Sociology of the Utah School for the Deaf
in the Utah Deaf Community,
1890-1960
Compiled & Written by Jodi Becker Kinner
Edited by Valerie G. Kinney
Published in 2015
Updated in 2022
Edited by Valerie G. Kinney
Published in 2015
Updated in 2022
Note
"The Early History of the Utah School for the Deaf and Its Influence on the Development of a Cohesive Deaf Society in Utah, c. 1884–1905," was published in 1994 as Elaine Roberts' master's thesis. On this webpage titled "Sociology of the Utah School for the Deaf in the Utah Deaf Community," I've included her discoveries.
Anne Leahy and Doug Stringham, long-time Deaf LDS Church history scholars, have done extensive research on the history of the Deaf LDS Church and the early history of the Utah School for the Deaf. Visit Anne Leahy and Doug Stringham's research collection, "Far Away, In The West: The Emergence of Utah's Deaf Community, 1885-1910." for additional information on the early history of our Utah Deaf Community.
This webpage outlines how the Utah School for the Deaf (USD) was established in 1884 and how it marked the beginning of Utah's Deaf community. Deaf communities have grown and progressed over time in Ogden and Salt Lake City, with students emerging as future community leaders. In addition, the oral and mainstreaming movements impacted our Utah Deaf community in the 1960s.
Anne Leahy and Doug Stringham, long-time Deaf LDS Church history scholars, have done extensive research on the history of the Deaf LDS Church and the early history of the Utah School for the Deaf. Visit Anne Leahy and Doug Stringham's research collection, "Far Away, In The West: The Emergence of Utah's Deaf Community, 1885-1910." for additional information on the early history of our Utah Deaf Community.
This webpage outlines how the Utah School for the Deaf (USD) was established in 1884 and how it marked the beginning of Utah's Deaf community. Deaf communities have grown and progressed over time in Ogden and Salt Lake City, with students emerging as future community leaders. In addition, the oral and mainstreaming movements impacted our Utah Deaf community in the 1960s.
The Population of Deaf People
In 1849, the population of Deaf people in Utah began to rise. In the United States census of 1860, 14 Deaf people were documented living in Salt Lake, Davis, Utah, and Iron counties. In 1900, Salt Lake, Davis, and Weber counties had 343 Deaf people. Ten years later, in 1910, the number of Deaf people declined. These counties had a total of 236 Deaf people (Stringham & Leahy, 2013). There was no deaf school at the time, and there was no sense of community among Deaf people.
Deaf Utahns Educated or Tutored At Home
Before the establishment of the Utah School for the Deaf in Salt Lake City, Utah in 1884, Deaf Utahns were schooled or tutored at home. Several Deaf children were homeschooled throughout the Utah territory period, according to Anne Leahy and Doug Stringham, long-time and well-known Deaf LDS history historians. State educational agencies were not founded in the Utah Territory until 1877, and the Salt Lake City Board of Education was not established until 1890. Children in Utah, especially Deaf children, did not have access to a public school (Anne Leahy, personal communication, June 7, 2011).
Most early Deaf children in Utah were schooled or tutored at home by their parents between 1850 and 1880. For example, Laron Pratt, the son of Apostle Orson Pratt, became deaf at the age of three and received his education at home. Sarah Eckersley was nine years old when her family emigrated to Utah. She had been deaf since she was eighteen months old. Her mother provided her with tutoring at home. Mary Irene Foote, who had two other Deaf sisters and was born in Fort Union in 1855, was educated at home by her father, who was a schoolteacher (Doug Stringham, personal communication, June 2, 2011). Deaf adults who came west may have attended schools for the deaf in the east (e.g., Henry C. White), but Deaf children had few options during the Utah territory time, according to Doug Stringham (Doug Stringham, personal communication, June 2, 2011).
Most early Deaf children in Utah were schooled or tutored at home by their parents between 1850 and 1880. For example, Laron Pratt, the son of Apostle Orson Pratt, became deaf at the age of three and received his education at home. Sarah Eckersley was nine years old when her family emigrated to Utah. She had been deaf since she was eighteen months old. Her mother provided her with tutoring at home. Mary Irene Foote, who had two other Deaf sisters and was born in Fort Union in 1855, was educated at home by her father, who was a schoolteacher (Doug Stringham, personal communication, June 2, 2011). Deaf adults who came west may have attended schools for the deaf in the east (e.g., Henry C. White), but Deaf children had few options during the Utah territory time, according to Doug Stringham (Doug Stringham, personal communication, June 2, 2011).
The Founding of the Utah School for the Deaf
The Utah School for the Deaf, which opened in Salt Lake City in 1884, had a profound impact on the lives of its students. The students at USD established a sense of community during this time period (Roberts, 1994).
As USD developed, the majority of the student body on campus was made up of younger students. According to Roberts (1994), the dynamics of their social interactions changed throughout time, and the prospects for individual growth and independence increased considerably. Students were given education and social skills training in order to learn how to work together, find work, and contribute to society. Over time, deaf marriage patterns and vocational training have changed.
As USD developed, the majority of the student body on campus was made up of younger students. According to Roberts (1994), the dynamics of their social interactions changed throughout time, and the prospects for individual growth and independence increased considerably. Students were given education and social skills training in order to learn how to work together, find work, and contribute to society. Over time, deaf marriage patterns and vocational training have changed.
Utah School for the Deaf in 1886 at the University of Deseret in Salt Lake City, Utah. Photo courtesy of the American School for the Deaf, 1817-1893
Changes in the nature of the Utah Deaf community happened as a result of USD's influence. USD immediately began preparing the students to be future leaders in Salt Lake City and Ogden, Utah. In addition, the school assisted in the formation of social organizations for the deaf both within and outside of the state. Students were given the chance to improve their leadership skills so that they could serve in a wide range of social, educational, religious, and vocational groups (Roberts, 1994).
Before the USD was founded, individuals from congenital deaf hereditary families had more experience relating with other Deaf people than those from hearing families who later went deaf. Deaf siblings, parents, or other relatives are common among those born deaf. As a result, they developed early connections with other Deaf individuals. Deaf people from hearing families, on the other hand, felt more isolated. Individuals with hearing backgrounds had an advantage over the congenitally deaf because, like John H. Clark (deaf at age 11), Dr. Robert G. Sanderson (deaf at age 11), and Ned C. Wheeler (deaf age 13), they could often speak before becoming deaf. After learning sign language, they were able to communicate more effectively with both the Deaf and hearing communities than those who were born deaf and had difficulty learning to speak (Roberts, 1994).
When the Utah School for the Deaf was founded in 1884, Laron Pratt, a 37-year-old early Deaf leader, wrote an essay to the editor of the Deseret News called "Deaf Mutes: A Good Word in Behalf of the Unfortunates." It praised the legislature's provision for Deaf children's education in the Utah Territory, as well as provided a hearing audience with an insider's view of the culture (Anne Leahy, personal communication, June 3, 2011). He explained:
Before the USD was founded, individuals from congenital deaf hereditary families had more experience relating with other Deaf people than those from hearing families who later went deaf. Deaf siblings, parents, or other relatives are common among those born deaf. As a result, they developed early connections with other Deaf individuals. Deaf people from hearing families, on the other hand, felt more isolated. Individuals with hearing backgrounds had an advantage over the congenitally deaf because, like John H. Clark (deaf at age 11), Dr. Robert G. Sanderson (deaf at age 11), and Ned C. Wheeler (deaf age 13), they could often speak before becoming deaf. After learning sign language, they were able to communicate more effectively with both the Deaf and hearing communities than those who were born deaf and had difficulty learning to speak (Roberts, 1994).
When the Utah School for the Deaf was founded in 1884, Laron Pratt, a 37-year-old early Deaf leader, wrote an essay to the editor of the Deseret News called "Deaf Mutes: A Good Word in Behalf of the Unfortunates." It praised the legislature's provision for Deaf children's education in the Utah Territory, as well as provided a hearing audience with an insider's view of the culture (Anne Leahy, personal communication, June 3, 2011). He explained:
Deaf Mutes
A Good Word in Behalf of the Unfortunates
A Good Word in Behalf of the Unfortunates
Laron Pratt. Photo courtesy of God Made Me Deaf Accounts from Deaf Latter-day Saints, 1836-1916
Salt Lake City, April 16, 1884,
Editor Deseret News:
It is with a degree of pleasure that I note the fact that the Legislature at its last session, made provision for the instruction and education of the unfortunate deaf and dumb of the Territory, in its primary branches, a much needed and long desired measure which cannot but be of benefit to them. Though the number of deaf mutes in our Territory are but few, it is a step in the right direction to aid them to become useful and self supporting citizens, that they may not be a charge thrown up the community.
I have had a varied experience of some thirty years among these unfortunate beings, and I will say that though this faculty—the faculty of hearing—has been denied them, it is nevertheless true that most if not all are capable of being educated to a better standard of excellence in intellectual and moral culture.
Doubtless it would be interesting to many who do not understand these beings, to give a short sketch upon their mode of life and peculiar way of making themselves understood by those with whom they come in contact.
These are different grades of deafness and dumbness, which may be classified as follows: Those who have been born deaf and dumb are naturally the hardest to bring to an understanding of even the most simple, every-day things. As they grow up and their faculties begin to expand, a vast amount of patience and perseverance will be required of those under whose charge they are placed to bring them to a comprehension of the plainest affair, that is in their uneducated state. Their brain possesses almost the same functions as that of other beings, but are very dormant and of slow growth, aptness not being a characteristic, and rather conspicuous for its absence. They are capable of being educated, but only by object lessons—always have an object to point to when trying to make them comprehend, such as a picture, etc.—they can learn most of the words in common use. Then you bring them to understand the meaning of words by persistently pointing at the object of the sentence; they will thus known what is meant, but they will not know the sound of the word, even of dog, cat, etc. When educating this class many difficulties are to be met with. It would be requisite not only to have a large share of patience, but a good facial expression, with the power to denote love, hate, sorrow, humor, etc., thereon. Deaf and dumb are able to understand facial expression and are quick to comprehend every variety and expression of the human countenance; it amount to an intuition; nothing escapes their notice. Another thing required will be an expressive gesture, not only of the arms, fingers and shrug of the shoulders, but a peculiar movement of the whole body, in imitation and illustration of the subject you may be speaking of. They have a peculiar gesture to denote father, mother, sister, brother, uncle, aunt, etc., and for all the numerous objects that surround them, and whole sentences can be brought to their understanding by a simple gesture of the arm and face. When made familiar with words and objects they will be soon able to connect sentences and learn to put them in proper shape. I have met many deaf mates of eastern cities who considered themselves as having a good education, still in their conversation, which they usually write on small slates carried about in the pocket for that purpose—they seem to have the greatest difficulty in joining sentences together, and they have a rather peculiar way of doing it. Their general mode of conversing among themselves is not only be gestures, but also by means of the deaf and dumb alphabet—single or double; with one hand or with both. In many cases they can spell the object but do not know the meaning, which is explained to them by gesture.
