continued supporting his family through his trade.
After marrying Pearl Ault in 1910, John continued building his career. In 1926, he established a new shoe repair business in Salt Lake City and later operated a shop in San Francisco, California. Eventually, he returned to Utah because of Pearl's health concerns and opened his final business, J. W. McMills Shoe Repairing Co., at 267 East Fifth South in Salt Lake City.
John became widely respected among both business owners and members of Utah's Deaf community. Many Deaf individuals sought his advice and valued his leadership. In 1916, he also helped establish Salt Lake City Division No. 56. After decades of successful business ownership, John retired in 1952 and sold his shop. Throughout his life, he remained devoted to his wife, Pearl, and their daughters, Eva and Lucy.
When his father's health began to decline, John left school to become the primary provider for his family. His mother depended on him for financial support, and he embraced that responsibility. Around 1902, at the age of twenty, he opened his first shoemaking and repair business in Tooele, Utah. A few years later, he relocated to Mercur, Utah, where he continued supporting his family through his trade.
After marrying Pearl Ault in 1910, John continued building his career. In 1926, he established a new shoe repair business in Salt Lake City and later operated a shop in San Francisco, California. Eventually, he returned to Utah because of Pearl's health concerns and opened his final business, J. W. McMills Shoe Repairing Co., at 267 East Fifth South in Salt Lake City.
John became widely respected among both business owners and members of Utah's Deaf community. Many Deaf individuals sought his advice and valued his leadership. In 1916, he also helped establish Salt Lake City Division No. 56. After decades of successful business ownership, John retired in 1952 and sold his shop. Throughout his life, he remained devoted to his wife, Pearl, and their daughters, Eva and Lucy.
John McMills. Photo courtesy of Jean Greenwood Thomas
John W. McMills' first Harness making, shoe making and repair Shop in the Mining Town of Mercer, Utah in 1901. Photo courtesy of Jean Greenwood Thomas
John W. McMills’ business card. His last place of business before retiring in 1949. Courtesy of Jean Greenwood Thomas
John McMills’ J.W. McMills Repairing Shop. His daughter, Lucy is standing next to her father, about 1926, Lucy later married Vigil Greenwood, a Deaf man, and became a well-known interpreter in the Utah Deaf Community. Photo courtesy of Jean Greenwood Thomas
Lee Shepherd,
An Owner of the Shoe Repair Business
An Owner of the Shoe Repair Business
Lee Shepherd was born in Salt Lake City, Utah, in 1926. After becoming Deaf as a young child, he enrolled at the Utah School for the Deaf in Ogden in 1932. He graduated in 1946 as a member of a small graduating class of eight to ten students (Doug Stringham, personal communication, April 29, 2009).
During his years at the Utah School for the Deaf, Lee participated in the school's apprenticeship-based vocational training program. One of his most influential mentors was Paul Mark, who traveled to the school on weekends to teach shoe repair. Under Paul's guidance, Lee developed exceptional skill in the trade.
By his senior year, Lee had become so proficient that he was invited to train younger students. Although he also received instruction from Grant Morgan, a Deaf shoe repair shop owner in Spanish Fork, Paul Mark remained his most important mentor (Doug Stringham, personal communication, April 29, 2009).
After working briefly at the Modern Shoe Clinic in Ogden, Lee opened his own shoe repair business in Spanish Fork in March 1947 (The Utah Eagle, January 1947). His first shop was located at the northwest corner of 100 North and 100 West. In 1956, he purchased a larger and busier business on the northeast corner of 200 North Main Street, reflecting the continued growth of his enterprise (Doug Stringham, personal communication, April 29, 2009).
During his years at the Utah School for the Deaf, Lee participated in the school's apprenticeship-based vocational training program. One of his most influential mentors was Paul Mark, who traveled to the school on weekends to teach shoe repair. Under Paul's guidance, Lee developed exceptional skill in the trade.
By his senior year, Lee had become so proficient that he was invited to train younger students. Although he also received instruction from Grant Morgan, a Deaf shoe repair shop owner in Spanish Fork, Paul Mark remained his most important mentor (Doug Stringham, personal communication, April 29, 2009).
After working briefly at the Modern Shoe Clinic in Ogden, Lee opened his own shoe repair business in Spanish Fork in March 1947 (The Utah Eagle, January 1947). His first shop was located at the northwest corner of 100 North and 100 West. In 1956, he purchased a larger and busier business on the northeast corner of 200 North Main Street, reflecting the continued growth of his enterprise (Doug Stringham, personal communication, April 29, 2009).
Lee Shepherd. Source: The UAD Bulletin, Summer 1968
Lee deliberately chose Spanish Fork over larger cities such as Ogden and Salt Lake City. Because he was already well known among family members, friends, and residents of the community, he believed he could more easily establish a loyal customer base there (Doug Stringham, personal communication, April 29, 2009).
Over the years, Lee earned a reputation for quality workmanship, dependable service, and kindness toward his customers. In addition to repairing shoes, he became known for selling western boots. After a long and successful career, he sold the business and retired in 1985.
Lee is believed to have been the last Deaf-owned shoe repair business owner to graduate from the Vocational Department of the Utah School for the Deaf. Beyond his business accomplishments, he also served on the board of the Utah Association for the Deaf and remained an active member of the Deaf community throughout his life (Doug Stringham, personal communication, April 29, 2009).
