Strikes by Students at the
Utah School for the Deaf
Compiled & Written by Jodi Becker Kinner
Edited by Bronwyn O'Hara
Co-Edited by Valerie G. Kinney
Published in 2016
Updated in 2021
Edited by Bronwyn O'Hara
Co-Edited by Valerie G. Kinney
Published in 2016
Updated in 2021
The Utah School for the Deaf students
went on strike in 1962 and 1969
went on strike in 1962 and 1969
This is Jodi's favorite piece of history
Opening of the Utah School for the Deaf
The Utah School for the Deaf began as a territory school for Deaf students in Salt Lake City, Utah, in 1884. It was founded at the University of Deseret (later renamed to the University of Utah) in Salt Lake City, Utah, by William Wood and John Beck, parents of Deaf children.
Following the establishment of the Utah School for the Deaf on the University of Deseret campus in Salt Lake City, Utah, and the enactment of the appropriation bill, the matter was entrusted to Dr. John Rocky Park, president of the University of Deseret, to make arrangements for the school to begin offering a deaf class. First, he searched for a qualified Deaf teacher in the territory. After failing, he traveled to the East in 1884 and met Dr. Edward Miner Gallaudet, president of Gallaudet College. Dr. Gallaudet suggested Henry C. White, a Boston-based Deaf man who graduated from Gallaudet College in 1880. On the recommendation of Dr. Gallaudet, Dr. Park appointed Henry C. White to be the principal and teacher at the Utah School for the Deaf (The Utah Eagle, February 1922; Evans, 1999). Although Henry did not found the Utah School for the Deaf, he is credited with leading and maintaining it, which still exists today, as a leader and administrator despite limited financial resources and a lack of support from the hearing community.
The Utah School for the Deaf opened its doors on August 26, 1884, in a room at the University of Deseret. The Combined System was the teaching method used at the time (Fay, 1893; Pace, 1946; Utah School for the Deaf Brochure). Henry remained there until 1890 as a principal, head teacher, and teacher (Fay, 1893; Clarke, 1897; Metcalf, 1900; The Utah Eagle, February 1922; Pace, 1946).
Before Henry left USD in 1890, he was the principal for five years. However, the impact of oralism spread across the country after the infamous Milan Conference of 1880 passed a resolution requiring using the oral method in deaf education. As a result, Henry's job was jeopardized. The oral movement in Utah reflected Henry's replacement as principal in 1889 by a hearing teacher from the Kansas School for the Deaf, Frank W. Metcalf (Evans, 1999).
When Frank was appointed principal in 1889, Henry took over as head teacher. He was enmity toward his successor, Frank and this conflict caused disputes between them. The Board of Regents investigated the situation and terminated Henry's employment with the school (The Utah Eagle, February 1922). He severed his ties with the school in February 1890 (White, 1890; Fay, 1893; Pace, 1946; Burdett; Utah School for the Deaf Brochure). In 1894, when criticizing school administrators for failing to consult directly with Deaf adults, Henry C. White said, "What of the deaf themselves?" Have they no say in a matter which means intellectual life and death to them?" (Buchanan, p. 28).
Following the establishment of the Utah School for the Deaf on the University of Deseret campus in Salt Lake City, Utah, and the enactment of the appropriation bill, the matter was entrusted to Dr. John Rocky Park, president of the University of Deseret, to make arrangements for the school to begin offering a deaf class. First, he searched for a qualified Deaf teacher in the territory. After failing, he traveled to the East in 1884 and met Dr. Edward Miner Gallaudet, president of Gallaudet College. Dr. Gallaudet suggested Henry C. White, a Boston-based Deaf man who graduated from Gallaudet College in 1880. On the recommendation of Dr. Gallaudet, Dr. Park appointed Henry C. White to be the principal and teacher at the Utah School for the Deaf (The Utah Eagle, February 1922; Evans, 1999). Although Henry did not found the Utah School for the Deaf, he is credited with leading and maintaining it, which still exists today, as a leader and administrator despite limited financial resources and a lack of support from the hearing community.
The Utah School for the Deaf opened its doors on August 26, 1884, in a room at the University of Deseret. The Combined System was the teaching method used at the time (Fay, 1893; Pace, 1946; Utah School for the Deaf Brochure). Henry remained there until 1890 as a principal, head teacher, and teacher (Fay, 1893; Clarke, 1897; Metcalf, 1900; The Utah Eagle, February 1922; Pace, 1946).
Before Henry left USD in 1890, he was the principal for five years. However, the impact of oralism spread across the country after the infamous Milan Conference of 1880 passed a resolution requiring using the oral method in deaf education. As a result, Henry's job was jeopardized. The oral movement in Utah reflected Henry's replacement as principal in 1889 by a hearing teacher from the Kansas School for the Deaf, Frank W. Metcalf (Evans, 1999).
When Frank was appointed principal in 1889, Henry took over as head teacher. He was enmity toward his successor, Frank and this conflict caused disputes between them. The Board of Regents investigated the situation and terminated Henry's employment with the school (The Utah Eagle, February 1922). He severed his ties with the school in February 1890 (White, 1890; Fay, 1893; Pace, 1946; Burdett; Utah School for the Deaf Brochure). In 1894, when criticizing school administrators for failing to consult directly with Deaf adults, Henry C. White said, "What of the deaf themselves?" Have they no say in a matter which means intellectual life and death to them?" (Buchanan, p. 28).