Another class are those who have lost their hearing and in some cases their speech by disease, such as scarlet ever or some great sickness. Some are made totally deaf through the auditory nerve of the ear being destroyed, and some through catarrh and various other diseases. The mental and intellectual faculties of this class are of a superior organization to those of the other, and may, by cultivation, be brought up to a much higher plain. In fact this class may be educated to any degree on a par with the most intelligent being—their reasoning powers and mental capacity to grasp at ideas being the same—with the exception of hearing, and may be taught the sciences, different languages, etc., but is it doubtful whether they can ever attain to a higher degree of perfection or even excellence. They are naturally very sensitive as well as suspicious and generally get very much embarrassed when trying to pronounce a word that they cannot accentuate properly. This grade also have a peculiar way of their won in speaking, being generally through the medium of signs, but more particularly by the formation of words shaped by the mouth. It must be understood that those who are of this latter class, namely—deaf through disease—will be able to talk aloud in most instances like any other person, if brought up to it. And while being able to express themselves understandingly are still in a measure mute—the loss of the hearing more or less affecting the glands of the throat, which are in sympathy with the auditory nerve of the ear, rendering the voice thick, and it cannot be made to harmonize with the variety of sounds produced in speaking. Still they are able to get along in that way without the aid of many signs. If you will converse with an intelligent person who is thus afflicted by writing on a piece of paper or a slate, he will be found to be equal in ideas, expression and refinement to the most intelligent beings, but it is difficult for a person not well acquainted with their habit of understanding the lips by the forming of words thereon without sound to converse really intelligently by that mode. These unfortunates, according to the degree of education they may secure, and according to their intellectual capacity, are able to obtain a fair share of pleasure therefrom. They can more or less enjoy sounds. Even music has its charms. They may all hear different sounds, by this mode:
When a piano or instrument is being played they either put their feet against it or their hand on it, and thus what a mute may say he “heard” is conveyed by the jar of the sound on the nervous system, which vibrates along the member touching the instrument and communicates through the whole body, producing a most delightful music and sensation, and giving a tolerable idea of what music is. A piece of elastic rubber, with one end in the mouth between the teeth and stretched, and with one finger striking it in the middle makes it vibrate. This will give a tolerably fair idea of the sensation of sound.
I would by all means encourage the parents and guardians of these unfortunates to send them to the Deseret University, for by not doing so they know not the pleasure they are depriving them of—the capacity to enjoy what few pleasures fall to them. If they are too poor to send them to the institution, then, in the name of common humanity, let those who profess to be their friends show by their actions and not words—by subscribing means to that end—their appreciation of the condition of their unfortunate fellow-creatures.
Respectfully,
Laron Pratt (Deseret News, Apr. 1884)
According to Anne Leahy, a Deaf LDS history researcher, Laron was a classic post-lingually Deaf individual of greater social status. He understood his advantage and opted to turn his dual citizenship in the Deaf and hearing worlds into a kind of insider/advocate bridging role. He wasn't grassroots, but he didn't dismiss those who were (Anne Leahy, personal communication, June 3, 2011).
Editor Deseret News:
It is with a degree of pleasure that I note the fact that the Legislature at its last session, made provision for the instruction and education of the unfortunate deaf and dumb of the Territory, in its primary branches, a much needed and long desired measure which cannot but be of benefit to them. Though the number of deaf mutes in our Territory are but few, it is a step in the right direction to aid them to become useful and self supporting citizens, that they may not be a charge thrown up the community.
I have had a varied experience of some thirty years among these unfortunate beings, and I will say that though this faculty—the faculty of hearing—has been denied them, it is nevertheless true that most if not all are capable of being educated to a better standard of excellence in intellectual and moral culture.
Doubtless it would be interesting to many who do not understand these beings, to give a short sketch upon their mode of life and peculiar way of making themselves understood by those with whom they come in contact.
These are different grades of deafness and dumbness, which may be classified as follows: Those who have been born deaf and dumb are naturally the hardest to bring to an understanding of even the most simple, every-day things. As they grow up and their faculties begin to expand, a vast amount of patience and perseverance will be required of those under whose charge they are placed to bring them to a comprehension of the plainest affair, that is in their uneducated state. Their brain possesses almost the same functions as that of other beings, but are very dormant and of slow growth, aptness not being a characteristic, and rather conspicuous for its absence. They are capable of being educated, but only by object lessons—always have an object to point to when trying to make them comprehend, such as a picture, etc.—they can learn most of the words in common use. Then you bring them to understand the meaning of words by persistently pointing at the object of the sentence; they will thus known what is meant, but they will not know the sound of the word, even of dog, cat, etc. When educating this class many difficulties are to be met with. It would be requisite not only to have a large share of patience, but a good facial expression, with the power to denote love, hate, sorrow, humor, etc., thereon. Deaf and dumb are able to understand facial expression and are quick to comprehend every variety and expression of the human countenance; it amount to an intuition; nothing escapes their notice. Another thing required will be an expressive gesture, not only of the arms, fingers and shrug of the shoulders, but a peculiar movement of the whole body, in imitation and illustration of the subject you may be speaking of. They have a peculiar gesture to denote father, mother, sister, brother, uncle, aunt, etc., and for all the numerous objects that surround them, and whole sentences can be brought to their understanding by a simple gesture of the arm and face. When made familiar with words and objects they will be soon able to connect sentences and learn to put them in proper shape. I have met many deaf mates of eastern cities who considered themselves as having a good education, still in their conversation, which they usually write on small slates carried about in the pocket for that purpose—they seem to have the greatest difficulty in joining sentences together, and they have a rather peculiar way of doing it. Their general mode of conversing among themselves is not only be gestures, but also by means of the deaf and dumb alphabet—single or double; with one hand or with both. In many cases they can spell the object but do not know the meaning, which is explained to them by gesture.
Another class are those who have lost their hearing and in some cases their speech by disease, such as scarlet ever or some great sickness. Some are made totally deaf through the auditory nerve of the ear being destroyed, and some through catarrh and various other diseases. The mental and intellectual faculties of this class are of a superior organization to those of the other, and may, by cultivation, be brought up to a much higher plain. In fact this class may be educated to any degree on a par with the most intelligent being—their reasoning powers and mental capacity to grasp at ideas being the same—with the exception of hearing, and may be taught the sciences, different languages, etc., but is it doubtful whether they can ever attain to a higher degree of perfection or even excellence. They are naturally very sensitive as well as suspicious and generally get very much embarrassed when trying to pronounce a word that they cannot accentuate properly. This grade also have a peculiar way of their won in speaking, being generally through the medium of signs, but more particularly by the formation of words shaped by the mouth. It must be understood that those who are of this latter class, namely—deaf through disease—will be able to talk aloud in most instances like any other person, if brought up to it. And while being able to express themselves understandingly are still in a measure mute—the loss of the hearing more or less affecting the glands of the throat, which are in sympathy with the auditory nerve of the ear, rendering the voice thick, and it cannot be made to harmonize with the variety of sounds produced in speaking. Still they are able to get along in that way without the aid of many signs. If you will converse with an intelligent person who is thus afflicted by writing on a piece of paper or a slate, he will be found to be equal in ideas, expression and refinement to the most intelligent beings, but it is difficult for a person not well acquainted with their habit of understanding the lips by the forming of words thereon without sound to converse really intelligently by that mode. These unfortunates, according to the degree of education they may secure, and according to their intellectual capacity, are able to obtain a fair share of pleasure therefrom. They can more or less enjoy sounds. Even music has its charms. They may all hear different sounds, by this mode:
When a piano or instrument is being played they either put their feet against it or their hand on it, and thus what a mute may say he “heard” is conveyed by the jar of the sound on the nervous system, which vibrates along the member touching the instrument and communicates through the whole body, producing a most delightful music and sensation, and giving a tolerable idea of what music is. A piece of elastic rubber, with one end in the mouth between the teeth and stretched, and with one finger striking it in the middle makes it vibrate. This will give a tolerably fair idea of the sensation of sound.
I would by all means encourage the parents and guardians of these unfortunates to send them to the Deseret University, for by not doing so they know not the pleasure they are depriving them of—the capacity to enjoy what few pleasures fall to them. If they are too poor to send them to the institution, then, in the name of common humanity, let those who profess to be their friends show by their actions and not words—by subscribing means to that end—their appreciation of the condition of their unfortunate fellow-creatures.
Respectfully,
Laron Pratt (Deseret News, Apr. 1884)
According to Anne Leahy, a Deaf LDS history researcher, Laron was a classic post-lingually Deaf individual of greater social status. He understood his advantage and opted to turn his dual citizenship in the Deaf and hearing worlds into a kind of insider/advocate bridging role. He wasn't grassroots, but he didn't dismiss those who were (Anne Leahy, personal communication, June 3, 2011).
Students of the Utah School for the Deaf in Ogden, 1896
Marriage of the Deaf Students
Deaf history in the United States can be traced back to a Deaf resident named Jonathan Lambert in 1694 on Martha's Vineyard, off the coast of Massachusetts. Through marrying among the secluded islanders, the deaf gene was passed down through his generation of descendants (Shapiro, 1994). In rural areas, especially in isolated areas of southern Utah, a pattern of hereditary congenital deafness was common due to inbreeding and intermarriage, similar to Martha's Vineyard. Furthermore, many Deaf families intermarried, which tended to perpetuate genetic deafness (Roberts, 1994).
In the West Virginia area, some families with deaf genes joined the Church of Jesus Christ of Latter-day Saints early on. They eventually moved to southern Utah together. These families were sent to Utah by President Brigham Young of the Church of Jesus Christ of Latter-day Saints, along with other members of their families. They continued to intermarry, with one or two Deaf relatives joining each generation. Several of these Deaf children had attended Utah School for the Deaf since its inception. A couple of Deaf people got married. The majority of them stayed at home and helped their families (Roberts, 1994).
In Utah, the deaf gene was also passed down through polygamous intermarriage. While intermarriage on Martha's Vineyard was declining, it was substantially reduced among Utah families once the students attended the Utah School for the Deaf, where they had the opportunity to meet other Deaf people from all over the state. As a result, deaf marriage patterns shifted as a result of socialization at school (Roberts, 1994).
With the expansion of the Utah School for the Deaf, the dynamics of deaf marriage had shifted considerably. Prior to the establishment of USD, Deaf students' marriage patterns differed from those of the hearing population. For example, they got married later than the general public. The majority of them were not married, and few Deaf people lived alone. They either stayed at home as maiden aunts and uncles to help with the family home or married someone from their local area. Interestingly, most Deaf educators and advocates at the time were opposed to Deaf-Deaf marriage. They frequently married hearing spouses to compensate for their deaf genes (Roberts, 1994).
In the West Virginia area, some families with deaf genes joined the Church of Jesus Christ of Latter-day Saints early on. They eventually moved to southern Utah together. These families were sent to Utah by President Brigham Young of the Church of Jesus Christ of Latter-day Saints, along with other members of their families. They continued to intermarry, with one or two Deaf relatives joining each generation. Several of these Deaf children had attended Utah School for the Deaf since its inception. A couple of Deaf people got married. The majority of them stayed at home and helped their families (Roberts, 1994).
In Utah, the deaf gene was also passed down through polygamous intermarriage. While intermarriage on Martha's Vineyard was declining, it was substantially reduced among Utah families once the students attended the Utah School for the Deaf, where they had the opportunity to meet other Deaf people from all over the state. As a result, deaf marriage patterns shifted as a result of socialization at school (Roberts, 1994).
With the expansion of the Utah School for the Deaf, the dynamics of deaf marriage had shifted considerably. Prior to the establishment of USD, Deaf students' marriage patterns differed from those of the hearing population. For example, they got married later than the general public. The majority of them were not married, and few Deaf people lived alone. They either stayed at home as maiden aunts and uncles to help with the family home or married someone from their local area. Interestingly, most Deaf educators and advocates at the time were opposed to Deaf-Deaf marriage. They frequently married hearing spouses to compensate for their deaf genes (Roberts, 1994).
Students of the Utah School for the Deaf in Ogden, 1896
According to Roberts (1994), over one-third of Deaf people never married before 1890. (p. 33). The following are three possible factors for early students' lack of marriage:
Alexander Graham Bell, one of the most influential oral advocates and eugenicists of his time, was concerned about the rise of a Deaf community, which he saw as a result of sign language and state residential schools across the country. During his eugenics campaign, he aimed to ban Deaf people from socializing with one another, marrying one another, or reproducing with one another (Lane, 1984; Lane, 1999). He also proposed legislation barring Deaf people from marrying because he was worried that the deaf race would become more common (Behan, 1989e).
- The isolated nature of the rural areas where many of these students grew up made socialization difficult for the deaf,
- The environment had not changed to make it easier for deaf people to marry, and
- Often, family members accepted the prevailing opinion of many educators and advocates of the deaf that marriage should not be an option for deaf individuals (Roberts, 1994, p. 33-34).