Over the years, Lee earned a reputation for quality workmanship, dependable service, and kindness toward his customers. In addition to repairing shoes, he became known for selling western boots. After a long and successful career, he sold the business and retired in 1985.
Lee is believed to have been the last Deaf-owned shoe repair business owner to graduate from the Vocational Department of the Utah School for the Deaf. Beyond his business accomplishments, he also served on the board of the Utah Association for the Deaf and remained an active member of the Deaf community throughout his life (Doug Stringham, personal communication, April 29, 2009).
Lee Shepherd was in a shoemaking class at the Utah School for the Deaf, in Ogden, Utah, in 1946. Photo courtesy of Lee and Geraldine Shepherd
Lee's decision to establish his business in Spanish Fork rather than Ogden or Salt Lake City was strongly influenced by his sense of community connection. He was already well known among his family, extended family, and residents of Spanish Fork. Lee believed that these established relationships would help him build a loyal customer base more easily than in the larger and less familiar cities of Ogden or Salt Lake City (Doug Stringham, personal communication, April 29, 2009).
Throughout his career, Lee earned a reputation for his friendly personality, dependable service, and quality workmanship. In addition to repairing shoes, he became well known for selling western boots. After many successful years in business, he sold the company and retired in 1985. Lee is believed to have been the last Deaf business owner to graduate from the Vocational Department of the Utah School for the Deaf. His contributions extended beyond his business career, as he also served on the boards of the Utah Association for the Deaf, demonstrating his longstanding commitment to Utah's Deaf community (Doug Stringham, personal communication, April 29, 2009).
Throughout his career, Lee earned a reputation for his friendly personality, dependable service, and quality workmanship. In addition to repairing shoes, he became well known for selling western boots. After many successful years in business, he sold the company and retired in 1985. Lee is believed to have been the last Deaf business owner to graduate from the Vocational Department of the Utah School for the Deaf. His contributions extended beyond his business career, as he also served on the boards of the Utah Association for the Deaf, demonstrating his longstanding commitment to Utah's Deaf community (Doug Stringham, personal communication, April 29, 2009).
Thomas Loran Savag, a Shoe Repair Owner
in Flagstaff, Arizona
in Flagstaff, Arizona
While working at the Utah School for the Deaf in Ogden, Utah, Elizabeth "Libbie" DeLong, a 1897 graduate of the Utah School for the Deaf and a 1902 graduate of Gallaudet College, met Thomas Loran Savage of Antimony, Utah (Banks & Banks; Roberts, 1994).
Like many Deaf couples of the era, Libbie and Loran became acquainted through the close-knit residential school community. Boarding schools often served as important social centers where students, graduates, and staff developed lifelong friendships and relationships (Roberts, 1994).
Like many Deaf couples of the era, Libbie and Loran became acquainted through the close-knit residential school community. Boarding schools often served as important social centers where students, graduates, and staff developed lifelong friendships and relationships (Roberts, 1994).
Elizabeth DeLong and Loran Savage, about 1930. Source: The DeLong Family Saga
Loran graduated from the Utah School for the Deaf in 1914 and was fourteen years younger than Libbie. A talented athlete, he excelled in basketball and other sports while attending school. He also trained in the shoemaking trade, preparing for a career as a skilled craftsman (Banks & Banks).
The couple married in Panguitch, Utah, on July 25, 1917. Soon afterward, they moved to Flagstaff, Arizona, where Loran established the Savage Shoe Repair Shop.
Loran and Libbie worked together as business partners as well as husband and wife. While Loran performed the shoe repair work, Libbie managed the clerical and administrative responsibilities of the business. Their partnership was highly successful, and they became well respected throughout the Flagstaff community.
According to Banks & Banks, local residents held the couple in high regard and appreciated their contributions to the community. They worked side by side for many years, sharing both professional and personal success. Even after Libbie became seriously ill, her cheerful spirit and Loran's devoted care for her remained constant until the end of her life (Banks & Banks).
The couple married in Panguitch, Utah, on July 25, 1917. Soon afterward, they moved to Flagstaff, Arizona, where Loran established the Savage Shoe Repair Shop.
Loran and Libbie worked together as business partners as well as husband and wife. While Loran performed the shoe repair work, Libbie managed the clerical and administrative responsibilities of the business. Their partnership was highly successful, and they became well respected throughout the Flagstaff community.
According to Banks & Banks, local residents held the couple in high regard and appreciated their contributions to the community. They worked side by side for many years, sharing both professional and personal success. Even after Libbie became seriously ill, her cheerful spirit and Loran's devoted care for her remained constant until the end of her life (Banks & Banks).
Thomas Loran Savage's Shoe Repair Shop. Source: The Coconino Sun, December 26, 1924
Learning Agriculture and Farming Skills
at the Utah School for the Deaf
at the Utah School for the Deaf
When the Utah School for the Deaf relocated to Ogden, Utah, in 1896, it occupied a campus of approximately 200 acres. The grounds included lawns, flower beds, shade trees, orchards, gardens, and farmland. This extensive property was more than a beautiful setting for the school. It functioned as a self-sustaining campus where fruits, vegetables, and livestock helped provide food for students and staff (The Silent Worker, January 1897).