Henry C. White. Photo courtesy of the Gallaudet University Archives
Beginning of Speech Training
Until 1891, when the Utah School for the Deaf was founded, little effort was made to teach the students speech. Articulation – speech and lip-reading – instruction was implemented because the school believed the oral method would assist many students. Speech therapy was provided to about two-thirds of the students (Evans, 1999, p. 29). One class employed speech and lip-reading as the method of instruction, while the other two classes used a "combined system" that included both sign language and speech (Pace, 1946; Evans, 1999). Florence Crandall Metcalf, the wife of the USD's first Superintendent Frank W. Metcalf, also a former teacher at Kansas School for the Deaf, became an oral program teacher. A class of students was taught entirely by the oral method (Fay, 1893).
Frank W. Metcalf, USD Superintendent
With this goal in mind, more hearing parents insisted that their children learn to speak and read lips. Deaf individuals, on the other side, were outspoken in their opposition (Robert, 1994). Since then, the controversy over whether to use the oral or signing method in Deaf Education has raged for over 150 years, with no definitive solution.
Florence Crandall Metcalf
An Introduction of Combined System
Under the new administration of USDB Superintendent Frank M. Driggs, the Utah School for the Deaf in Ogden, Utah, implemented the Combined Method, which included the manual alphabet, signs, speech, and speech reading. In 1902, the following statement on language teaching methods was published:
The method employed in the School for the Deaf and Dumb is what is called the ‘Combined System.’ This system is in vogue in most of the state institutions for the Deaf in America. It is the combination of the oral and manual method of instruction. It is the system that brings the greatest benefit to the greatest number. Speech and lip reading are considered very important and are taught whenever the measure of success justifies the amount of time and labor expended. Mental development and acquisition of English are thought to be of greater importance, therefore, whenever a child fails to acquire satisfactory speech the manual method is employed…. Speech, the manual alphabet, writing and sign language are used, simply, as tools, to further [the child’s] attainments (Roberts, 1994, p. 61-62).
The method employed in the School for the Deaf and Dumb is what is called the ‘Combined System.’ This system is in vogue in most of the state institutions for the Deaf in America. It is the combination of the oral and manual method of instruction. It is the system that brings the greatest benefit to the greatest number. Speech and lip reading are considered very important and are taught whenever the measure of success justifies the amount of time and labor expended. Mental development and acquisition of English are thought to be of greater importance, therefore, whenever a child fails to acquire satisfactory speech the manual method is employed…. Speech, the manual alphabet, writing and sign language are used, simply, as tools, to further [the child’s] attainments (Roberts, 1994, p. 61-62).
Frank M. Driggs, USDB Superintendent. UAD Bulletin, Summer 1963
Superintendent Driggs, as the driving force of USD, was in a position to decide what methods to incorporate in the teaching of Deaf and hard of hearing children. This policy decision necessitated serious consideration of what would benefit the children. Every emotionally distraught parent who questioned, "Will my child be able to speak and read lips?" while pointing to their young Deaf child became his primary target.
Although Superintendent Driggs highlighted the importance of teaching Deaf children to speak, he acknowledged the fierce clash between rigid oralism, which allowed no signing, and the Combined Method outlined above. From the beginning of Deaf Education, there was a clash between the two philosophies (UAD Bulletin, April 1959).
Although Superintendent Driggs highlighted the importance of teaching Deaf children to speak, he acknowledged the fierce clash between rigid oralism, which allowed no signing, and the Combined Method outlined above. From the beginning of Deaf Education, there was a clash between the two philosophies (UAD Bulletin, April 1959).
Standing at left was Frank M. Driggs, Superintendent of the Utah School for the Deaf, 1903
At the turn of the 1900s, the USD would hire an oral method-trained teacher to assist Deaf students with speaking and listening abilities. Some of the teachers were also able to communicate using sign language. When any of the Deaf students struggled with speech or language production and couldn't communicate vocally, the orally trained instructor who also knew sign language could fill in the gaps with sign. This arrangement was successful (Roberts, 1994).
USD Classroom, 1903
However, the number of hearing parents who prefer their children not to learn sign language gradually increased over the years. These parents desired that their children learn to speak, rely on lip-reading, and use their residual hearing as their primary way of communication. The Utah Deaf community was outspoken in their opposition to such a situation (Roberts, 1994). Instead of explaining to parents why their Deaf children needed sign language, USD created an Oral program in 1943 to meet these needs. Lip-reading, spoken language, and written language were used to teach the Oral program's whole curriculum (Pace, 1946).
4th Grade Oral Class, 1919
Communication Methods of Instruction at the
Utah School for the Deaf
Utah School for the Deaf
During the rest of the 1940s and into the 1950s, the Oral program was in effect before installing the "Y" system. Most Deaf students began their education in an oral classroom where signing was not allowed until the ninth grade. Students were, however, permitted to sign after school hours and in their dorms. Many children were hit with erasers or yardsticks by their teachers for signing, according to Celia May Laramie Baldwin, a 1965 USD alumna. In the classroom, signing was strictly prohibited (Celia May Baldwin, personal communication, April 15, 2012).
The graduates of the USD had become the next generation of Deaf community leaders. They have firsthand experience with the effects of oral instruction on Deaf students. They were aware that the oral techniques in Deaf classes compromised students' educational standards. As these new Deaf leaders grew more active in the academic issue, they discovered that the Utah Association of the Deaf provided them a platform to speak out against these practices (UAD).
The graduates of the USD had become the next generation of Deaf community leaders. They have firsthand experience with the effects of oral instruction on Deaf students. They were aware that the oral techniques in Deaf classes compromised students' educational standards. As these new Deaf leaders grew more active in the academic issue, they discovered that the Utah Association of the Deaf provided them a platform to speak out against these practices (UAD).
Utah School for the Deaf and the Blind. Photo courtesy of APH Callhan Museum
Robert G. Sanderson
Dr. Robert G. Sanderson and Joseph B. Burnett, both USD graduates, indicated that throughout the 1950s, the USD established three primary techniques of instruction: the manual method, the oral method, and the combined method. The USD alums' exposure to each of these three main techniques of education resulted in a large number of UAD members supporting the combined method. Therefore, when the National Association of the Deaf (NAD) released a reaffirmation of its support for the Combined Method of Instruction for Deaf children at its convention in July of 1955, it was seen as a significant show of support (Burnett & Sanderson, The UAD Bulletin, 1955-1956).