Alexander Graham Bell, one of the most influential oral advocates and eugenicists of his time, was concerned about the rise of a Deaf community, which he saw as a result of sign language and state residential schools across the country. During his eugenics campaign, he aimed to ban Deaf people from socializing with one another, marrying one another, or reproducing with one another (Lane, 1984; Lane, 1999). He also proposed legislation barring Deaf people from marrying because he was worried that the deaf race would become more common (Behan, 1989e).
Students of the Utah School for the Deaf, May 20, 1927
An old truck with piles of USD students behind the Annex Building and fire escape cylinder
In "Memoirs Upon the Formation of the Deaf Variety of the Human Race" in 1883, Bell submitted it to the National Academy of Science in New Haven, Connecticut, in which he took a stand against the Deaf community and deaf marriage. As a result of deaf intermarriage, Dr. Bell claimed in this study that a "defective deaf race" was forming and getting stronger, resulting in more deaf births. His alarm was that the number of Deaf children enrolled in deaf residential schools was growing, spreading the "defective race." Furthermore, he believed that a Deaf person would be more likely to marry another Deaf person at residential schools. As Deaf families intermarried generation after generation, a pure deaf breed of humans, or the Deaf Race, would emerge (Lane, 1984). As a result, Dr. Bell asserted that if deaf intermarriage were forbidden, deaf births would become uncommon. He came up with two options:
Bell's book also pushed for the removal of Deaf teachers from the classroom and condemned the mixed-language educational system, which included both sign language and spoken instruction. Bell advocated the need of "pure" oralism in the deaf educational system. The law prohibiting Deaf intermarriage did not pass because he presented misleading scientific evidence about deaf intermarriages (Lane, 1984; Lane, 1999).
- Preventative method: Close all residential schools and place deaf kids in public schools with hearing kids and,
- Repressive method: Legally forbid congenitally deaf people from marrying each other when in fact, statistics indicated only 10% of deaf people have deaf parents, while 90% of Deaf people have hearing parents (Lane, 1984; Lane, Hoffmeister, & Bahan, 1996).
Bell's book also pushed for the removal of Deaf teachers from the classroom and condemned the mixed-language educational system, which included both sign language and spoken instruction. Bell advocated the need of "pure" oralism in the deaf educational system. The law prohibiting Deaf intermarriage did not pass because he presented misleading scientific evidence about deaf intermarriages (Lane, 1984; Lane, 1999).
Alexander Graham Bell @ Wikipedia
The bill outlawing Deaf marriages did not become law due to Bell's erroneous scientific data, which was a fortunate outcome. Instead, the result was the work of Edward Allen Fay, a well-known deaf education teacher, publisher, and researcher on Deaf people and the Deaf gene. To reach his conclusions, Fay studied the patterns of Deaf marriages and the genetics of deafness. His findings were published ten years later, in 1893, and revealed that, contrary to Bell's belief, most Deaf couples had hearing offspring. As a result of his research, Fay was able to correct Bell's assumptions about Deaf marriage and heredity (Roberts, 1994).
Edward Allen Fay. Photo courtesy of the International Rasmus Malling-Hansen Society
Several marriages between staff members and students, as well as the children of other staff members, happened during the early years of the school. For example, Deaf teacher Elizabeth DeLong married Thomas Loran Savage, one of her former students. The residential school's nature allowed students and staff to get to know one another, and it became a major gathering place for Deaf people to socialize. As a result, there were numerous deaf marriages (Roberts, 1994).
As time passed, more Deaf people married. Students at USD had the opportunity to socialize with other Deaf people. Many Deaf students met their spouses while attending the school as the school flourished (Roberts, 1994).
Almost two-thirds of students were married during the first twenty years of the school's inception. The majority of students afterwards married other USD students. They were able to learn new skills that allowed them to marry, live on their own, and support a family for the first time (Roberts, 1994, p. 37).
As time passed, more Deaf people married. Students at USD had the opportunity to socialize with other Deaf people. Many Deaf students met their spouses while attending the school as the school flourished (Roberts, 1994).
Almost two-thirds of students were married during the first twenty years of the school's inception. The majority of students afterwards married other USD students. They were able to learn new skills that allowed them to marry, live on their own, and support a family for the first time (Roberts, 1994, p. 37).
Elizabeth DeLong and Thomas Loran Savage. Photo courtesy of the DeLong Family Saga
Additionally, USD provided students with the opportunity to meet people from outside the geographic areas where they resided. As a result, the school was able to break down intermarriage patterns that had been established in rural Utah. The following are some examples of how early students at school can break down intermarriage patterns:
As a result of social opportunity, the structure of the Utah Deaf community has altered dramatically since the school's founding. Through skills they learned from USD, the students eventually contributed to their families, education, vocations, communities, and churches (Roberts, 1994).
- Joseph Olorenshaw came to Utah from England. His family settled in Salt Lake City, and he married Helmar Michelson, a fellow student from Largo, Idaho.
- John McMills was born in Summit County, but he married Pearl Ault, whose family lived in Cedar Fort, Utah.
- Ole Pettit grew up in Salt Lake, but his wife, Jenine Jensen, was originally from Salina (Robert, 1994, p. 38).
As a result of social opportunity, the structure of the Utah Deaf community has altered dramatically since the school's founding. Through skills they learned from USD, the students eventually contributed to their families, education, vocations, communities, and churches (Roberts, 1994).
John Wallace McMills and Pearl Ault on a wedding day, June 15 1910
Students from the Same Families
According to Roberts (1994), for the first twenty-five years after the Utah School for the Deaf was founded in 1884, students from the same families frequently enrolled at the same school. Following their stay at USD, the first couple's nieces and cousins married and returned to the school at the same time. Regardless of the fact that their children did not attend school, relatives from both families did (Roberts, 1994).
Furthermore, numerous members of the same family were enrolled at USD at the same time. For example, USD families sent relatives to school at the same time, such as Elizabeth DeLong and John H. Clark. Not only that, but several sets of siblings attended the school at the same time, including the Beck, Bernard, and Thompson siblings (First Reunion of the Utah School for the Deaf Alumni, 1976; Roberts, 1994).
Furthermore, numerous members of the same family were enrolled at USD at the same time. For example, USD families sent relatives to school at the same time, such as Elizabeth DeLong and John H. Clark. Not only that, but several sets of siblings attended the school at the same time, including the Beck, Bernard, and Thompson siblings (First Reunion of the Utah School for the Deaf Alumni, 1976; Roberts, 1994).
Elizabeth DeLong @ familysearch.org
While the students were at USD, the teachers encouraged them to communicate with their families. The majority of the families were members of the Church of Jesus Christ of Latter-day Saints, though most of the parents of out-of-state students were not. Utah parents preferred a closer school for their children at the time, while out-of-state parents moved their children to closer institutions when they became available. Regardless of the school's location, family frequently visited the campus and participated in school activities (Roberts, 1994).
As students left school and into the larger society, Deaf communities grew in Ogden and Salt Lake City, thanks to the social opportunities they enjoyed at school (Roberts, 1994).
As students left school and entered the larger society, Deaf communities grew in Ogden and Salt Lake City as a result of the social opportunities they had at school (Roberts, 1994).
As students left school and into the larger society, Deaf communities grew in Ogden and Salt Lake City, thanks to the social opportunities they enjoyed at school (Roberts, 1994).
As students left school and entered the larger society, Deaf communities grew in Ogden and Salt Lake City as a result of the social opportunities they had at school (Roberts, 1994).
John H. Clark @ familysearch.org
Social Development within the Utah Deaf Community
For years, Deaf people contributed to their families' lives where they rarely became involved in the Utah Deaf community. The Utah Deaf community had more opportunities to socialize after the Utah School for the Deaf opened in 1884.
Throughout its early years, USD had a significant impact on the development of Deaf people's cohesiveness.Students were given social opportunities on the school campus. They were taught to get along with teachers and other students because they lived on campus. For some students, adjusting to living away from home and sharing a dorm with other students was challenging. Staff members developed social activities to help students improve their social skills in response to this directive. They were able to work with others, live and work independently, and contribute to society as a whole because of their emotional and social development (Roberts, 1994).
Throughout its early years, USD had a significant impact on the development of Deaf people's cohesiveness.Students were given social opportunities on the school campus. They were taught to get along with teachers and other students because they lived on campus. For some students, adjusting to living away from home and sharing a dorm with other students was challenging. Staff members developed social activities to help students improve their social skills in response to this directive. They were able to work with others, live and work independently, and contribute to society as a whole because of their emotional and social development (Roberts, 1994).
Students of the Utah School for the Deaf standing in front of the
Annex Building, late 1920s
In the same way, the school offered a variety of activities for students, their families, and the Deaf community in Utah. The goal of social opportunities was to provide possibilities for personal growth and interaction with others. Furthermore, social events encouraged students to communicate with one another, improve their social skills, and meet new people. They were able to grow into capable people as a result of the social events, and they were able to meet the challenges of life in a larger society (Roberts, 1994).
The First Deaf Student from Deaf Parents
In the fall of 1906, Joseph Beck, Jr., a former student of the Utah School for the Deaf, enrolled his six-year-old son, Hyrum Hatch Beck, who was also deaf, at this school. Hyrum was the first Deaf student to attend USD since his parents were deaf (The Utah Eagle, June 6, 1906). Joseph Beck, Jr. was the son of Joseph Beck, one of the co-founders of the Utah School for the Deaf in 1884.
Students of the Utah School for the Deaf: Between 1914 & 1919. Top L-R: George Laramie, Frank Fuller, _____, Lee Hunter. 2nd Row: ___________, ________, ____________. Front Row: L-R: __________, ________, Wayne Stewart
Social Interests Among Boys and Girls
In 1921, the Utah School for the Deaf had 126 students. Primary Hall housed 42 students, while the Main Building housed 84 students (Wenger, The Silent Worker, January 1921).
The boys were drawn to battle at the moment. Veterans who had participated in wars worked at the school, and some of them had scars. Many interesting stories from veterans captivated the boys. The young boys were divided into groups and were always at battle with each other while playing a fake war (Wenger, The Silent Worker, January 1921).
While visiting USD, Arthur W. Wenger, a 1913 alumni, often encountered a student who was slumped with depression about something and would act "violent" when disturbed. The boy was determined to be a "defeated general," who had either "lost the war or was concerned about the safety of his troops when victory was uncertain" (Wenger, The Silent Worker, January 1921).
The boys were drawn to battle at the moment. Veterans who had participated in wars worked at the school, and some of them had scars. Many interesting stories from veterans captivated the boys. The young boys were divided into groups and were always at battle with each other while playing a fake war (Wenger, The Silent Worker, January 1921).
While visiting USD, Arthur W. Wenger, a 1913 alumni, often encountered a student who was slumped with depression about something and would act "violent" when disturbed. The boy was determined to be a "defeated general," who had either "lost the war or was concerned about the safety of his troops when victory was uncertain" (Wenger, The Silent Worker, January 1921).
Arthur W. Wenger
The boys also participated in various Indian wars. The boys used trenches, machine guns, cudgels, swords, and helmets made out of cushioned cooking utensils to fight each other along the Ogden River during the "world war." There were spurts of dirt, corks, and various missiles in the air. There were daring battles, and even the dead were trampled. One of the "dead" kicked a passing enemy, and they both "died" at the same time, making each other laugh (Wenger, The Silent Worker, January 1921).
While the older boys were playing baseball, the younger boys were "drafted" by the "generals," and the game suffered as a result. The older boys made a brotherly appeal to the generals for the release of the "drafted" baseball players. The "big guys" vowed to end the war if the appeal was denied. As a result, the armies were disbanded, and the little boys threw down their rocks to show their support for baseball (Wenger, The Silent Worker, January 1921).
The girls, on the other hand, were always playing outside and spinning about in circles. There were storytellers like "Peter Pan," who was constantly at the heart of a joyful swirl. "Princess" could also tell a good narrative. For her leadership in several of the activities, a girl was given a complementing name (Wenger, The Silent Worker, January 1921).