The Utah School for the Deaf offered more than traditional classroom instruction. Students gained practical agricultural knowledge through hands-on experiences in gardening, farming, and plant cultivation. Under the supervision of skilled workers and instructors, students learned techniques that would prepare them for life and work after graduation. Many students came from rural communities, and the school's agricultural training helped them develop skills that could be applied on family farms and ranches throughout Utah (The Silent Worker, January 1897).
Through these experiences, students learned responsibility, problem-solving, and self-sufficiency while contributing to the daily operation of the school. The agricultural program reflected the school's commitment to preparing Deaf students for productive and independent lives.
The Utah School for the Deaf offered more than traditional classroom instruction. Students gained practical agricultural knowledge through hands-on experiences in gardening, farming, and plant cultivation. Under the supervision of skilled workers and instructors, students learned techniques that would prepare them for life and work after graduation. Many students came from rural communities, and the school's agricultural training helped them develop skills that could be applied on family farms and ranches throughout Utah (The Silent Worker, January 1897).
Through these experiences, students learned responsibility, problem-solving, and self-sufficiency while contributing to the daily operation of the school. The agricultural program reflected the school's commitment to preparing Deaf students for productive and independent lives.
Did You Know?
One student's account of the school's poultry program revealed that students learned not only animal husbandry but also practical business and financial skills:
"Mr. Driggs [USDB Superintendent] gave us ten dollars to deposit in the Commercial National Bank; we got a checkbook and when we buy chicken feed, we write a check to pay for it. When Mr. Driggs pays us for eggs, we deposit that money in the bank. When we have enough, we will pay back ten dollars to Mr. Driggs." — Utah Eagle
The Silent Worker praised the educational value of the program, observing:
"No wonder they grow rich and prosperous out in Utah, when even the girls, in addition to learning poultry management in a practical, common-sense way, are given the excellent course in business methods which the above extract from a girl's description of her poultry studies shows she is receiving."
— The Silent Worker, November 1916
The poultry program taught students valuable skills in agriculture, bookkeeping, budgeting, and financial responsibility, preparing them for both business and everyday life.
"Mr. Driggs [USDB Superintendent] gave us ten dollars to deposit in the Commercial National Bank; we got a checkbook and when we buy chicken feed, we write a check to pay for it. When Mr. Driggs pays us for eggs, we deposit that money in the bank. When we have enough, we will pay back ten dollars to Mr. Driggs." — Utah Eagle
The Silent Worker praised the educational value of the program, observing:
"No wonder they grow rich and prosperous out in Utah, when even the girls, in addition to learning poultry management in a practical, common-sense way, are given the excellent course in business methods which the above extract from a girl's description of her poultry studies shows she is receiving."
— The Silent Worker, November 1916
The poultry program taught students valuable skills in agriculture, bookkeeping, budgeting, and financial responsibility, preparing them for both business and everyday life.
The boys are crafting a leather project a the Utah School for the Deaf, in Ogden, Utah, in 1955. Photo courtesy of the Kenneth C. Burdett Bulletin Board
Gardening
The size and resources of the Ogden campus made it possible for the Utah School for the Deaf to establish a horticulture and gardening program. Students learned about agriculture and plant cultivation under the guidance of experienced gardeners and staff members, including Mr. Kremer and Mr. Hickenlooper.
The program provided practical training that prepared students for employment and community service. Two graduates, Joseph Beck and Alfred Young, were later hired by The Church of Jesus Christ of Latter-day Saints as gardeners for the ten-acre Temple Square grounds in downtown Salt Lake City. Their employment demonstrated the value and effectiveness of the school's agricultural training (Roberts, 1994).
The program provided practical training that prepared students for employment and community service. Two graduates, Joseph Beck and Alfred Young, were later hired by The Church of Jesus Christ of Latter-day Saints as gardeners for the ten-acre Temple Square grounds in downtown Salt Lake City. Their employment demonstrated the value and effectiveness of the school's agricultural training (Roberts, 1994).
Farming Animals and Tending Orchard
Agriculture played a major role in daily life at the Utah School for the Deaf. By 1897, the school maintained a large orchard that contained nearly every type of fruit suitable for Utah's climate. Students worked alongside staff to help cultivate and maintain the orchards, gardens, and livestock operations.
The school kitchen preserved much of the harvest through canning and storage. More than 3,000 jars of fruit, along with hundreds of quarts of jelly, pickles, tomatoes, chow-chow, ketchup, and other products, were prepared and stored for later use (Roberts, 1994).
Students also learned how to care for livestock and manage agricultural operations. Boys received instruction in raising cattle, maintaining orchards, and other farming practices. These experiences strengthened their work skills and prepared many of them to return to their rural homes with practical knowledge that could benefit their families and communities (Roberts, 1994).
The agricultural program demonstrated that vocational education extended beyond workshops and trade shops. Through gardening, farming, and orchard management, students gained valuable life skills, developed strong work habits, and contributed meaningfully to the school's self-sustaining operation.
The school kitchen preserved much of the harvest through canning and storage. More than 3,000 jars of fruit, along with hundreds of quarts of jelly, pickles, tomatoes, chow-chow, ketchup, and other products, were prepared and stored for later use (Roberts, 1994).