Joseph B. Burnett
Between 1955 and 1956, the USDl reported to the public that its primary classrooms would be taught using the Oral Method during the administration of USDB Superintendent Harold W. Green. Following that, a gradual transition to the Combined Method would take place during the later intermediate grades. In 1956, Joseph B. Burnett, president of the Utah Association of the Deaf, led a ferocious campaign to prevent the incorporation of speech instruction into deaf education. The remainder of the UAD officers aided him. They wanted to keep the Combined Method of Instruction at the Utah School for the Deaf, which they thought was the most valuable part of the education. Because of this controversy, UAD came out firmly against Superintendent Green's plan, claiming that early speech training for Deaf children had intrinsic disadvantages. Furthermore, they claimed that oral philosophy infringed on each Deaf child's right to equal education and slowed their academic progress (Burnett & Sanderson, The UAD Bulletin, 1955-1956).
Harold W. Green, USDB Superintendent. The Utah Eagle, October 1959
Around the same time, the Utah State Board of Education appointed an eighteen-member citizen committee to investigate the instructional methods used at the Utah School for the Deaf. Elmer H. Brown of Salt Lake City served as the committee's chairman. One of the committee members was Ray G. Wenger, Utah's most prominent Deaf advocate and USD's first Deaf representative serving on the USDB Governor's Advisory Council (Burnett & Sanderson, The UAD Bulletin, 1955-1956). The UAD agreed to support the investigation if it was conducted honestly, fairly, and impartially. However, the Deaf community had serious reservations about the investigation.
Ray G. Wenger
Ray G. Wenger, a 1913 USD graduate, was reappointed to the Governor's Advisory Committee for the Utah Schools for the Deaf and Blind in April 1958 after serving on it since 1945. The UAD welcomed Wenger's appointment because he strongly supported the Combined Method in educational settings (Burnett & Sanderson, The UAD Bulletin, 1955-1956). In addition, he is thought to be the first Deaf member of the Advisory Committee.
The UAD requested that all points of view be heard equally. UAD hoped to avoid bias or prejudice impacting the investigation's outcome in this way. Members of the investigating committee heard from USD graduates and UAD Deaf adults about their perspectives on educational approaches for Deaf children. The discussions were also open to educators, parents, and the general public. The Deaf adults emphasized to the investigating committee that the Utah School for the Deaf, as the state's official residential school for the deaf, provided the best possible education for Deaf students. When the Deaf students reached the age of adolescence, they were able to enroll in the residential school's excellent vocational training program. They had an edge over a hearing child because they were able to prepare for future employment as a result of this. Many Deaf students who chose this path found jobs right away after graduation. A residential school, according to the Deaf adults, provided a better social life for Deaf children. The Deaf adults felt that parents should be aware that the exclusively oral method was insufficient to teach their Deaf child in so many areas, based on their own experiences of being pushed into an inadequate oral program.
The USD Printing Department. The Utah Eagle, March 1955
The USD Alumni and UAD individuals emphasized the need to enhance Deaf children's academic skills in reading, writing, and mathematics to have an adequate education. In addition, they argued that once these three fundamental subjects were mastered, lip-reading and speech could be learned more easily as important social skills. Finally, they expressed concern that the educational program at the Utah School for the Deaf lacked a positive direction for their students. They believed USD was not establishing concrete goals for students in terms of college preparedness. As a result, the Deaf high school students were not only not equipped for college, but they were also not informed about the advantages of higher education. USD should begin college preparation in the first year of high school, according to the Deaf adults, and the entire high school academic program should be designed around college entry criteria (Burnett & Sanderson, The UAD Bulletin, 1955-1956).
Jerry Taylor, teacher and his class. Utah School for the Deaf Program Book, 1960s
As Deaf adults, these UAD leaders and USD alums recognized how difficult it was to explain a fundamental reality to hearing people. They wanted the hearing community to understand that the Deaf students could be taught in academic areas and that the Deaf students desired to receive a real education. To those on the investigative committee, the Deaf adults stated this sentiment as plainly and clearly as possible. They stated unequivocally,
“EDUCATION IS MORE IMPORTANT TO THE DEAF THAN THE MERE ABILITY TO SPEAK AND READ LIPS! And the most efficient and quickest way to educate Deaf children is competent application of the Combined Method” (Burnett & Sanderson, The UAD Bulletin, 1955-1956, p. 3).
The outcome of the investigation was unknown when it came to a close. Nothing happened after all the rhetoric and time spent by Deaf adults and leaders in the Deaf community presenting papers to the educators and committee. There was no change. The Deaf leadership was taken aback. In reality, as a result of the incident, USD began to provide two methodological communication programs at the school: an Oral Program and a Simultaneous Communication program (voice and sign used at the same time). However, no one seemed to pay attention to the Deaf or take their comments seriously.
Kenneth C. Burdett in Algebra class, 1954. Left to right: Kenneth Kinner, Kay Kinner, Donna Mae Dekker, Shanna Christiansen, Carol McFee and Clara Bosshardt
The UAD Committee on Deaf Education visited the Utah School for the Deaf on March 19, 1959, to speak with school administrators. Ned C. Wheeler, G. Leon Curtis, Gladys Burnham Wenger, Arthur W. Wenger, and Robert G. Sanderson, all USD alumni, served on the committee. That day, Arthur was not present. The committee didn't have enough time to evaluate the school's programs' academic outcomes properly. They couldn't say whether the various methods were effective or whether the Deaf children's overall education was adequate. The committee members, however, felt they had a right to request USD administration officials keep them informed of the students' academic and professional accomplishments because they were alumni. Although small oral day schools were growing in popularity and posing a threat to UAD, the UAD Committee for Deaf Education unanimously agreed that the Utah School for the Deaf was still the best place for a Deaf child to receive a well-rounded education and gain sufficient vocational skills to become a contributing member of society (Sanderson, The UAD Bulletin, April 1959).