While the older boys were playing baseball, the younger boys were "drafted" by the "generals," and the game suffered as a result. The older boys made a brotherly appeal to the generals for the release of the "drafted" baseball players. The "big guys" vowed to end the war if the appeal was denied. As a result, the armies were disbanded, and the little boys threw down their rocks to show their support for baseball (Wenger, The Silent Worker, January 1921).
The girls, on the other hand, were always playing outside and spinning about in circles. There were storytellers like "Peter Pan," who was constantly at the heart of a joyful swirl. "Princess" could also tell a good narrative. For her leadership in several of the activities, a girl was given a complementing name (Wenger, The Silent Worker, January 1921).
Students of the Utah School for the Deaf, 1917-1918. 1st Top Row (L-R): Waldron Robinson, Arthur Hutcheson, Lee Hunter, George Roth, Marvin Stanly or possible Stanley, Nat Underwood, & Allen Fowler. 2nd Row (L-R): Albert Price, Lorn Alsof (maybe Joe Brandberg), Kenneth Burdett, Virgil Greenwood, & George Laramie. 3rd Bottom Row (L-R): Wayne Stewart & Oliver Woodard
Swimming Pool Enjoyment
Every week, a swimming pool at the Utah School for the Deaf was filled with fresh water and opened to all groups at set times. The swimmers were free to shout as loudly as they pleased. The boys and girls were ecstatic and enthusiastic. This, according to Arthur W. Wenger, would allow them to vent, which could help them control their tempers and fights later on (Wenger, The Silent Worker, January 1921).
Students of Utah School for the Deaf, 1928-1930. Back L-R: Wayne Stewart, William Woodward, Alton Fisher, John (Jack) White, Joseph Burnett, possible Leon Edwards, Arvel Christensen, Virgil Greenwood, ____ Front L-R: J. Sherwood Messerly, Rodney Walker, Melvin Penman, Wesley Perry, Verl Throup, _____
Extracurricular Activities at The Utah School for the Deaf
As stated in the 1976 and 1984 Alumni Reunion booklets, students had the opportunity to participate in extracurricular activities after school. Park Literary Society, Arthur Wenger Athletic Association, Drama Club, Spur Club, Ski Club, Student Body Government, Junior NAD, Student Council, athletic programs, Boy Scouts and Girl Scouts were among the activities they participated in. The majority of the students were members of the Church of Jesus Christ of Latter-day Saints, who attended church services at the Ogden Branch for the Deaf on Sundays and Tuesday nights. The Protestant chapel services were attended by students who were not LDS (First Reunion of the Utah School for the Deaf Alumni Booklet, 1976; A Century of Memories: Utah School for the Deaf 100th Year Anniversary Alumni Reunion Booklet, 1984).
Park Literary Society, the Arthur Wenger Athletic Association, and the Spur Club were the three major clubs on campus.
Park Literary Society, the Arthur Wenger Athletic Association, and the Spur Club were the three major clubs on campus.
The Park Literary Society
The Park Literacy Society was founded one year after the Utah School for the Deaf relocated from Salt Lake City to Ogden in 1896. Dr. John R. Park, president of the University of Deseret (later renamed the University of Utah) was honored with the establishment of this organization. USD was headquartered inside the university in Salt Lake City, and Dr. Park was evidently well regarded by Deaf students. The Park Literary Society was the university's first club (Robert, 1994).
This society was made up of fourteen-year-old boys and girls. The literary meetings were held every two weeks during the school year. The society's goal was to assist students in improving their creative writing and acting skills, as well as their love of literature (Roberts, 1994).
Students were also given the opportunity to improve their debating skills in a variety of subjects. Without the assistance of their teachers, they had to prepare their presentations, stories, plays, and debates (Roberts, 1994).
This society was made up of fourteen-year-old boys and girls. The literary meetings were held every two weeks during the school year. The society's goal was to assist students in improving their creative writing and acting skills, as well as their love of literature (Roberts, 1994).
Students were also given the opportunity to improve their debating skills in a variety of subjects. Without the assistance of their teachers, they had to prepare their presentations, stories, plays, and debates (Roberts, 1994).
Reading from left to right: Secretary Peter Green, Vice-President, Jerry Westburg, President David Mortensen, 1949
Several debate topics were featured in the Utah School for the Deaf's "Eaglets" magazines: "That Lincoln was a greater man than Washington," "That the United States should recognize the independence of Cuba," and "That boys have more pleasure than girls." "Our boys and girls of today are missing out on a great experience like that." Debate judges were chosen from among teachers and members of the Utah Deaf community to select who would win the debate (Roberts, 1994; First Reunion of the Utah School for the Deaf Alumni Booklet, 1976; A Century of Memories: Utah School for the Deaf 100th Year Anniversary Alumni Reunion Booklet, 1984). Debate, as can be seen, helped students improve their communication, public speaking, teamwork, and organizational skills, as well as their world knowledge through reading.
On the bright side, the Park Literary Society put on the most ambitious and successful show by Deaf students to date. "The House of Rimmon," the play, was based on a Biblical story. The play was directed by Arthur Wenger, who was Deaf, and assisted by Elsie Christiansen, who was also Deaf. It was given once in the school chapel and was requested to be repeated at East High School in Salt Lake City. There was no fee for admittance. The audience erupted in ovation during the performance. The play made the public more aware of what Deaf people could do (White, The Silent Worker, June 1920; Wenger, The Silent Worker, January 1921; UAD Bulletin, Summer 1964).
Representatives from the Utah Association of the Deaf and the Utah School for the Deaf met on September 5, 1956, and decided that Park Literary Society would be closed (Sanderson, The Utah Eagle, October 1956). The reason for the closure of the society is unknown.
Representatives from the Utah Association of the Deaf and the Utah School for the Deaf met on September 5, 1956, and decided that Park Literary Society would be closed (Sanderson, The Utah Eagle, October 1956). The reason for the closure of the society is unknown.
“The House of Rimmon” Play in 1920.
The UAD Bulletin, Summer 1964
Did You Know?
Dr. John R. Park was a major benefactor of the Deaf community in Utah. In 1884, when two parents of Deaf children, John Beck and William Wood, petitioned the then-Territory of Utah's Legislature to form a state school for the Deaf, the Legislature granted their request. They entrusted the task to Dr. Park, then-president of the University of Deseret. Dr. Park arranged for the establishment of a class for Deaf students at the university and hired a Deaf individual, Henry C. White of Boston, to lead the program. Since then, Dr. Park had consistently demonstrated a strong interest in this work.
For eight years, Dr. Park served as the head of the Utah School for the Deaf. He recognized early on that the school should be independent from the university. He wielded his influence to achieve the utmost amount of change possible in that direction. No one celebrated more than he did when the school became an independent institution and moved to Ogden.
Dr. Park was a guest at the USD in Ogden when he visited. On that occasion, students remembered him. Shortly before his death, USD employees paid him a visit at his Salt Lake City office; he maintained the same vivacious interest in the school's well-being.
For nearly 25 years, Dr. Park served as president of the University of the Territory and State. He was born on September 30, 1835 and died on September 30, 1900 (Metcalf, The Utah Eagle, October 15, 1900; The Utah Eagle, October 15, 1900).
For eight years, Dr. Park served as the head of the Utah School for the Deaf. He recognized early on that the school should be independent from the university. He wielded his influence to achieve the utmost amount of change possible in that direction. No one celebrated more than he did when the school became an independent institution and moved to Ogden.
Dr. Park was a guest at the USD in Ogden when he visited. On that occasion, students remembered him. Shortly before his death, USD employees paid him a visit at his Salt Lake City office; he maintained the same vivacious interest in the school's well-being.
For nearly 25 years, Dr. Park served as president of the University of the Territory and State. He was born on September 30, 1835 and died on September 30, 1900 (Metcalf, The Utah Eagle, October 15, 1900; The Utah Eagle, October 15, 1900).
John R. Park Source: Wikipedia
The Arthur Wenger Athletic Association
The Arthur Wenger Athletic Association (AWAA) was an older boys' club. It was founded and was named for a distinguished USD alumni, Arthur Wenger, class of 1913. It operated from 1919 until 1956. (Roberts, 1994).
L-R: Sam Judd, Merrill Bauer, Melwin Sorensen, Lod Perkins and Paul Loveland
The AWAA's mission was to foster social growth and good fellowship among boys through physical engagement (Robert, 1994). Under AWAA, students raised funds completely through candy sales on the school campus (Sanderson, The Utah Eagle, October 1956).
The Arthur Wenger Athletic Association continued to operate until September 5, 1956, when representatives from the Utah Association of the Deaf and the Utah School for the Deaf convened a conference and voted to dissolve the Arthur Wenger Athletic Association. It was agreed that the entire sum of $1,000.00 be utilized as a scholarship fund for the Utah Association for the Deaf Scholarship Fund (which became the Utah Scholarship Foundation for the Deaf, and subsequently the Ned C. Wheeler Scholarship Foundation for the Deaf after UAD) (Sanderson, The Utah Eagle, October 1956).
The Spur Club
The Spur Club was an organization for older females that promoted school activities through sponsorship. Along with the clubs, an annual formal banquet was conducted to recognize students who excelled in their service to the Utah School for the Deaf.
Boy Scout and Girl Scout troops participated in their assigned programs and activities (Roberts, 1994).
Boy Scout and Girl Scout troops participated in their assigned programs and activities (Roberts, 1994).
The Spur Club, 1955-56
According to Roberts (1994), extracurricular activities primarily served to teach students necessary social skills and foster the development of lasting connections. This laid the groundwork for the eventual development of Deaf communities in Utah and Idaho. The USD certainly offered a sense of community for these Deaf students for the first time, which blossomed into Deaf organizations that provided support and social activities for these people.
Students of the Utah School for the Deaf, between 1933 - 1936. Between 1933-1936. Front Row (L-R): Robert G. Sanderson, ____, _____, Frank Orlando, _______. Back Row (L-R): _____, _____, Lloyd Jones, _____, Oliver I. Langworthy
The Annual May Festival
The first May Festival was conducted in 1909 by the Utah School for the Deaf and continued annually until 1936 (Pace, 1946).
USD students performed a stunning dance presentation during the festival, which drew a large crowd. A performance once drew 5,000 spectators (Pace, 1946).
The Ninth Annual May Festival, themed "The Story of the Deaf," was the most successful pageant. This pageant was conducted in May 1920 on the campus of the Utah School for the Deaf and again on the lawn of Liberty Park in Salt Lake City, Utah. Students dressed in costumes representing many nationalities and portrayed the Deaf community's struggle against discrimination and neglect to achieve happiness and success through the blessings of education (Wenger, The Silent Worker, January 1921).
USD students performed a stunning dance presentation during the festival, which drew a large crowd. A performance once drew 5,000 spectators (Pace, 1946).
The Ninth Annual May Festival, themed "The Story of the Deaf," was the most successful pageant. This pageant was conducted in May 1920 on the campus of the Utah School for the Deaf and again on the lawn of Liberty Park in Salt Lake City, Utah. Students dressed in costumes representing many nationalities and portrayed the Deaf community's struggle against discrimination and neglect to achieve happiness and success through the blessings of education (Wenger, The Silent Worker, January 1921).
Edna Wright in the role of “The
Maiden.” Silent Worker, January 1921
Mona Leckliter, Vida Crawford, Elsie Lamb, Gladys Jones, and Corline Wood performed as soloists. According to Arthur W. Wenger, these dancers were beautifully played, representing the five senses of sight, taste, touch, smell, and hearing. Those girls entered while the Senses danced, seeking the blessing of the five senses, which had been handed to them as a gift. With excitement and thankfulness, the girls and the Senses danced in unison. Hearing became lost and they became separated from their companions. Edna Wright, in the role of the "Maiden," portrayed as "Deaf," came passionately pleading for the blessing of the five senses. Only four of the Senses were able to give blessings to the "Maiden." When the "Maiden" discovered she was deaf, she was heartbroken, but knowledge came to her rescue, summoning nature in the form of butterflies, birds, and flowers to assist her. The "Maiden" was overjoyed. The pageant highlighted the long narrative of the Deaf community's struggle and appeal for recognition of their rights (Wenger, The Silent Worker, January 1921).