Students also learned how to care for livestock and manage agricultural operations. Boys received instruction in raising cattle, maintaining orchards, and other farming practices. These experiences strengthened their work skills and prepared many of them to return to their rural homes with practical knowledge that could benefit their families and communities (Roberts, 1994).
The agricultural program demonstrated that vocational education extended beyond workshops and trade shops. Through gardening, farming, and orchard management, students gained valuable life skills, developed strong work habits, and contributed meaningfully to the school's self-sustaining operation.
On the right side of the barn, there is a long chicken coop in front of it. Behind it lies a large pig pen. This barn produced meat, milk, and eggs at the Utah School for the Deaf in Ogden, Utah. These buildings were demolished sometime around 1955. Photo courtesy of the Kenneth C. Burdett Bulletin Board
They are milking a cow at the Utah School for the Deaf. Photo courtesy of the Kenneth C. Burdett Bulletin Board
The lowing herd at the Utah School for the Deaf in Ogden, Utah, in 1903. Source: Biennial Report of the Trustees and Superintendent of the Utah School for the Deaf and Dumb and the Blind: 1903-1904
Students at the Utah School for the Deaf, 1928-29. L-R: Wayne Stewart, Alton Fisher, possible Verl Throup, Earl Smith, ___. Photo courtesy of Keith E. Stewart
The Expansion of the
Vocational Education Program for Girls
Vocational Education Program for Girls
By 1889, girls at the Utah School for the Deaf participated in vocational education programs that emphasized homemaking and domestic skills (Roberts, 1994). By 1897, the curriculum had expanded to include embroidery, needlework, painting, crocheting, knitting, and the making of paper flowers. Students also received instruction in cooking, sewing, cleaning, and household management, reflecting the educational expectations of the era.
In addition to domestic training, girls learned commercial and clerical skills, including typing, filing, and the proper use of office equipment. These courses provided practical preparation for future employment and independent living. The overall goal of the Utah School for the Deaf was to promote the happiness, well-being, and future success of every Deaf child in attendance (The Utah Eagle, September 15, 1897).
In addition to domestic training, girls learned commercial and clerical skills, including typing, filing, and the proper use of office equipment. These courses provided practical preparation for future employment and independent living. The overall goal of the Utah School for the Deaf was to promote the happiness, well-being, and future success of every Deaf child in attendance (The Utah Eagle, September 15, 1897).
The Girls' Vocational Department at the Utah School for the Deaf in the 1950s. Source: Brochure of the Utah School for the Deaf, 1950s
During the first six grades, the vocational curriculum for girls paralleled that of the boys in its emphasis on practical skills and work habits. Girls learned cooking, sewing, dressmaking, decorative needlework, and housekeeping under the supervision of experienced instructors (Driggs, The Utah Eagle, November 1, 1901). They also participated in regular housekeeping duties and helped maintain the school environment, gaining valuable experience in responsibility and teamwork (The Utah School for the Deaf Program Book).
The sewing class at the Utah School for the Deaf in Ogden, Utah, in 1899. Source: Biennial Report of the Trustees and Superintendent of the Utah School for the Deaf and Dumb and the Blind: 1899-1900
The cooking class at the Utah School for the Deaf in Ogden, Utah, in 1903. Source: Biennial Report of the Trustees and Superintendent of the Utah School for the Deaf and Dumb and the Blind: 1903-1904
The dressmaking class at the Utah School for the Deaf in Ogden, Utah, in 1903. Source: Biennial Report of the Trustees and Superintendent of the Utah School for the Deaf and Dumb and the Blind: 1903-1904
The sewing room at the Utah School for the Deaf in Ogden, Utah, in 1903. Source: Biennial Report of the Trustees and Superintendent of the Utah School for the Deaf and Dumb and the Blind: 1903-1904
Although boys and girls often followed different vocational paths based on societal expectations at the time, both received practical training intended to prepare them for productive adult lives. Many young women developed skills that later supported careers or provided valuable contributions to their families and communities. Among them were Sarah Abby and Ivy Griggs Low, who worked as dressmakers and later served as housemothers at the Montana School for the Deaf (Roberts, 1994).
Through these programs, Deaf girls gained confidence, practical knowledge, and opportunities that helped them achieve greater independence and economic security.
Through these programs, Deaf girls gained confidence, practical knowledge, and opportunities that helped them achieve greater independence and economic security.
The ironing class at the Utah School for the Deaf, in Ogden, Utah, in the 1940s. Photo courtesy of the Kenneth C. Burdett Bulletin Board
The cooking class at the Utah School for the Deaf, in Ogden, Utah in the 1940s. Photo courtesy of the Kenneth C. Burdett Bulletin Board
The typing class at the Utah School for the Deaf, in Ogden, Utah, between 1930s and 1940s. Photo courtesy of the Kenneth C. Burdett Bulletin Board
Vocation Education Program Continued
at the Utah School for the Deaf in 1968
at the Utah School for the Deaf in 1968
The Utah Association of the Deaf strongly supported vocational education and recognized its importance in preparing Deaf students for adulthood. In 1968, while vocational education programs were still an active part of the Utah School for the Deaf curriculum, the UAD noted that many Deaf students successfully entered the workforce through vocational careers. The organization emphasized the value of marketable skills that enabled graduates to become productive, self-supporting, and tax-paying citizens (The Utah Eagle, February 1968).