In 1954, the Main Building on the USD campus in Ogden was completed. The old Main Building, built in 1896, was demolished
Ray G. Wenger Addresses Congressional Committee
Ray and Arthur Wenger, 1913 USD graduates, flew to Los Angeles, California, on July 16, 1960, to attend a crucial meeting. Ray was scheduled to speak before a committee of the United States House of Representatives about a federal bill that would provide training for teachers of the deaf. The original bill failed to include safeguards to prevent discrimination against Deaf educators seeking employment. The Utah Association of the Deaf officers lobbied to amend the bill. Ray's testimony added to the Combined Method's defense with a powerful and effective presentation. His remarks were included in the report of the congressional hearing. Ray's testimony had a lasting impression on the members of the House Committee (UAD Bulletin, Fall 1960).
Arthur W. Wenger & Ray G. Wenger
The Implementation of the Dual Track Program
Commonly Known as "Y" System
Commonly Known as "Y" System
Under the leadership of Dr. Grant B. Bitter, known as the "Father of Mainstreaming," Utah's movement toward mainstreaming evolved steadily in the 1960s throughout his mainstreaming campaign before the phrase became popular with the passage of Public Law 94-142, commonly known as the Individuals with Disabilities Education Act, in 1975. He was a hard-core oralist and one of the top oral leaders in the country. As the father of a Deaf daughter, Colleen (b. 1954), he was also a powerful voice for oral and mainstream education. 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 recognized as gigantic figures with animosity toward each other.
Dr. Grant B. Bitter. The Utah Egale, October 1962
Over the years, Dr. Bitter had worked as a teacher and curriculum coordinator at the Extension Division School for the Deaf in Salt Lake City, as well as a curriculum coordinator for USD, a director, and a professor at the University of Utah's Department of Special Education's Oral Teacher Training Program, and coordinator of the Deaf Seminary Program under the Church of Jesus Christ of Latter-day Saints in Utah.
Dr. Stephen C. Baldwin
The Utah School for the Deaf had used the Combined Method in the classroom since 1902, with manual signing and speech/listening until the 1950s. As the number of Extension classrooms increased, it became clear that more parents wanted their students to master their speaking and listening skills. In oral classes, signing was not permitted. During this time, Deaf students in oral classrooms were prohibited from signing until they were in ninth grade. This restriction only applied during the time spent in class. The students were allowed to sign after school and in the dorms. Hearing teachers were hired to teach elementary school students basic speaking skills. Only Deaf high school students were allowed to be taught by Deaf teachers (Celia May Baldwin, personal communication, April 15, 2012).
In the fall of 1962, the USD implemented a new policy known as the Dual Track Program, commonly known as the "Y" system. The "Y" system was nicknamed for the fact that all Deaf students entering the residential school had to start in the Oral Division (the stem on the "Y"). The primary means of communication in the school would be speech, necessitating hiring more oral educators. Until the child was 11 years old or entering 6th grade, the parents and/or Deaf student would not be able to choose which communication mode to use for the child's instructional language: either keep the child enrolled in the Oral Division, where speech and listening were done or enter the Simultaneous Communication Division, where both sign and speech were used (Kenneth L. Kinner, personal communication, May 14, 2011). The older Combined Method was replaced by the Simultaneous Communication Method.
This policy was successfully pushed through USD by the Utah Council for the Deaf, founded by parents who campaigned for an oral method. Grant Bitter is believed to have been a member of this council. The oral mechanism was prioritized over the sign language approach at the USD. Superintendent Robert W. Tegeder of the USDB appeared to favor this transition away from sign language, which proved to be a disaster (The UAD Bulletin, Fall-Winter, 1962). This policy reform also received endorsement from the Special Study Committee on Deaf Education (Wight, The Ogden Standard-Examiner, October 19, 1970). The Utah State Board of Education approved the dual-track educational system on June 14, 1962 (The Ogden Standard-Examiner, June 14, 1962). USD embraced the Dual Track Program, which meant that all students in the Primary Department started in the Oral Program and couldn't transfer to the Simultaneous Communication Program unless they had "failed" the Oral Program by the age of 11 or 6th grade.
This policy was successfully pushed through USD by the Utah Council for the Deaf, founded by parents who campaigned for an oral method. Grant Bitter is believed to have been a member of this council. The oral mechanism was prioritized over the sign language approach at the USD. Superintendent Robert W. Tegeder of the USDB appeared to favor this transition away from sign language, which proved to be a disaster (The UAD Bulletin, Fall-Winter, 1962). This policy reform also received endorsement from the Special Study Committee on Deaf Education (Wight, The Ogden Standard-Examiner, October 19, 1970). The Utah State Board of Education approved the dual-track educational system on June 14, 1962 (The Ogden Standard-Examiner, June 14, 1962). USD embraced the Dual Track Program, which meant that all students in the Primary Department started in the Oral Program and couldn't transfer to the Simultaneous Communication Program unless they had "failed" the Oral Program by the age of 11 or 6th grade.
Speech training. Utah School for the Deaf Program Book, 1960s
When the Dual Track Program was created in the summer, USD's attitude toward potential teachers had shifted to oral. Speech became the primary mode of communication in the classroom for Deaf students. The USD administrators believed that the Dual Track Program offered benefits that a single track could not (The Utah Eagle, February 1968; Wight, The Ogden Standard-Examiner, October 19, 1970). According to USD, the Oral Program must have a " pure oral mindset." In 1968, the USD was one of the few residential schools in the country to offer an exclusively oral program in the primary department (elementary) (The Utah Eagle, February 1968).