Arthur W. Wenger then shared that shortly before the pageant's end, the dancers took turns demonstrating instances of the many nations, each a disappointment until the "Maiden" of the Stars and Stripes eventually rose from the folds of the Stars and Stripes. Wenger remarked, "She gave liberty, equity, and prosperity to all." He says that "her graceful dancing and real expression attracted the people who loved her and all the children who helped her" (Wenger, The Silent Worker, January 1921, p. 113).
Arthur W. Wenger then shared that shortly before the pageant's end, the dancers took turns demonstrating instances of the many nations, each a disappointment until the "Maiden" of the Stars and Stripes eventually rose from the folds of the Stars and Stripes. Wenger remarked, "She gave liberty, equity, and prosperity to all." He says that "her graceful dancing and real expression attracted the people who loved her and all the children who helped her" (Wenger, The Silent Worker, January 1921, p. 113).
Dressed in flowing chiffon gowns for their role in one of the
USD’s famous May Festivals in 1920 are, left to right, front,
Corline Wood, Ellen Lusk, Gladys Jones; center, Verda
Williams, Vida Crawford, Catherine Crawford, Eda Wright,
Irene Linderman; back, Mary Erying, Lona Thompson, Mona
Leckliter, Florence Funk, and Violet Taylor. The UAD Bulletin, Summer 1963
Helen Keller’s Visit to the
Utah Schools for the Deaf and the Blind
Utah Schools for the Deaf and the Blind
Helen Keller, the famed deaf and blind woman, paid a visit to the Utah Schools for the Deaf and Blind (USDB) on March 14, 1941. Polly Thompson, her companion and interpreter, as well as Ida Hirst-Gifford, her business manager, accompanied her. Prior to visiting the school, she traveled to Utah on behalf of the American Foundation for the Blind, where she testified in front of the legislature on behalf of blind adults. She spoke before a crowd of 5,000 people in the Mormon Tabernacle.
Helen Keller gave a speech at USDB in the Main Building chapel, where students gathered to listen to her remarks as Frank Driggs, the USDB administrator, aided with interpretation. Helen's interpreter, Polly Thompson, communicated with her using both speech and the manual alphabet. "What is the most outstanding thing you have found on your visit to Utah?" a student spelled into Helen's hand. "The good will toward the adult blind," she replied immediately (The Utah Eagle, March 1941, p. 11).
Helen Keller gave a speech at USDB in the Main Building chapel, where students gathered to listen to her remarks as Frank Driggs, the USDB administrator, aided with interpretation. Helen's interpreter, Polly Thompson, communicated with her using both speech and the manual alphabet. "What is the most outstanding thing you have found on your visit to Utah?" a student spelled into Helen's hand. "The good will toward the adult blind," she replied immediately (The Utah Eagle, March 1941, p. 11).
Helen Keller @ Bio.com
Kleda Barker Quigley, one of the students, recalls Helen Keller accompanying Polly Thompson to the assembly chapel and giving a speech in her own voice to all Deaf and blind students when she was ten years old. Superintendent Driggs assisted with Deaf students' interpretation. Helen's intelligence astonished Kleda, as did the speed with which she signed with her interpreter, Polly. "It was incredible that she [Helen] had overcome her double disabilities (Deaf and blind) to the best of her ability in her life time," Kleda added. Years later, in 2014, Kleda chatted about Helen Keller on videophonewith some USD alumni, including Fred Richins, G. Leon Curtis, Jay A. Barker (her brother), Winona Anderson, Gerry Shepard, and others. Leon, Kleda's classmate, recalled a story of asking Helen whether she wished to be Deaf or blind over the videophone. "Blind," she said. In her interview, Kleda stated that most Deaf people would prefer to be Deafrather than blind. Helen's visit had a positive impact on her (Kleda Quigley, personal communication, April 15, 2015).
Kleda Barker Quigley @ Jenkins-Soffe Utah Funeral Homes
The Burdett’s Picnic and Boating Party
The Burdett's Picnic and Boating Party was published in the Utah Eagle magazine by Eleanor Kay Kinner, class of 1954. During the summer of 1953, the Utah School for the Deaf high school students were invited to a picnic and boating party by Kenneth C. Burdett, a Deaf teacher at USD and an inspirational youth leader. They enjoyed themselves tremendously. Eleanor Kay Kinner wrote as follows:
“During the summer of 1953, it was so hot that the Utah School for the Deaf high school students always drank lemonades or cold drinks. The lawns and plants were dry because they had so few showers. However, sometimes there was a little rain at night, but not during the day. They surely had a hard time watering the plants, lawns, and flowers so they would grow beautifully. Those that had jobs came home and watered in the evening. They went swimming often to get cool.
They received an invitation from the Burdetts to go boating and picnicking on the 2nd of August. They were so excited and even some girls and boys who lived far away from Ogden, were invited. Some of them came to Ogden so they might go to Pine View Lake together the Sunday after Peter and Sally [Green]’s wedding.
“During the summer of 1953, it was so hot that the Utah School for the Deaf high school students always drank lemonades or cold drinks. The lawns and plants were dry because they had so few showers. However, sometimes there was a little rain at night, but not during the day. They surely had a hard time watering the plants, lawns, and flowers so they would grow beautifully. Those that had jobs came home and watered in the evening. They went swimming often to get cool.
They received an invitation from the Burdetts to go boating and picnicking on the 2nd of August. They were so excited and even some girls and boys who lived far away from Ogden, were invited. Some of them came to Ogden so they might go to Pine View Lake together the Sunday after Peter and Sally [Green]’s wedding.
Eleanor Kay Kinner
The day began cold and rainy and they thought that they might not be able to go there. While they stayed at the Burdett home, they waited and waited for the rain to stop. Suddenly, the rain stopped, and the sun shone very brightly about noon. They thought the weather was queer. When the sun shone through the window onto the floor, they were ready, and started for Pine View Lake.
Some of them went water-skiing and surf boarding. Some of the girls and boys went riding in the boat with Kenneth Burdett. Kenneth Kinner held onto the rope and went water skiing. They were nonplussed that Max Hardy could water ski and ride a surfboard. He just held onto the rope and rode the waves, then went water skiing at once. He was successful although that was his first time. Von Jones, Dona Mae Dekker, Lawana Simmons, and Bruce Harvey tried to learn how to control themselves while water skiing. Some fell down all the time, but some were successful. Dixie Lee Larsen and Kay Kinner water-skied well because they had done this before at Bear Lake. They had fun going water skiing and surf riding.
At the beach, they rested and the Burdetts treated them to cold drinks. They took sunbaths for a while. They had fun going water skiing and surf riding. They fell and tried to manage themselves.
In the evening, the students went to the Burdetts’ for a barbecue in their yard. It was delicious and they did enjoy going to the picnic and boating party. It was all very interesting for them. Marion Brown and her boyfriend were with them” – Kay Kinner (Kinner, The Utah Eagle, October 1953).
Some of them went water-skiing and surf boarding. Some of the girls and boys went riding in the boat with Kenneth Burdett. Kenneth Kinner held onto the rope and went water skiing. They were nonplussed that Max Hardy could water ski and ride a surfboard. He just held onto the rope and rode the waves, then went water skiing at once. He was successful although that was his first time. Von Jones, Dona Mae Dekker, Lawana Simmons, and Bruce Harvey tried to learn how to control themselves while water skiing. Some fell down all the time, but some were successful. Dixie Lee Larsen and Kay Kinner water-skied well because they had done this before at Bear Lake. They had fun going water skiing and surf riding.
At the beach, they rested and the Burdetts treated them to cold drinks. They took sunbaths for a while. They had fun going water skiing and surf riding. They fell and tried to manage themselves.
In the evening, the students went to the Burdetts’ for a barbecue in their yard. It was delicious and they did enjoy going to the picnic and boating party. It was all very interesting for them. Marion Brown and her boyfriend were with them” – Kay Kinner (Kinner, The Utah Eagle, October 1953).
Students went boating with Kenneth and Afton Burdett, Deaf teachers at
Pineview Reservoir, 1953. Standing L-R: Kay Kinner, Marion Brown,
Bruce Harvey, Dixie Lee Larsen, Afton Burdett, Kenneth Burdett, Max
Hardy, Donna Mae Dekker, Leon Curtis, Von Jones, Lawana Simmons.
Sitting L-R: Kenneth Kinner and Ronald Burdett
The Utah Eagle, October 1953
Kenneth C. Burdett devoted his entire life and career to USD. He not only worked at USD for four decades, from 1934 to 1974, but he also spent fifty-two years as a student, boy's supervisor, head basketball coach, athletic director, teacher, printing instructor, and curriculum coordinator. He was also a member of the Utah Association of the Deaf, the National Fraternal Society of the Deaf, and the Golden Spike Athletic Club of the Deaf, among others (The Ogden Standard-Examiner, May 23, 1974). Mr. Burdett is remembered for his endless support for student athletics, his profound affection for his students (Ogden Standard-Examiner, May 23, 1974), and as an inspiring leader who believed in each student's ability to grow (Kenneth L. Kinner, personal communication, 2006). In essence, he was a consummate teacher and coach who inspired youth and everyone he met (Dr. Robert Sanderson and Valerie Kinney, personal communication, July 8, 2011).
Kenneth C. Burdett, 1958
Holiday Celebrations at the Utah School for the Deaf
Holidays played an important role in social events at the Utah School for the Deaf in its early years. During Thanksgiving, the students stayed at school, where they were served and entertained. They usually only returned home for the Christmas holidays (Roberts, 1994; Evans, 1999). In 1913, the school allowed students who lived nearby to return home for the Thanksgiving holiday weekend (Evans, 1999).
Arbor Day, Valentine's Day, Easter, and other holidays were also observed at school. The Arbor Day activities, Valentine socials, and other holiday events were prepared by the teachers (Roberts, 1994). The social events took place in Salt Lake City during the school year. A masquerade dance and other events were sponsored by USD Superintendent Frank Metcalf and teachers. Metcalf frequently sponsored social events in the spring and fall where teachers and adult students socialized. Several marriages were formed between people who attended these social gatherings (Roberts, 1994).
Birthday celebrations became particularly important because the majority of students resided on campus. Teachers and students were both given birthday parties. The Metcalf children had invited a large number of students to their birthday parties on several occasions (Roberts, 1994).
Years later, the majority of the deaf students returned home for Thanksgiving, Christmas, and Easter (Roberts, 1994).
Arbor Day, Valentine's Day, Easter, and other holidays were also observed at school. The Arbor Day activities, Valentine socials, and other holiday events were prepared by the teachers (Roberts, 1994). The social events took place in Salt Lake City during the school year. A masquerade dance and other events were sponsored by USD Superintendent Frank Metcalf and teachers. Metcalf frequently sponsored social events in the spring and fall where teachers and adult students socialized. Several marriages were formed between people who attended these social gatherings (Roberts, 1994).
Birthday celebrations became particularly important because the majority of students resided on campus. Teachers and students were both given birthday parties. The Metcalf children had invited a large number of students to their birthday parties on several occasions (Roberts, 1994).
Years later, the majority of the deaf students returned home for Thanksgiving, Christmas, and Easter (Roberts, 1994).
Students of the Utah School for the Deaf, spring 1945. They are going on the annual spring hike
School Events and Trips
Students at the Utah School for the Deaf in Salt Lake City were able to participate in a variety of events and field trips. For example, students, for example, went to the circus before and after the USD moved to Ogden (Roberts, 1994). Sledding and ice skating were among the winter activities enjoyed by the students. When students lived in Salt Lake City, they used to go sledding on the hills between the school and the area where the Utah Capitol would eventually be built. After USD relocated to Ogden, the school's gardener kept an ice rink on campus most years for students to enjoy ice skating (Roberts, 1994).