The cooking class at the Utah School for the Deaf, in Ogden, Utah, in 1955. Photo courtesy of the Kenneth C. Burdett Bulletin Board
By the 1960s, vocational opportunities for girls had expanded beyond traditional homemaking skills. The curriculum included home nursing, family living, beauty culture, and data processing, reflecting changing employment opportunities and the growing participation of women in the workforce (The Utah Eagle, February 1968).
The continued development of vocational education demonstrated the school's commitment to adapting its programs to meet the changing needs of Deaf students and society.
The continued development of vocational education demonstrated the school's commitment to adapting its programs to meet the changing needs of Deaf students and society.
'Utah People in Business and Industry ...in the Space Age.' Source: The UAD Bulletin, Summer 1968
More Job Opportunities for the
Utah School for the Deaf Graduates
Utah School for the Deaf Graduates
Since its establishment in 1884, the Utah School for the Deaf has played a vital role in helping students develop marketable skills and achieve greater independence. Through vocational education, students gained practical experience that prepared them for employment, self-sufficiency, and participation in their communities.
The school's influence extended well beyond the classroom. As generations of graduates entered the workforce, they helped strengthen and expand Utah's Deaf community. Many chose to settle in larger cities such as Salt Lake City and Ogden, where employment opportunities were more abundant and where established Deaf communities provided social connections, support networks, and opportunities for leadership.
For many graduates, these metropolitan areas offered a sense of belonging that was often difficult to find in smaller rural towns, where Deaf individuals were frequently isolated from one another after leaving school (Roberts, 1994).
The vocational education program helped create generations of Deaf workers, business owners, community leaders, and professionals. By providing practical training and encouraging self-reliance, the Utah School for the Deaf played an important role in shaping the economic and social development of Utah's Deaf community.
The school's influence extended well beyond the classroom. As generations of graduates entered the workforce, they helped strengthen and expand Utah's Deaf community. Many chose to settle in larger cities such as Salt Lake City and Ogden, where employment opportunities were more abundant and where established Deaf communities provided social connections, support networks, and opportunities for leadership.
For many graduates, these metropolitan areas offered a sense of belonging that was often difficult to find in smaller rural towns, where Deaf individuals were frequently isolated from one another after leaving school (Roberts, 1994).
The vocational education program helped create generations of Deaf workers, business owners, community leaders, and professionals. By providing practical training and encouraging self-reliance, the Utah School for the Deaf played an important role in shaping the economic and social development of Utah's Deaf community.
The sewing class at the Utah School for the Deaf, in Ogden, Utah, in the 1940s. Photo courtesy of the Kenneth C. Burdett Bulletin Board
The typing class at the Utah School for the Deaf, in Ogden, Utah, in 1954. Photo courtesy of Kenneth and Ilene Kinner
More Trades and Skills Are Available
at the Utah School for the Deaf
at the Utah School for the Deaf
During the 1960s, the vocational education program at the Utah School for the Deaf expanded significantly to meet the changing demands of the workforce. For boys, the program introduced a wider variety of trades, including welding, sheet metal work, electrical repair, plumbing, and auto mechanics. Students who met the necessary requirements were also given opportunities to use facilities at Weber State College, further expanding their vocational training options (The Utah Eagle, February 1968).
Vocational education for girls likewise evolved during this period. In addition to traditional homemaking skills, the curriculum included home nursing, family living, beauty culture, and data processing. These courses reflected the growing range of employment opportunities available to women and helped prepare Deaf students for successful careers and independent living (The Utah Eagle, February 1968).
The expansion of vocational training demonstrated the Utah School for the Deaf's commitment to adapting its educational programs to meet the needs of a changing society while continuing to equip students with practical, marketable skills.
Vocational education for girls likewise evolved during this period. In addition to traditional homemaking skills, the curriculum included home nursing, family living, beauty culture, and data processing. These courses reflected the growing range of employment opportunities available to women and helped prepare Deaf students for successful careers and independent living (The Utah Eagle, February 1968).
The expansion of vocational training demonstrated the Utah School for the Deaf's commitment to adapting its educational programs to meet the needs of a changing society while continuing to equip students with practical, marketable skills.
Eleanor Kay Kinner works as a Card Punch Operator
at Hill Air Force Base, Utah
at Hill Air Force Base, Utah
Eleanor Kay Kinner. Source: The Utah Eagle, Summer 1968
In 1968, Eleanor Kay Kinner Curtis, a 1954 graduate of the Utah School for the Deaf, was recognized for her work as a card punch operator. At the time, card punching was an important part of computer data processing and involved creating patterns of punched holes in cards that could be read by computer systems.
The position proved especially appealing to many Deaf women because the work environment allowed employees to concentrate without the distractions often found in noisy workplaces. As a result, many employers recognized the value of Deaf workers in this field. Institutions such as Hill Air Force Base, the Internal Revenue Service, and the Western Service Center employed Deaf women as card punch operators and data-processing specialists (The Utah Eagle, Summer 1968).