The branches on the "Y" served as a decision "crossroad." For example, in the Oral Division, a Deaf student progressed from preschool to sixth grade. Afterward, a committee met to decide whether the student should stay in the Oral program or transfer to the Simultaneous Communication (Sim-Com) program. This decision was made based on the student's performance in school, test results, and the family's environment (The Utah Eagle, February 1968; Wight, The Ogden Standard-Examiner, October 19, 1970). Because all of the children were expected to enroll in the entire oral program, either on the Ogden campus or in the Extension classrooms, it was not surprising that the Salt Lake Extension program was nearly as big as the Ogden residential school (The Ogden Standard-Examiner, October 19, 1970; The Utah Eagle, February 1968). For years, these regulatory changes had a harmful impact on Ogden's residential school.
The branches on the "Y" served as a decision "crossroad." For example, in the Oral Division, a Deaf student progressed from preschool to sixth grade. Afterward, a committee met to decide whether the student should stay in the Oral program or transfer to the Simultaneous Communication (Sim-Com) program. This decision was made based on the student's performance in school, test results, and the family's environment (The Utah Eagle, February 1968; Wight, The Ogden Standard-Examiner, October 19, 1970). Because all of the children were expected to enroll in the entire oral program, either on the Ogden campus or in the Extension classrooms, it was not surprising that the Salt Lake Extension program was nearly as big as the Ogden residential school (The Ogden Standard-Examiner, October 19, 1970; The Utah Eagle, February 1968). For years, these regulatory changes had a harmful impact on Ogden's residential school.
A student receives speech training from a USD teacher. USD Program Book,1960s
Teachers were now required to obtain a bachelor's degree in Deaf education from an accredited teacher center and become certified at this time. Teachers of simultaneous communication must be prepared in sign language and finger spelling (The Utah Eagle, February 1968). The University of Utah's teacher training program for Deaf teachers filled a sudden shortfall of oral teachers (The Utah Eagle, November 1962), artificially produced by the new policy at USD. Gallaudet College served as a source of information and a guide for teachers in the Simultaneous Communication Division, while the University of Utah served the Oral Division (The Utah Eagle, February 1968). Is it possible that Dr. Bitter got this new policy idea from the Lexington School for the Deaf while working on his master's degree? One can only speculate.
By 1973, USD was the only state in the United States to provide parents and Deaf students with both methods of communication through the Dual Track System (Laflamme, The Ogden Standard-Examiner, September 5, 1973).
The catch was this: At the age of three, all Deaf and hard of hearing children were required to start the Oral Program. There was no other option available to the parents. If the Deaf student's oral education failed or did not learn to talk or listen well enough to pass, the child was transferred to the Simultaneous Communication Program. The student was given every opportunity to excel in oral skills. They were usually kept in the Oral Program until they were ten or twelve (First Reunion of the Utah School for the Deaf Alumni, 1976). Parents who genuinely wanted their Deaf child to learn sign language in the classroom had to wait until their child was transferred to the Simultaneous Communication Program at the same age (Kenneth L. Kinner. personal communication, May 14, 2011).
By 1973, USD was the only state in the United States to provide parents and Deaf students with both methods of communication through the Dual Track System (Laflamme, The Ogden Standard-Examiner, September 5, 1973).
The catch was this: At the age of three, all Deaf and hard of hearing children were required to start the Oral Program. There was no other option available to the parents. If the Deaf student's oral education failed or did not learn to talk or listen well enough to pass, the child was transferred to the Simultaneous Communication Program. The student was given every opportunity to excel in oral skills. They were usually kept in the Oral Program until they were ten or twelve (First Reunion of the Utah School for the Deaf Alumni, 1976). Parents who genuinely wanted their Deaf child to learn sign language in the classroom had to wait until their child was transferred to the Simultaneous Communication Program at the same age (Kenneth L. Kinner. personal communication, May 14, 2011).
The Main Building of the Utah School for the Deaf
The "Y" System Program was held at the Main Building
of the Utah School for the Deaf.
On the left was the Oral Department, and
on the right was the Simultaneous Department. Utahn, 1957
of the Utah School for the Deaf.
On the left was the Oral Department, and
on the right was the Simultaneous Department. Utahn, 1957
The Student Protest of 1962
After the Utah State Board of Education had just adopted the Dual Track Program at the end of the 1962 school year, the Ogden campus was swiftly divided into an Oral Division and a Simultaneous Communication Division over the summer, each with its own set of classrooms, dormitory facilities, recess periods, and extracurricular activities (The Utah Eagle, February 1968; Wight, The Ogden Standard-Examiner, October 19, 1970). The athletic program was the only exception. The students' competitive sports program had to be combined because each division did not have enough students for their respective athletics (The Utah Eagle, February 1968).
These changes were made without the Deaf students' knowledge or consent for the 1962-63 school year. When the first day of school rolled around on that seemingly ordinary August day, the students were taken aback by what had transpired at their school (Diane Quinn Williams, personal communication, 2007). The new changes sparked much outrage among older USD students. Furthermore, there was a lot of conflict between veteran USD teachers and the Utah Deaf community. Barbara Schell Bass, a long-serving USD Deaf teacher, explained, "The students' physical and methodological separation had painful consequences: classmates were isolated from one another; many teachers lost friendships with colleagues over philosophical disagreements; and administrators struggled to divide their loyalties" (Bass, 1982).