Beck's Hot Springs, north of Salt Lake City, was owned by John Beck, a co-founder of the Utah School for the Deaf. Before the school was moved to Ogden, his three sons, Joseph, John A., and Jacob, as well as other older boys, frequented that place (Roberts, 1994).
Beck's Hot Springs, north of Salt Lake City, was owned by John Beck, a co-founder of the Utah School for the Deaf. Before the school was moved to Ogden, his three sons, Joseph, John A., and Jacob, as well as other older boys, frequented that place (Roberts, 1994).
John Beck. Photo courtesy of the National Cyclopedia of American Biography
Beck’s Hot Springs, 1908. Photo courtesy of Seven Canyon Trust
Jacob Beck, 1921
On other occasions, staff and students went on nature walks and shopping trips. These trips provided opportunities for education as well as a change of scenery for students and staff (Roberts, 1994). On a nearby excursion, the students met Dr. James Talmage, a professor at the University of Utah. Albert Talmage, Dr. Talmage's blind brother, attended the Utah School for the Blind. Because of his affiliation with the institution when it was linked with the University of Utah, Dr. Talmage knew several of the students.
Dr. James Talmage @ deseret.com
According to the Utah Eagle, the voyage took place in Ogden Canyon from 1900 to 1901.
“Some of the large boys went up to the mouth of Ogden Canyon with Mr. Crandall the other day. They wanted to look at the bridge which was recently destroyed by a rock falling from the immense cliff at the mouth of the canyon. They met Dr. Talmage, formerly president of the University of Utah. He was to examine the tunnel, the cliff, the fissure and the water pipe and report to the electric Power Plant Company regarding the cause of the break and the proper course to pursue to repair the damage done. Dr. Talmage is a learned geologist and a very prominent scientist (p. 70).”
Several more powerful individuals paid visits to the Utah School for the Deaf and made friends with the students. David O. McKay was one of the prominent individuals. While teaching at Weber Stake Academy and serving in the Utah State Legislature, he paid a visit to the school. Later in life, he was elected President of the Church of Jesus Christ of Latter-day Saints (Roberts, 1994).
“Some of the large boys went up to the mouth of Ogden Canyon with Mr. Crandall the other day. They wanted to look at the bridge which was recently destroyed by a rock falling from the immense cliff at the mouth of the canyon. They met Dr. Talmage, formerly president of the University of Utah. He was to examine the tunnel, the cliff, the fissure and the water pipe and report to the electric Power Plant Company regarding the cause of the break and the proper course to pursue to repair the damage done. Dr. Talmage is a learned geologist and a very prominent scientist (p. 70).”
Several more powerful individuals paid visits to the Utah School for the Deaf and made friends with the students. David O. McKay was one of the prominent individuals. While teaching at Weber Stake Academy and serving in the Utah State Legislature, he paid a visit to the school. Later in life, he was elected President of the Church of Jesus Christ of Latter-day Saints (Roberts, 1994).
David O. McKay @ religion.fandom.com
Maud May Babcock, the University of Utah's first female faculty member and founder of the Departments of Speech, Physical Education, and University Theater, served on the school's board of trustees for twenty-two years (Robert, 1994; Maud Babcock – Wikipedia). The University Theater was the first college dramatic club in the United States, and it was renamed the Babcock Theater. She traveled to the east in 1904 to study communication methods at other schools. Dr. Babcock eventually lobbied for additional funding for the school's new programs. She came to the school on a regular basis to share her experiences with the students (Roberts, 1994).
Maud May Babcock @ utahwomenshistory.org
For several years, Edwin A. Stratford was the chairman of the Utah School for the Deaf's board of trustees. After the school was separated from the University of Utah and relocated to Ogden, he was appointed to stay on the board. In 1896, he was also the superintendent of the students' Sunday School for the Church of Jesus Christ of Latter-day Saints at the school in Ogden (Roberts, 1994).
In conclusion, these four individuals, as well as others, had a significant impact on USD students and helped to raise their awareness of the institution among their friends and members of the Utah State Legislation (Roberts, 1994).
In conclusion, these four individuals, as well as others, had a significant impact on USD students and helped to raise their awareness of the institution among their friends and members of the Utah State Legislation (Roberts, 1994).
Edwin A. Stratford. Photo courtesy of Black’s Family History
Legislative Leadership Opportunity
During Utah's territorial period, the Utah School for the Deaf provided students with an opportunity to serve as legislative leaders. They were instructed on how to lobby politicians and how to request funding support for their educational endeavors. After Utah became a state in 1896, the students continued to work with legislators to secure funding for the school and its programs (Robert, 1994).
Teachers arranged a yearly "exhibition" event on the school campus to highlight the students' achievements, and they invited legislators to see the students' abilities. This event provided the students with the opportunity to interact with hearing individuals while also demonstrating their accomplishments. Also, they got the opportunity to demonstrate to the legislators the importance of the school program. In the end, this program had the benefit of increasing students' self-confidence (Roberts, 1994).
An exhibition for the state legislature was held in January 1896, during which students demonstrated their educational skills, performed songs, and recited poems and readings. Additionally, students were given a tour of the Utah State Capitol building, where they learned about the legislative process and how it is carried out. They even had meetings with a number of government officials. Students gained an understanding of the functions of government, including the legislative (House and Senate), executive (Governor), and judicial (Courts) branches of government, among other things. During the tour, students learned about things that their parents might not have been aware of (Roberts, 1994).
Many of them rose to positions of leadership within the state as a result of the legislative leadership skills they received in school. In addition, they contributed their leadership skills to the Utah Association of the Deaf to cover a wide range of advocacy issues, such as auto insurance, traffic safety, anti-peddlers, education, early intervention, employment, rehabilitation services, interpreting service, health care, technology and telecommunications, youth leadership, and a variety of other issues.
Teachers arranged a yearly "exhibition" event on the school campus to highlight the students' achievements, and they invited legislators to see the students' abilities. This event provided the students with the opportunity to interact with hearing individuals while also demonstrating their accomplishments. Also, they got the opportunity to demonstrate to the legislators the importance of the school program. In the end, this program had the benefit of increasing students' self-confidence (Roberts, 1994).
An exhibition for the state legislature was held in January 1896, during which students demonstrated their educational skills, performed songs, and recited poems and readings. Additionally, students were given a tour of the Utah State Capitol building, where they learned about the legislative process and how it is carried out. They even had meetings with a number of government officials. Students gained an understanding of the functions of government, including the legislative (House and Senate), executive (Governor), and judicial (Courts) branches of government, among other things. During the tour, students learned about things that their parents might not have been aware of (Roberts, 1994).
Many of them rose to positions of leadership within the state as a result of the legislative leadership skills they received in school. In addition, they contributed their leadership skills to the Utah Association of the Deaf to cover a wide range of advocacy issues, such as auto insurance, traffic safety, anti-peddlers, education, early intervention, employment, rehabilitation services, interpreting service, health care, technology and telecommunications, youth leadership, and a variety of other issues.
1954 Senior trip to the Utah State Capitol
Top: Kenneth Kinner. L-R: Shanna Christiansen, Donna Me Dekker,
Kay Kinner, Clara Bosshardt and Carol MacTee
When the Utah Association of the Deaf was established in 1909, the organization was known as the Utah Association of the Deaf at the time. The name was changed to Utah Association for the Deaf in 1964, and then back to Utah Association of the Deaf in 2012. In this article, this organization will be referred to as the Utah Association of the Deaf (UAD).
Elizabeth DeLong
Since the founding of the National Association of the Deaf (NAD) in 1880, state chapter associations have been established around the country. Elizabeth DeLong, a USD alumna and Deaf faculty member of the Utah School for the Deaf, proposed the founding of the Utah Association of the Deaf (UAD) to meet the social and welfare needs of USD alumni. The Utah Association of the Deaf (UAD) was established on June 10, 1909, at the Utah School for the Deaf (Evans, 1999). The following day, during the voting process, Libbie was elected president by a margin of 39 votes, defeating two Deaf male candidates, Paul Mark (2 votes) and Melville J. Matheis (2 votes). As the first Deaf female NAD state chapter association president in the entire nation, she made history. This is significant because women were not granted the right to vote for decades until the ratification of the 19th amendment in 1920, and Deaf women members were not allowed to vote in the NAD election until 1965 (The UAD Bulletin, Summer 1963; NAD History). From 1909 through 1915, Libbie served as president of the Utah Association of the Deaf.
The 1909 Utah Association of the Deaf Officers @ J. Willard Marriott Library
After all, the Utah Association of the Deaf is one of the nation's oldest state associations, and it is credited with carrying the torch by advocating for the civil rights of the state's Deaf community, as detailed in the "History of the Utah Association of the Deaf." As of today, the Utah Deaf Association continues to carry the torch by campaigning for, preserving, and safeguarding the civil rights of the Utah Deaf community.
Accreditation Visiting Team Report of the
Utah Schools for the Deaf and the Blind
Utah Schools for the Deaf and the Blind
Under the administration of Steven Noyce, superintendent of the Utah Schools for the Deaf and the Blind (USDB), the Accreditation Visiting Team visited the USDB in 2010 to evaluate the services. According to the AccreditationVisiting Team Report, "Historical recollections of the school reveal that living in the dormitory/cottage facilities was a very lonely time for many students."
According to the report, "Even though the school personnel worked hard to create a homelike atmosphere, students felt deeply the loss of their home and family experiences," Students and families in this state eventually decided that they did not want to receive assistance in a residential setting. USDB services changed to suit new national perspectives during the years of special education reform in the 1970s. With the passage of Public Law 94-142, more families now have access to educational resources closer to home (The Utah Schools for the Deaf and the Blind Accreditation Visiting Team Report, May 10-11, 2010, p. 4).
According to the report, "Even though the school personnel worked hard to create a homelike atmosphere, students felt deeply the loss of their home and family experiences," Students and families in this state eventually decided that they did not want to receive assistance in a residential setting. USDB services changed to suit new national perspectives during the years of special education reform in the 1970s. With the passage of Public Law 94-142, more families now have access to educational resources closer to home (The Utah Schools for the Deaf and the Blind Accreditation Visiting Team Report, May 10-11, 2010, p. 4).
Steven W. Noyce @ Twitter.com
The alumni of the Utah School for the Deaf (USD) may disagree with the Accreditation Visiting Team Report. They stated in the 1976 and 1984 Alumni Reunion Booklets that the majority of those who remained at USD appeared to be happy, well-adjusted, and had learned how to manage their time and participated in a variety of weekend activities. They also mentioned how much they enjoyed their time at school (First Reunion of the Utah School for the Deaf Alumni Booklet, 1976; A Century of Memories: Utah School for the Deaf 100th Year Anniversary Alumni Reunion Booklet, 1984).
In general, the authors of the book "A Journey Into the Deaf-World" affirmed USD students' excellent experiences living on campus in the past. They said that Deaf kids who went to a residential school have a strong sense of self-esteem because they were exposed to Deaf role models, Deaf staff, older Deaf students, and alumni.During the accreditation process, it's possible that Mr. Noyce, as a former student of Dr. Grant B. Bitter's Oral Training Program at the University of Utah in the early 1970s, influenced the Accreditation Visiting Team to believe that it's better to mainstream a Deaf or hard of hearing student in general education classes rather than send him or her to a deaf specialty school. Before meeting with the accreditation panel, it looks like USD didn't talk to alumni to get their thoughts.
The Utah Association for the Deaf held its 33rd Biennial Convention in 1989, where a 16 mm film titled "A History of the Utah School for the Deaf: 1940-1965" was shown. As a teacher at the Utah School for the Deaf, Kenneth C. Burdett, a 1929 alumni, videotaped Deaf students on the school's campus over decades and made a video documenting class trips, graduations, and other noteworthy campus events.