Eleanor's success reflected the growing opportunities available to Deaf women during the 1960s and demonstrated how vocational education could prepare students for emerging careers in business and technology.
The position proved especially appealing to many Deaf women because the work environment allowed employees to concentrate without the distractions often found in noisy workplaces. As a result, many employers recognized the value of Deaf workers in this field. Institutions such as Hill Air Force Base, the Internal Revenue Service, and the Western Service Center employed Deaf women as card punch operators and data-processing specialists (The Utah Eagle, Summer 1968).
Eleanor's success reflected the growing opportunities available to Deaf women during the 1960s and demonstrated how vocational education could prepare students for emerging careers in business and technology.
Ilene Coles Kinner Detects Tax Fraud
In 1976, Jim Hilber, a vocational rehabilitation counselor, set out to increase employment opportunities for Deaf individuals at the Internal Revenue Service (IRS) in Ogden, Utah. One of the people recruited through these efforts was Ilene Coles Kinner, a 1959 graduate of the Utah School for the Deaf.
Initially, Ilene worked part-time so she could balance employment with family responsibilities. Her exceptional abilities quickly became apparent when she identified fraudulent tax returns that prevented refunds totaling $2,700 from being improperly issued. Her performance demonstrated the capabilities of Deaf employees and helped challenge misconceptions about Deaf workers in government service.
Initially, Ilene worked part-time so she could balance employment with family responsibilities. Her exceptional abilities quickly became apparent when she identified fraudulent tax returns that prevented refunds totaling $2,700 from being improperly issued. Her performance demonstrated the capabilities of Deaf employees and helped challenge misconceptions about Deaf workers in government service.
'Ilene Coles Kinner Detects Fraud.' Source: Newscope. IRS Center, Ogden, Utah, 1976
Although her position was seasonal, Ilene's dedication and strong work ethic impressed her supervisors. During the summer, her manager, Barbara Norseth, personally visited Ilene at home and encouraged her to accept a full-time position. At the time, Ilene was still weighing the challenges of balancing work and raising her son, Duane. With the support and encouragement of both Jim Hilber and Barbara Norseth, she chose to accept the opportunity.
In January 1978, Ilene became the first Deaf person to hold a permanent full-time position at the Internal Revenue Service in Ogden. Her success paved the way for additional full-time employment opportunities for Deaf individuals within the agency.
In January 1978, Ilene became the first Deaf person to hold a permanent full-time position at the Internal Revenue Service in Ogden. Her success paved the way for additional full-time employment opportunities for Deaf individuals within the agency.
Ilene Coles Kinner. Photo courtesy of Kenneth and Ilene Kinner
Through her professionalism and dedication, Ilene helped demonstrate that Deaf employees could perform highly skilled work and contribute significantly to government operations. Her advocacy and example encouraged the IRS to continue hiring Deaf workers, creating opportunities for future generations.
Ilene dedicated 26 years of service to the Internal Revenue Service before retiring on January 3, 2004. Reflecting on her career, she described her work at the IRS as a rewarding experience and expressed appreciation for the agency's willingness to hire and support Deaf employees (Ilene Coles Kinner, personal communication, December 26, 2010).
Ilene dedicated 26 years of service to the Internal Revenue Service before retiring on January 3, 2004. Reflecting on her career, she described her work at the IRS as a rewarding experience and expressed appreciation for the agency's willingness to hire and support Deaf employees (Ilene Coles Kinner, personal communication, December 26, 2010).
Source: The Utah Eagle, March 1955
The Decline of Vocational Education Programs
at the Utah School for the Deaf
at the Utah School for the Deaf
Since 1889, vocational education had been an important part of the Utah School for the Deaf's curriculum, preparing generations of Deaf and hard-of-hearing students for employment, business ownership, and independent living. However, changing educational priorities, advances in technology, and the rise of mainstream educational opportunities gradually led to the decline of the school's traditional vocational education programs. By the 1990s, many of the longstanding vocational programs had come to an end.
Today, students between the ages of sixteen and twenty-one may participate in the Supported Transition Extension Program (STEP), which offers instruction in academics, social development, job readiness, college preparation, independent living, and life skills. Students who remain on campus after high school also have opportunities to develop greater independence, strengthen social skills, and prepare for adult life.
In addition, Ogden-Weber Technical College provides certificate programs, vocational training, and hands-on work experiences that help students prepare for employment in a variety of industries. Although the traditional vocational shops no longer exist in their original form, opportunities for career and technical education continue to be available to Deaf and hard-of-hearing students.
Today, students between the ages of sixteen and twenty-one may participate in the Supported Transition Extension Program (STEP), which offers instruction in academics, social development, job readiness, college preparation, independent living, and life skills. Students who remain on campus after high school also have opportunities to develop greater independence, strengthen social skills, and prepare for adult life.
In addition, Ogden-Weber Technical College provides certificate programs, vocational training, and hands-on work experiences that help students prepare for employment in a variety of industries. Although the traditional vocational shops no longer exist in their original form, opportunities for career and technical education continue to be available to Deaf and hard-of-hearing students.