These changes were made without the Deaf students' knowledge or consent for the 1962-63 school year. When the first day of school rolled around on that seemingly ordinary August day, the students were taken aback by what had transpired at their school (Diane Quinn Williams, personal communication, 2007). The new changes sparked much outrage among older USD students. Furthermore, there was a lot of conflict between veteran USD teachers and the Utah Deaf community. Barbara Schell Bass, a long-serving USD Deaf teacher, explained, "The students' physical and methodological separation had painful consequences: classmates were isolated from one another; many teachers lost friendships with colleagues over philosophical disagreements; and administrators struggled to divide their loyalties" (Bass, 1982).
Barbara Schell Bass & Robert Bonnel
On the USD-Ogden campus, more than half of the high school students went on strike that day (Jeff Pollock, The Utah Deaf Education Controversy, May 4, 2005). Johnny Murray emerged as a leader in protesting the changes. He recalled a bizarre visit from Tony Christopulos, principal of the Utah School for the Deaf and oral advocate, to his home shortly before school began. Tony approached Johnny's parents and asked if they would like him to join in the oral program. After Tony left, Johnny's parents asked him whether he wanted to enroll in the oral program. "No," he responded. He recalled a bizarre visit from Tony Christopulos, principal of the Utah School for the Deaf and oral advocate, to his home shortly before school began. Tony approached Johnny's parents and asked if they would like him to join in the oral program. After Tony's departure, Johnny's parents asked if he wanted to join the oral program. Again, he said, "No." They likely told Tony about it because they supported their son's decision.
Johnny only realized this strange visit after school had begun (Johnny Murray, personal communication, August 14, 2009; Ronald Burdett, personal communication, 2007). Because the new policy included a parent-preference-for-placement criterion, it appeared that the administration contacted all of the parents to learn about their preferences. Those who were oblivious to their Deaf child's learning style or the educational option for their Deaf child were willing to follow the administration's example and enroll their children in the oral program. Unlike the Murrays, the majority of parents did not ask their children what they wanted.
Johnny only realized this strange visit after school had begun (Johnny Murray, personal communication, August 14, 2009; Ronald Burdett, personal communication, 2007). Because the new policy included a parent-preference-for-placement criterion, it appeared that the administration contacted all of the parents to learn about their preferences. Those who were oblivious to their Deaf child's learning style or the educational option for their Deaf child were willing to follow the administration's example and enroll their children in the oral program. Unlike the Murrays, the majority of parents did not ask their children what they wanted.
Johnny Murray
In addition to their concerns about what else the Dual Track Program would mess up, the students were worried about losing their well-liked and respected Deaf teachers: Donald Jensen, Jerry Taylor, Kenneth C. Burdett (father of Ronald Burdett, USD sophomore), and Dora B. Laramie (mother of Celia May Laramie Baldwin, USD sophomore) (Johnny Murray, personal communication, August 14, 2009; Kenneth L. Kinner, personal communication, May 14, 2011).
Deaf teachers of the Utah School for the Deaf
The president of the Student Council, Johnny Murray, a senior, led a student protest. He had the support of the Simultaneous Communication Program's twenty-five high school students (The Ogden Standard Examiner, September 14, 1962). Johnny and the other students worked diligently to create protest posters for a week. They wrote their statement using shoe polish and propped it with wooden sticks. The USD teachers, including the four Deaf teachers, were completely unaware of their strike plans (Nellie Sausedo, personal communication, 2007).
The secret preparations were completed. After attending the seminary class of the Church of Jesus Christ of Latter-day Saints given by Deaf instructor G. Leon Curtis, the students did not show up for classes on Friday, September 14, 1962, at 8:30 a.m. The students wanted the teachers to know they were present, so they briefly appeared in the doorways of their classrooms before departing (The Ogden Standard Examiner, September 14, 1962). Then, they marched onto the USD campus from the old gym, where they collected their posters. A meeting with the State Board of Education was requested on some signs (The Ogden Standard Examiner, September 14, 1962).
The secret preparations were completed. After attending the seminary class of the Church of Jesus Christ of Latter-day Saints given by Deaf instructor G. Leon Curtis, the students did not show up for classes on Friday, September 14, 1962, at 8:30 a.m. The students wanted the teachers to know they were present, so they briefly appeared in the doorways of their classrooms before departing (The Ogden Standard Examiner, September 14, 1962). Then, they marched onto the USD campus from the old gym, where they collected their posters. A meeting with the State Board of Education was requested on some signs (The Ogden Standard Examiner, September 14, 1962).
Kennth C. Burdett
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Ronald C. Burdett
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During the protest, Ron Burdett noticed his father, Kenneth C. Burdett, grinned a little because he understood the purpose of the protest. Still, he didn't feel he could participate actively because he needed to keep his job (Ronald Burdett, personal communication, 2009). Some hearing teachers were disgusted and astounded by the children. They thought the high school students were crazy for striking. One of the teachers, Thomas Van Drimmelen, became so enraged that he attempted to remove Celia May Laramie Baldwin from the march. "Don't touch C.M.!" her mother, Dora B. Laramie, yelled as she hurried to stop him. "Leave her alone!" (Nellie Sausedo, personal communication, 2007).
Dora Benoit Laramie
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Celia May Laramie Baldwin
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Thomas Van Drimmelen
Nobody knew where the students were around noon (The Ogden Standard Examiner, September 14, 1962). The students marched from the USD campus to Lorin Farr Park. While two teachers drove around looking for them, they hid between trees. The students considered going to a movie theater, but it was closed at 10 a.m. The gang then walked to the Burdetts' backyard to chill out. They chipped in their money and dispatched someone to the neighborhood grocery shop on 26th and Quincy Avenue to buy cookies and punch for their lunch because they were hungry (Nellie Sausedo, personal communication, 2007; Ronald Burdett, personal communication, 2007).