W. David Mortensen, UAD President and 1949 alumni, commented, "It [the film] shows that it [the school experience] never harmed a deaf boy or girl to be sent away from home to a school that exclusively served their needs. Education, socialization, leadership training, discipline, drama, dance, public speaking, sports, entertainment, etc., you name it, it was there. Those were very, very happy times. " President Mortensen, however said, "Times have changed." and he questioned, "Have they changed for the better or worse?" "Is mainstreaming the answer?" He again responded, "No, I would say not. Some say it is a trend, that this is a modern age. Shucks, I say, but you be the judge. You can talk to any one of those who spent time at school away from home and see if they feel it was a mistake" (Mortensen, UAD Bulletin, June 1990, p. 1). David's reaction exemplifies why Utah School for the Deaf is encouraged to speak with alumni for school placement advice before meeting with the accreditation team for review. Visit the "The Utah School for the Deaf Archive" webpage for additional information on the "Accreditation Visiting Team Report of the Utah Schools for the Deaf and the Blind."
In general, the authors of the book "A Journey Into the Deaf-World" affirmed USD students' excellent experiences living on campus in the past. They said that Deaf kids who went to a residential school have a strong sense of self-esteem because they were exposed to Deaf role models, Deaf staff, older Deaf students, and alumni.During the accreditation process, it's possible that Mr. Noyce, as a former student of Dr. Grant B. Bitter's Oral Training Program at the University of Utah in the early 1970s, influenced the Accreditation Visiting Team to believe that it's better to mainstream a Deaf or hard of hearing student in general education classes rather than send him or her to a deaf specialty school. Before meeting with the accreditation panel, it looks like USD didn't talk to alumni to get their thoughts.
The Utah Association for the Deaf held its 33rd Biennial Convention in 1989, where a 16 mm film titled "A History of the Utah School for the Deaf: 1940-1965" was shown. As a teacher at the Utah School for the Deaf, Kenneth C. Burdett, a 1929 alumni, videotaped Deaf students on the school's campus over decades and made a video documenting class trips, graduations, and other noteworthy campus events.
W. David Mortensen, UAD President and 1949 alumni, commented, "It [the film] shows that it [the school experience] never harmed a deaf boy or girl to be sent away from home to a school that exclusively served their needs. Education, socialization, leadership training, discipline, drama, dance, public speaking, sports, entertainment, etc., you name it, it was there. Those were very, very happy times. " President Mortensen, however said, "Times have changed." and he questioned, "Have they changed for the better or worse?" "Is mainstreaming the answer?" He again responded, "No, I would say not. Some say it is a trend, that this is a modern age. Shucks, I say, but you be the judge. You can talk to any one of those who spent time at school away from home and see if they feel it was a mistake" (Mortensen, UAD Bulletin, June 1990, p. 1). David's reaction exemplifies why Utah School for the Deaf is encouraged to speak with alumni for school placement advice before meeting with the accreditation team for review. Visit the "The Utah School for the Deaf Archive" webpage for additional information on the "Accreditation Visiting Team Report of the Utah Schools for the Deaf and the Blind."
W. David Mortensen
Least, but not last, the website's author, Jodi Becker Kinner, hopes that the film created by Kenneth C. Burdett will provide you with a greater understanding of what life was like for the students on their campus. I assure you that it is not as horrible as you might have thought. Those interested can view the "Utah School for the Deaf Video, 1940-1965" on the webpage for Utah Deaf Film.
Students at the Utah School for the Deaf, Fall 1949
The Impact of the Utah School for the Deaf
Under the leadership of Dr. Grant B. Bitter, known as the "Father of Mainstreaming," and outspoken proponent of oral and mainstream education for Deaf and hard of hearing students, the Utah School for the Deaf began to evolve. The trend toward mainstreaming in Utah accelerated gradually after he entered the picture in the 1960s, before the term gained widespread use in 1975 with the passage of Public Law 94-142, now known as the Individuals with Disabilities Education Act. Dr. Bitter worked as a teacher and curriculum coordinator at the Extension Division School for the Deaf in Salt Lake City, as director and professor of the Oral Teacher Training Program under the Department of Special Education at the University of Utah, and as coordinator of the Seminary Program for the Deaf under the Church of Jesus Christ of Latter-day Saints in the state of Utah. As the father of a Deaf daughter, Colleen (b. 1954), he was also a powerful voice for oral and mainstream education (Bitter, A Summary Report for Tenure, March 15, 1985).
Dr. Grant B. Bitter. The Utah Egale, October 1962
He was a hard-core oralist and one of the top oral leaders in the country. According to Dr. Stephen C. Baldwin, a Deaf man who served as the Total Communication Division Curriculum Coordinator at the Utah School for the Deaf in the 1970s, no one could match Dr. Bitter's persistent oral/mainstreaming philosophy. At every opportunity, Dr. Baldwin recalled his attacks on residential schools and his adamant opposition to the popular use of sign language in schools (Baldwin, 1990). Dr. Bitter campaigned for oral and mainstream education for Utah's Deaf and hard of hearing students and had a long-standing feud with the Utah Association of the Deaf, especially with Dr. Robert G. Sanderson, a Deaf community leader in Utah. Dr. Bitter and Dr. Sanderson were both recognized as gigantic figures and had animosity toward each other.
Dr. Stephen C. Baldwin
Dr. Bitter's efforts resulted in a new policy being adopted by USD in 1962 that embraced the Dual Division system, commonly known as the "Y" system. Through this system, all Deaf and hard of hearing students were required to begin their education in the Oral Division and were not allowed to move to the Simultaneous Communication Division until they were 11 years old or in sixth grade (First Reunion of the Utah School for the Deaf Alumni Booklet, 1976).
The USD in Ogden, Utah, was divided into an Oral and Simultaneous Communication Division, each with its own set of classrooms, dormitory facilities, recess periods, and extracurricular activities, with the exception of sporting programs, which were open to all students due to a shortage of players (The Utah Eagle, February 1968; The Ogden Standard-Examiner, October 19, 1970). Students at USD-Ogden went on strike in 1962 and 1969 over the Dual Division because they were dissatisfied with the segregation system. No one listened.
In the wake of the 1962 protest, Dr. Bitter and oral advocates suspected that the Utah Association of the Deaf (UAD) was orchestrating the student strike. The Utah State Board of Education looked into the matter but couldn't find any connection between the students and the UAD (Sanderson, UAD Bulletin, Summer 1963).
Dr. Robert G. Sanderson, president of UAD from 1960 to 1963, denied any involvement. He said that the strike was spontaneous, and that it was a reaction by students to conditions, restrictions, and personalities that they felt had become intolerable (7). In the Fall-Winter 1962 issue of the UAD Bulletin, UAD said that they supported a classroom test of the two-track or dual program at the Utah School for the Deaf. They were, however, outspoken in their opposition to the attempt at complete social isolation, interference with religious activities, the crippling of the sports program, and the intense pressure placed on the children in the oral department to enforce the "no signing" rule (UAD Bulletin, Fall-Winter, 1962). The implementation of Dual Division constituted the darkest chapter in the education of the deaf in Utah. More information about the "Y" System can be found on the "Dr. Robert G. Sanderson's Dream" webpage.
The USD in Ogden, Utah, was divided into an Oral and Simultaneous Communication Division, each with its own set of classrooms, dormitory facilities, recess periods, and extracurricular activities, with the exception of sporting programs, which were open to all students due to a shortage of players (The Utah Eagle, February 1968; The Ogden Standard-Examiner, October 19, 1970). Students at USD-Ogden went on strike in 1962 and 1969 over the Dual Division because they were dissatisfied with the segregation system. No one listened.
In the wake of the 1962 protest, Dr. Bitter and oral advocates suspected that the Utah Association of the Deaf (UAD) was orchestrating the student strike. The Utah State Board of Education looked into the matter but couldn't find any connection between the students and the UAD (Sanderson, UAD Bulletin, Summer 1963).
Dr. Robert G. Sanderson, president of UAD from 1960 to 1963, denied any involvement. He said that the strike was spontaneous, and that it was a reaction by students to conditions, restrictions, and personalities that they felt had become intolerable (7). In the Fall-Winter 1962 issue of the UAD Bulletin, UAD said that they supported a classroom test of the two-track or dual program at the Utah School for the Deaf. They were, however, outspoken in their opposition to the attempt at complete social isolation, interference with religious activities, the crippling of the sports program, and the intense pressure placed on the children in the oral department to enforce the "no signing" rule (UAD Bulletin, Fall-Winter, 1962). The implementation of Dual Division constituted the darkest chapter in the education of the deaf in Utah. More information about the "Y" System can be found on the "Dr. Robert G. Sanderson's Dream" webpage.
Dr. Robert G. Sanderson. The UAD Bulletin, Winter 1965
The Utah Deaf community and parents who supported sign language fought the "Y" system for nearly ten years, and no one listened. After the student strikes of 1962 and 1969, as well as opposition from the Parent Teacher Student Association, it fell on Ned C. Wheeler's shoulders, a 1933 USD graduate who served as chair of the USDB Governor's Advisory Council, to propose a new "Two-Track Program" to replace the "Y" system, which was sent to the Utah State Board of Education for final approval after it was approved. Finally, on December 28, 1970, the Utah State Board of Education authorized a new policy allowing the Utah School for the Deaf to operate a Two-Track Program, which was supervised by Dr. Jay J. Campbell, a Deputy Superintendent of the Utah State Office of Education and an ally of the Utah Deaf community. It was created to give parents the option of using either the oral or total communication method of instruction for their Deaf child aged 2 to 21 years (Kenneth L. Kinner, personal communication, May 14, 2011, Recommendations on Policy for the Utah School for the Deaf, 1970; Deseret News, December 29, 1970).
Dr. Jay J. Campbell. UAD Bulletin, June 1973
Over the years, Dr. Bitter remained the dominant supporter of oralism and mainstreaming, which had an impact on the Utah School for the Deaf and its enrollment. As a result, in 1993, the Utah State Board of Education sold the historic Utah School for the Deaf campus to the Ogden School District, citing increased mainstreaming and a drop in enrollment as reasons for the transaction. The Utah School for the Deaf and the Utah School for the Blind were consolidated in that year, and the new main Utah Schools for the Deaf and the Blind campus, located at 742 Harrison Boulevard, was opened (UAD Bulletin, May 1993).
Those who attended the Utah School for the Deaf recall fondly their time there. They benefited from the USD's comprehensive and accessible environment, which has promoted students in areas like communication and reading skills, as well as academic, social, and emotional growth. The school also offered students the services they needed to succeed as contributing members of society with a college and vocational education. They expressed their sadness after seeing that future generations of Deaf students will not be able to benefit from the same opportunities and experiences that they had at the school, as they observed a large number of Deaf children integrated into mainstream education. More on the mainstreaming movement can be found on the "Dr. Robert G. Sanderson's Mainstreaming Perspective" webpage.
Those who attended the Utah School for the Deaf recall fondly their time there. They benefited from the USD's comprehensive and accessible environment, which has promoted students in areas like communication and reading skills, as well as academic, social, and emotional growth. The school also offered students the services they needed to succeed as contributing members of society with a college and vocational education. They expressed their sadness after seeing that future generations of Deaf students will not be able to benefit from the same opportunities and experiences that they had at the school, as they observed a large number of Deaf children integrated into mainstream education. More on the mainstreaming movement can be found on the "Dr. Robert G. Sanderson's Mainstreaming Perspective" webpage.
Students at the Utah School for the Deaf, 1940s
The Establishment of ASL/English Bilingual Schools and the Impact of the Listening and Spoken Language on Deaf Education
In 1999, the Jean Massieu School of the Deaf (JMS), an ASL/English Bilingual program in Salt Lake City, Utah, was formed as a public charter school due to dissatisfaction with the academic performance and educational structure at the Utah School for the Deaf. The Jean Massieu School of the Deaf was named after a French Deaf teacher named Jean Massieu, who was honored by having his charter school named after him. JMS provides a comprehensive cultural, social, and linguistic environment on campus. In 2005, JMS merged with the Utah Schools for the Deaf and the Blind, and it now serves about 100 Deaf students. Athletics, drama, student body government, and the Junior National Association of the Deaf are among the extracurricular activities offered at the day school. The mainstreaming of extracurricular activities has created a void that JMS fills. Students can develop leadership and social skills by participating in school activities, which they can then apply to contribute to the Utah Deaf community.