Source: The Utah Eagle, November 1956
Conclusion
According to Dr. Michelle Tanner, Associate Superintendent of the Utah School for the Deaf, Utah has long encouraged all students to pursue higher education. While college is an excellent pathway for many students, others find greater success through vocational and technical training. Recognizing that students have different goals and strengths, the Utah School for the Deaf has worked to ensure that multiple pathways remain available.
To support student success, the school collaborates with various educational institutions and community organizations. Under the Utah School for the Deaf umbrella, the Kenneth C. Burdett School of the Deaf partners with Ogden-Weber Technical College to provide job coaches and interpreters, helping make vocational and technical programs more accessible.
Students from the Utah School for the Deaf have earned certificates and degrees in fields such as welding and culinary arts, with some graduating at the top of their classes. The school has also partnered with EnableUtah, a nonprofit organization based in Ogden, to provide career training opportunities for students who have experienced significant educational delays.
Additionally, the former wookshop on the Ogden campus has been transformed into a modern vocational training facility where students can design and print shirts and participate in technology-based projects. The school has also developed partnerships with Salt Lake Community College and Paul Mitchell Cosmetology School, allowing students to earn industry credentials through co-enrollment programs.
In the fall of 2019, the Utah School for the Deaf further strengthened its commitment to career readiness by hiring a transition specialist to identify businesses willing to provide vocational training and employment opportunities for students (Michelle Tanner, personal communication, December 21, 2021).
Although the traditional vocational programs that shaped generations of Deaf students are no longer offered in the same form, the Utah School for the Deaf continues its long-standing mission of preparing students for successful and independent lives. Through modern career and technical education partnerships, vocational training opportunities, and transition services, the school remains committed to helping Deaf and hard-of-hearing students achieve their educational, career, and personal goals.
To support student success, the school collaborates with various educational institutions and community organizations. Under the Utah School for the Deaf umbrella, the Kenneth C. Burdett School of the Deaf partners with Ogden-Weber Technical College to provide job coaches and interpreters, helping make vocational and technical programs more accessible.
Students from the Utah School for the Deaf have earned certificates and degrees in fields such as welding and culinary arts, with some graduating at the top of their classes. The school has also partnered with EnableUtah, a nonprofit organization based in Ogden, to provide career training opportunities for students who have experienced significant educational delays.
Additionally, the former wookshop on the Ogden campus has been transformed into a modern vocational training facility where students can design and print shirts and participate in technology-based projects. The school has also developed partnerships with Salt Lake Community College and Paul Mitchell Cosmetology School, allowing students to earn industry credentials through co-enrollment programs.
In the fall of 2019, the Utah School for the Deaf further strengthened its commitment to career readiness by hiring a transition specialist to identify businesses willing to provide vocational training and employment opportunities for students (Michelle Tanner, personal communication, December 21, 2021).
Although the traditional vocational programs that shaped generations of Deaf students are no longer offered in the same form, the Utah School for the Deaf continues its long-standing mission of preparing students for successful and independent lives. Through modern career and technical education partnerships, vocational training opportunities, and transition services, the school remains committed to helping Deaf and hard-of-hearing students achieve their educational, career, and personal goals.
ARCHIVES
We have digitized and uploaded the following historical materials related to the vocational education programs at the Utah School for the Deaf. We hope you enjoy exploring the rich history, accomplishments, and lasting legacy of these important programs and the generations of Deaf students whose lives they helped shape.
- Special Alumni Issue. The Utah Eagle, April 1955. (PDF)
- Utah Deaf People in Business and Industry...in the Space Age. The UAD Bulletin, Summer 1968. (PDF)
Personal Communication
Doug Stringham, e-mail message to Jodi Christel Becker April 29, 2009.
G. Leon Curtis, e-mail message to Jodi Christel Becker, February 7, 2009.
Ilene Coles Kinner, personal interview with the author, December 26, 2010.
Kenneth L. Kinner, personal communication with the author, December 26, 2010.
Michelle Tanner, e-mail message to Jodi Christel Becker, December 21, 2021.
G. Leon Curtis, e-mail message to Jodi Christel Becker, February 7, 2009.
Ilene Coles Kinner, personal interview with the author, December 26, 2010.
Kenneth L. Kinner, personal communication with the author, December 26, 2010.
Michelle Tanner, e-mail message to Jodi Christel Becker, December 21, 2021.
References
"Arvel Christensen Retires From Barbering." UAD Bulletin, vol. 8, no. 4 (November 1973): 4.
Banks, Gladys W., and Douglas W. Banks. The DeLong Family Saga.
Burdett, Kenneth C. "Lee Shepherd." The Utah Eagle, vol. 58, no. 4 (January 1947): 9.
"Death." The Silent Worker, vol. 37, no. 7 (April 1925): 359.
Driggs, Frank M. The Utah Eagle, vol. XIII, no. 2 (November 1, 1901): 16.
Evans, David S. A Silent World in the Intermountain West: Records from the Utah School for the Deaf and Blind: 1884-1941. Thesis presented to the Department of History, Utah State University, 1999.
"Exchange." The Silent Worker, vol. 29, no. 2 (November 1916): 33.
"Harry Sanger Smith." The Silent Worker, vol. 13, no. 1 (September 1990): 5.
"It Is Great, Our School for the Deaf, Dumb and Blind." The Utah Eagle, vol. IX, no. 1 (September 15, 1897): 1-2.