When Kenneth C. Burdett arrived home from work, he was surprised to see students at his house. He hastily returned them to USD, fearful for their safety. From there, the students returned home for the weekend (Ronald Burdett, personal communication, 2007).
When Kenneth C. Burdett arrived home from work, he was surprised to see students at his house. He hastily returned them to USD, fearful for their safety. From there, the students returned home for the weekend (Ronald Burdett, personal communication, 2007).
Seniors
Juniors
Sophomores
Following the student protest, USD principal Tony Christopoulos informed the Ogden Standard-Examiner that he believed some unhappy parents caused the action. He felt the students' parents had influenced them to pull the stunt. He told the reporter that the Oral Program's 52 Deaf students of the same age group did not engage in the walkout. The Deaf students in the Simultaneous Communication program were the ones who were dissatisfied with the changes (The Ogden Standard Examiner, September 14, 1962). The latter group of students wished to keep everyone together as previously, and they were not acting on the orders of any angry parents.
Tony Christopulos. The Utah Eagle, October 1959
Shortly after the Dual Division program, with its "Y" routing, went into effect and the student protest was over, USD teacher Tony Christopulos brought the high school Deaf students into a classroom. He tried to unite the students' support. He drew the phrases "Deaf World" and "Hearing World" on the chalkboard. He specifically warned them not to enter the Deaf World. He drew an X on the "Deaf World." He then drew a circle around the "Hearing World," emphasizing the importance of going there (Ronald Burdett, personal communication, 2007). Tony's college education, which was heavily based on oral instruction, shaped his views on how Deaf students should be integrated into the hearing world.
On Monday, Superintendent Robert W. Tegeder asked Johnny and a few other students to meet with him. When he inquired why they went on strike, the students responded with questions like, "Why do we have two departments on campus?" and "Why does the Oral Department have more students than the Simultaneous Communication Department?" Even though Superintendent Tegeder didn't agree with the change, he had to support the new policy. He couldn't think of anything else to say to them besides, "Oh well!"
Robert W. Tegeder. The Utah Eagle, October 1959
Nellie Sausedo recalled protesting alongside other students against the policy, which separated students into dormitories, dining rooms, physical education classes, cooking classes, sewing classes, printing classes, workshop classes, and school events. The students longed for the days when everyone was in the same room at the same time. The students claimed they were protesting the signing restrictions. They believed the situation had gotten so bad that it could no longer be tolerated. One of the protesters, Nellie Sausedo, stated, "No one listended"(Personal communication, Nellie Sausedo, 2007).
Nellie Sausedo
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 @ Gallaudet University Archives
Dr. Robert G. Sanderson, president of UAD from 1960 to 1963, denied 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 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.
Utah Association of the Deaf Meets Wilburn N. Ball,
State Superintendent of Public Instruction
State Superintendent of Public Instruction
The officers and members of the Utah Association of the Deaf felt it was time to talk with the State Superintendent about the oral philosophy taking over the classrooms at the Utah School for the Deaf during this time of crisis. Robert G. Sanderson, G. Leon Curtis, Ned C. Wheeler, Robert L. Welsh, W. David Mortensen, Joseph B. Burnett, Kenneth L. Kinner, and Gladys Burnham Wenger comprised the UAD group. They visited with Dr. Wilburn N. Ball, the State Superintendent of Public Instruction, in an attempt to intervene with the changes in Ogden that had already occurred. In addition, they intended to emphasize the importance of sign language for Deaf children.
Dr. Wilburn N. Ball. Utahn, 1961
Because Gladys Burnham Wenger was hard of hearing, she acted as an interpreter for the group (Before the establishment of the National Registry of Interpreters for the Deaf in 1965, the Utah Deaf community relied heavily on hard of hearing people). These adult Deaf community members expressed dissatisfaction with the Dual Track Program, which began with all children in the Oral Program. They wanted to express their feelings to Dr. Wilburn about keeping the signing atmosphere on campus the same. Dr. Wilburn responded by displaying a stack of letters from parents of Deaf children. He chose one at random and began reading. The parent said they wished to enroll their Deaf child in the oral program. The UAD officials were at a loss for words in the face of these parents' specific requests.
Later, it was discovered that the USD oral program teachers had requested parents to send letters of request to State Superintendent Wilburn. These letters were used to effectively defend the changes made at the USD campus via Superintendent Bateman (Kenneth L. Kinner, personal communication, May 14, 2011). The USD oral teachers expressed dissatisfaction with this political maneuvering (Kenneth L. Kinner, personal communication, May 14, 2011). Unfortunately, there was little UAD could do about this situation due to the parents' oral preference.
Later, it was discovered that the USD oral program teachers had requested parents to send letters of request to State Superintendent Wilburn. These letters were used to effectively defend the changes made at the USD campus via Superintendent Bateman (Kenneth L. Kinner, personal communication, May 14, 2011). The USD oral teachers expressed dissatisfaction with this political maneuvering (Kenneth L. Kinner, personal communication, May 14, 2011). Unfortunately, there was little UAD could do about this situation due to the parents' oral preference.
Officers & Members of the Utah Association of the Deaf
Robert G. Sanderson
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Ned C. Wheeler
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W. David Mortensen
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Joseph Burnett
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G. Leon Curtis
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Robert L. Welsh
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Kenneth L. Kinner
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Gladys Burnham Wenger
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Limited Educational Choices
Oral day schools were available in Salt Lake City to provide educational placements for parents who wanted their Deaf children to talk and use hearing aids. However, families in the Salt Lake area that chose simultaneous communication for their Deaf child had few options. Remember that until 6th grade, all the children were in the oral program. Parents would have to send their older Deaf child to the residential school in Ogden when their child reached this age, regardless of where the family lived, to attend the simultaneous communication program. These kids couldn't possibly live at home. Living at the school campus was a major drawback for many parents. They have no other option but to remove the children from USD and enroll them in a public school. Requests for a sign language interpreter at a public school were sometimes denied when a parent pursued this approach (Kenneth L. Kinner, personal communication, May 14, 2011).