Later, the Utah School for the Deaf expanded its program to include two ASL/English Bilingual schools: the Kenneth C. Burdett School of the Deaf (Ogden) and the Elizabeth DeLong School of the Deaf (Springville).
Despite their best efforts, the dynamics of the Utah Deaf community may eventually shift from decline to mainstreaming when cochlear implants and listening and spoken language grow more common.
Later, the Utah School for the Deaf expanded its program to include two ASL/English Bilingual schools: the Kenneth C. Burdett School of the Deaf (Ogden) and the Elizabeth DeLong School of the Deaf (Springville).
Despite their best efforts, the dynamics of the Utah Deaf community may eventually shift from decline to mainstreaming when cochlear implants and listening and spoken language grow more common.
Personal Communication
Anne Leahy, personal communication, June 3, 2011.
Anne Leahy, personal communication, June 7, 2011.
Diane Williams, personal communication, 2007.
Doug Stringham, personal communication, June 2, 2011.
Kenneth L. Kinner, personal communication, 2006.
Kleda Quigley, personal communication, April 15, 2015.
Dr. Robert Sanderson & Valerie Kinney, personal communication, July 8, 2011.
References
A Century of Memories: Utah School for the Deaf 100th Year Anniversary Alumni Reunion Booklet, 1984.
Baldwin, Stephen C. “Mainstreaming in retrospect: A Deaf Perception.” National Association of the Deaf (1990): 14-16.
Behan, Ben. “What if…Alexander Graham Bell had gotten his way?” In S. Wilcox (Ed.), American Deaf Culture: An anthology (pp. 83-87). Silver Spring, MD: Linstock, 1989.
Bitter, Grant. “A Summary Report for Tenure. Grant B. Dr. Bitter Papers, Accn #1072. Manuscripts Division, J. Willard Marriott Library, University of Utah, Salt Lake City, Utah, March 15, 1985.
“Education Board Splits Teaching Methods for Deaf.” Ogden Standard-Examiner, December 29, 1970.
Evans, David S. “A Silent World in the Intermountain West: Records from the Utah School for the Deaf and Blind: 1884-1941.” A thesis presented to the Department of History: Utah State University. 1999.
First Reunion of the Utah School for the Deaf Alumni Booklet, 1976.
“From the Minutes.” The UAD Bulletin, vol. 2, no. 10 (Summer 1963): 4 & 5.
“History of the Deaf.” The Utah Eagle, vol. XVI, no. 9 (June 6, 1906): 137.
“Helen Keller.” The Utah Eagle (March 1941): 7 & 11.
Kinner, Kay. “The Burdett’s Picnic and Boating Party.” The Utah Eagle, vol. 65, no. 1 (October 1953): 13-14.
Lane, Harlan. (1984). When The Mind Hears: A History of the Deaf. New York: Random House, Inc.
Lane, Harlan, Hoffmeister, Robert, & Bahan, Ben. A Journey into the DEAF-WORLD. San Diego, CA: Dawn Sign Press, 1996.
Lane, Harlen. The Mask of Benevolence: Disabling the Deaf Community. San Diego, California: Dawn Sign Press, 1999.
“Maud Babcock.” From Wikipedia, the free encyclopedia. http://en.wikipedia.org/wiki/Maud_Babcock
“Meet to Examine Help for the Deaf.” Deseret News, December 29, 1970.
Metcalf, Frank. “Dr. John R. Park.” The Utah Eagle, vol. xii, no. 2 (October 15, 1900): 12.
Mortensen, Dave. “President’s Message.” UAD Bulletin, vol. 13, no. 3 (June 1990): 1.
“NAD History.” https://www.nad.org/about-us/nad-history/
“New Developments in Utah’s Educational Programs for the Deaf.” The Utah Eagle, vol. 79, no. 5 (February 1968): 13 – 15.
“Ninth Annual May Festival – “The Story of the Deaf” – Utah School.” The Silent Worker, vol. 33, no. 4 (January 1921): 114 - 115.
Pace, Irma Acord. “A History of the Utah School for the Deaf.” The Utah Eagle, vol. 58, no. 1 (October 1946): 1-33.
Pratt, Laron. “A Good Word in Behalf of the Unfortunates.” Deseret News, April 1884.
“Reception Will Honor Retiring Deaf Teacher.” Ogden Standard-Examiner, 11B, May 23, 1974.
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.” A thesis presented to the Department of History: Brigham Young University. August 1994.
Sanderson, Robert G. "Arthur Wenger Scholarship Fund." Utah Eagle. 68. no. 1 (October 1956): 4-5.
Sanderson, Robert, G. “The President’s Corner.” The UAD Bulletin, vol. 2, no. 10 (Summer 1963): 2. & 14.
Stringham, Doug & Leahy, Anne. ‘Far Away, In the West:’ The Emergence of Utah’s Deaf Community, 1850-1910,January 2013.
“The Utah Schools for the Deaf and the Blind Accreditation Visiting Team Report.” Utah State Office of Education.May 10-11, 2010.
“Those Were The Days…”UAD Bulletin, vol. 3, no. 4 (Summer 1964): 5.
“Two-way Program to be Instituted This Fall at Utah School for the Deaf.” Ogden Standard-Examiner, June 14, 1962.
“USDB Had Begun the Move to New Campus.” UAD Bulletin, vol. 17, no. 12 (May 1993): 7.
“W” in the Deseret News. Dr. John R. Park: His Life and Work.” The Utah Eagle, vol. XII, no. 2 (October 15, 1900): 9-10.
Wenger, Arthur. “Distinctive Features of Schools for the Deaf; No. 11 --- The inspirational side of the Utah School.” The Silent Worker, vol. 33 no. 4 (January 1921): 111 – 113. http://dspace.wrlc.org/view/ImgViewer?img=3&url=http://dspace.wrlc.org/doc/manifest/2041/38266
Wight, R. “Deaf Teaching Methods Debated.” Ogden Standard-Examiner, October 19, 1970.
White, Bob. “Notes and Comment From the Land of the Mormons.” The Silent Worker, vol. 32, no. 9 (June 1920): 243.
“Who’s For The Deaf ?” The UAD Bulletin, vol. 2, no. 8 (Fall-Winter 1962): 2-3.
Anne Leahy, personal communication, June 3, 2011.
Anne Leahy, personal communication, June 7, 2011.
Diane Williams, personal communication, 2007.
Doug Stringham, personal communication, June 2, 2011.
Kenneth L. Kinner, personal communication, 2006.
Kleda Quigley, personal communication, April 15, 2015.
Dr. Robert Sanderson & Valerie Kinney, personal communication, July 8, 2011.
References
A Century of Memories: Utah School for the Deaf 100th Year Anniversary Alumni Reunion Booklet, 1984.
Baldwin, Stephen C. “Mainstreaming in retrospect: A Deaf Perception.” National Association of the Deaf (1990): 14-16.
Behan, Ben. “What if…Alexander Graham Bell had gotten his way?” In S. Wilcox (Ed.), American Deaf Culture: An anthology (pp. 83-87). Silver Spring, MD: Linstock, 1989.
Bitter, Grant. “A Summary Report for Tenure. Grant B. Dr. Bitter Papers, Accn #1072. Manuscripts Division, J. Willard Marriott Library, University of Utah, Salt Lake City, Utah, March 15, 1985.
“Education Board Splits Teaching Methods for Deaf.” Ogden Standard-Examiner, December 29, 1970.
Evans, David S. “A Silent World in the Intermountain West: Records from the Utah School for the Deaf and Blind: 1884-1941.” A thesis presented to the Department of History: Utah State University. 1999.
First Reunion of the Utah School for the Deaf Alumni Booklet, 1976.
“From the Minutes.” The UAD Bulletin, vol. 2, no. 10 (Summer 1963): 4 & 5.
“History of the Deaf.” The Utah Eagle, vol. XVI, no. 9 (June 6, 1906): 137.
“Helen Keller.” The Utah Eagle (March 1941): 7 & 11.
Kinner, Kay. “The Burdett’s Picnic and Boating Party.” The Utah Eagle, vol. 65, no. 1 (October 1953): 13-14.
Lane, Harlan. (1984). When The Mind Hears: A History of the Deaf. New York: Random House, Inc.
Lane, Harlan, Hoffmeister, Robert, & Bahan, Ben. A Journey into the DEAF-WORLD. San Diego, CA: Dawn Sign Press, 1996.
Lane, Harlen. The Mask of Benevolence: Disabling the Deaf Community. San Diego, California: Dawn Sign Press, 1999.
“Maud Babcock.” From Wikipedia, the free encyclopedia. http://en.wikipedia.org/wiki/Maud_Babcock
“Meet to Examine Help for the Deaf.” Deseret News, December 29, 1970.
Metcalf, Frank. “Dr. John R. Park.” The Utah Eagle, vol. xii, no. 2 (October 15, 1900): 12.
Mortensen, Dave. “President’s Message.” UAD Bulletin, vol. 13, no. 3 (June 1990): 1.
“NAD History.” https://www.nad.org/about-us/nad-history/
“New Developments in Utah’s Educational Programs for the Deaf.” The Utah Eagle, vol. 79, no. 5 (February 1968): 13 – 15.
“Ninth Annual May Festival – “The Story of the Deaf” – Utah School.” The Silent Worker, vol. 33, no. 4 (January 1921): 114 - 115.
Pace, Irma Acord. “A History of the Utah School for the Deaf.” The Utah Eagle, vol. 58, no. 1 (October 1946): 1-33.
Pratt, Laron. “A Good Word in Behalf of the Unfortunates.” Deseret News, April 1884.
“Reception Will Honor Retiring Deaf Teacher.” Ogden Standard-Examiner, 11B, May 23, 1974.
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.” A thesis presented to the Department of History: Brigham Young University. August 1994.
Sanderson, Robert G. "Arthur Wenger Scholarship Fund." Utah Eagle. 68. no. 1 (October 1956): 4-5.
Sanderson, Robert, G. “The President’s Corner.” The UAD Bulletin, vol. 2, no. 10 (Summer 1963): 2. & 14.
Stringham, Doug & Leahy, Anne. ‘Far Away, In the West:’ The Emergence of Utah’s Deaf Community, 1850-1910,January 2013.
“The Utah Schools for the Deaf and the Blind Accreditation Visiting Team Report.” Utah State Office of Education.May 10-11, 2010.
“Those Were The Days…”UAD Bulletin, vol. 3, no. 4 (Summer 1964): 5.
“Two-way Program to be Instituted This Fall at Utah School for the Deaf.” Ogden Standard-Examiner, June 14, 1962.
“USDB Had Begun the Move to New Campus.” UAD Bulletin, vol. 17, no. 12 (May 1993): 7.
“W” in the Deseret News. Dr. John R. Park: His Life and Work.” The Utah Eagle, vol. XII, no. 2 (October 15, 1900): 9-10.
Wenger, Arthur. “Distinctive Features of Schools for the Deaf; No. 11 --- The inspirational side of the Utah School.” The Silent Worker, vol. 33 no. 4 (January 1921): 111 – 113. http://dspace.wrlc.org/view/ImgViewer?img=3&url=http://dspace.wrlc.org/doc/manifest/2041/38266
Wight, R. “Deaf Teaching Methods Debated.” Ogden Standard-Examiner, October 19, 1970.
White, Bob. “Notes and Comment From the Land of the Mormons.” The Silent Worker, vol. 32, no. 9 (June 1920): 243.
“Who’s For The Deaf ?” The UAD Bulletin, vol. 2, no. 8 (Fall-Winter 1962): 2-3.