"Keen Action By OSC Workers Reveals Fraud." The IRS Newsletter (1977).
"Miss C.V. Eddy." The Silent Worker, vol. 10, no. 5 (January 1898): 73.
"New Developments in Utah's Educational Programs for the Deaf." The Utah Eagle, vol. 79, no. 5 (February 1968): 13-15.
"News of Note." UAD Bulletin, vol. 7, no. 10 (March 1984): 5.
"Obituary." The Silent Worker, vol. 37, no. 7 (April 1925): 359.
"Printer Serves 50 Years, Engineer Closes Career." The UAD Bulletin, vol. 2, no. 7 (Summer 1962): 3.
Roberts, Elaine M. The Early History of the Utah School for the Deaf and Its Influence in the Development of a Cohesive Deaf Society in Utah, Circa 1884-1905. Thesis presented to the Department of History, Brigham Young University, August 1994.
"Starting Things." The Silent Worker, vol. 36, no. 8 (May 1924): 365.
"Tax Examiner Uncovers Fraud." The Ogden Standard-Examiner, March 19, 1977, p. 9.
"The Utah School for the Deaf." The Silent Worker, vol. 9, no. 5 (January 1897): 77.
"Tribute to Harry S. Smith." The Silent Worker, vol. 38, no. 8 (May 1925): 385.
"Utah Deaf People in Business and Industry...in the Space Age." The UAD Bulletin, vol. 5, no. 3 (Summer 1968).
Utah School for the Deaf Program Book, 1960s.
"With Our Exchanges." The Silent Worker, vol. 18, no. 9 (June 1906): 141.
White, Bob. "Notes and Comments from the Land of the Mormons." The Silent Worker, vol. 32, no. 7 (April 1920): 186.
White, Bob. "Notes and Comment from the Land of the Mormons." The Silent Worker, vol. 32, no. 9 (June 1920): 243.
White, Bob. "Winding Trails." The Silent Worker, vol. 33, no. 2 (November 1920): 59-60, 62.
"WM. Cole, Carlos Seegmiller Honored." The UAD Bulletin, vol. 2, no. 7 (Summer 1962): 3, 10.
Banks, Gladys W., and Douglas W. Banks. The DeLong Family Saga.
Burdett, Kenneth C. "Lee Shepherd." The Utah Eagle, vol. 58, no. 4 (January 1947): 9.
"Death." The Silent Worker, vol. 37, no. 7 (April 1925): 359.
Driggs, Frank M. The Utah Eagle, vol. XIII, no. 2 (November 1, 1901): 16.
Evans, David S. A Silent World in the Intermountain West: Records from the Utah School for the Deaf and Blind: 1884-1941. Thesis presented to the Department of History, Utah State University, 1999.
"Exchange." The Silent Worker, vol. 29, no. 2 (November 1916): 33.
"Harry Sanger Smith." The Silent Worker, vol. 13, no. 1 (September 1990): 5.
"It Is Great, Our School for the Deaf, Dumb and Blind." The Utah Eagle, vol. IX, no. 1 (September 15, 1897): 1-2.
"Keen Action By OSC Workers Reveals Fraud." The IRS Newsletter (1977).
"Miss C.V. Eddy." The Silent Worker, vol. 10, no. 5 (January 1898): 73.
"New Developments in Utah's Educational Programs for the Deaf." The Utah Eagle, vol. 79, no. 5 (February 1968): 13-15.
"News of Note." UAD Bulletin, vol. 7, no. 10 (March 1984): 5.
"Obituary." The Silent Worker, vol. 37, no. 7 (April 1925): 359.
"Printer Serves 50 Years, Engineer Closes Career." The UAD Bulletin, vol. 2, no. 7 (Summer 1962): 3.
Roberts, Elaine M. The Early History of the Utah School for the Deaf and Its Influence in the Development of a Cohesive Deaf Society in Utah, Circa 1884-1905. Thesis presented to the Department of History, Brigham Young University, August 1994.
"Starting Things." The Silent Worker, vol. 36, no. 8 (May 1924): 365.
"Tax Examiner Uncovers Fraud." The Ogden Standard-Examiner, March 19, 1977, p. 9.
"The Utah School for the Deaf." The Silent Worker, vol. 9, no. 5 (January 1897): 77.
"Tribute to Harry S. Smith." The Silent Worker, vol. 38, no. 8 (May 1925): 385.
"Utah Deaf People in Business and Industry...in the Space Age." The UAD Bulletin, vol. 5, no. 3 (Summer 1968).
Utah School for the Deaf Program Book, 1960s.
"With Our Exchanges." The Silent Worker, vol. 18, no. 9 (June 1906): 141.
White, Bob. "Notes and Comments from the Land of the Mormons." The Silent Worker, vol. 32, no. 7 (April 1920): 186.
White, Bob. "Notes and Comment from the Land of the Mormons." The Silent Worker, vol. 32, no. 9 (June 1920): 243.
White, Bob. "Winding Trails." The Silent Worker, vol. 33, no. 2 (November 1920): 59-60, 62.
"WM. Cole, Carlos Seegmiller Honored." The UAD Bulletin, vol. 2, no. 7 (Summer 1962): 3, 10.