The unifying concept of these oral educators appeared to be their desire to provide Deaf students with tools they believed Deaf students required for long-term success in the hearing world. They believe that to acquire jobs, Deaf students need to know English. The young student had to be able to talk and hear to learn English. They reasoned that speech training and listening abilities would become essential for success. They saw success as being inextricably linked to instilling the oralist mindset in Deaf students. These teachers didn't consider their behaviors to be oppressive or discriminatory. No studies or research on sign language at the time demonstrated how American Sign Language assists Deaf students in learning English. This oral paradigm may have been well-intentioned but ineffective in achieving long-term "success."
The number of Deaf students with multiple disabilities was on the rise in the 1960s. These students eventually took control of the residential school in Ogden (The UAD Bulletin, Spring 1961, p. 2).
Deaf students with average minds and capabilities were pushed into oral day schools because oral skills needed to be drilled early in life to see if the child had any potential in these areas, according to the oral philosophy. The issue was the time it was thought to take to assess oral abilities. It shouldn't have taken eight years to figure out that certain students couldn't hear or talk. However, the program took eight years, and these sixth-graders were labeled "oral failure" before being placed in the signing program. Amazingly, the proponents of the Y-system didn't feel responsible or bad for the time lost by these Deaf students (The UAD Bulletin, Spring 1965). As a result, the students missed out on the crucial early years of language learning for which the brain was wired. The student could not learn spoken English and was disallowed the use of sign language. The student could not learn spoken English and was denied the ability to communicate through sign language. As a result, they had no language as they started middle school.
The unifying concept of these oral educators appeared to be their desire to provide Deaf students with tools they believed Deaf students required for long-term success in the hearing world. They believe that to acquire jobs, Deaf students need to know English. The young student had to be able to talk and hear to learn English. They reasoned that speech training and listening abilities would become essential for success. They saw success as being inextricably linked to instilling the oralist mindset in Deaf students. These teachers didn't consider their behaviors to be oppressive or discriminatory. No studies or research on sign language at the time demonstrated how American Sign Language assists Deaf students in learning English. This oral paradigm may have been well-intentioned but ineffective in achieving long-term "success."
The number of Deaf students with multiple disabilities was on the rise in the 1960s. These students eventually took control of the residential school in Ogden (The UAD Bulletin, Spring 1961, p. 2).
Deaf students with average minds and capabilities were pushed into oral day schools because oral skills needed to be drilled early in life to see if the child had any potential in these areas, according to the oral philosophy. The issue was the time it was thought to take to assess oral abilities. It shouldn't have taken eight years to figure out that certain students couldn't hear or talk. However, the program took eight years, and these sixth-graders were labeled "oral failure" before being placed in the signing program. Amazingly, the proponents of the Y-system didn't feel responsible or bad for the time lost by these Deaf students (The UAD Bulletin, Spring 1965). As a result, the students missed out on the crucial early years of language learning for which the brain was wired. The student could not learn spoken English and was disallowed the use of sign language. The student could not learn spoken English and was denied the ability to communicate through sign language. As a result, they had no language as they started middle school.
J. Boyd Nielson. The Utah Eagle, October 1969
Oral educators had the misconception that it was never too late for a Deaf teen to learn sign language. They thought the Deaf teens could study sign language in high school. The oral proponents used this technique to avoid tarnishing their carefully crafted public image. However, there was an optimal period for students to gain linguistic proficiency, and these "oral failures" were pushed to learn the wrong language first. As a result, they could never realize their academic potential since their natural language was sign language, which was not taught until middle school. The most tragic fact was that no one was interested in discovering why they didn't. The presumption was that the Deaf student was simply not bright enough, but in truth, the educational system's flawed thinking was to blame for the academic failure.
Kenneth C. Burdett teaching math, 1960
Under the supervision of Tony Christopulos, Kenneth C. Burdett, a 1929 USD alumnus who later became a USD teacher, was appointed as a Curriculum Coordinator of the Simultaneous Communication Program. J. Boyd Nielsen was his equivalent in the Oral Division.
Kenneth didn't take long to notice the "Y" system's underlying flaw. Because they were first placed in the oral program, he couldn't work with the more promising students to help them achieve their academic goals. His program didn't include them. Instead, Burdett focused on helping those who had failed the oral program. These Deaf students' educational achievements had fallen below grade level by the time they were ready to graduate. The students were unable to communicate in either English or sign language as a result of their lack of proficiency in either language. This was anecdotal evidence that the fault resulted from USD's harmful "Y" structure (Ronald Burdett, personal communication, 2009).
Kenneth didn't take long to notice the "Y" system's underlying flaw. Because they were first placed in the oral program, he couldn't work with the more promising students to help them achieve their academic goals. His program didn't include them. Instead, Burdett focused on helping those who had failed the oral program. These Deaf students' educational achievements had fallen below grade level by the time they were ready to graduate. The students were unable to communicate in either English or sign language as a result of their lack of proficiency in either language. This was anecdotal evidence that the fault resulted from USD's harmful "Y" structure (Ronald Burdett, personal communication, 2009).
Dr. Grant B. Bitter. Deseret News, March 18, 1974
Did You Know?
Duane Harrison
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At the 2005 Reunion for the Utah School for the Deaf, held in the gym at the Sanderson Community Center of Deaf and Hard of Hearing, Ronald Burdett and Celia May Baldwin briefly shared with the alums about the 1962 Student Strike. Duane Harrison, a retired hearing USD teacher, heard Ron's announcement that Johnny Murray was the strike's leader. All those years ago, the teachers could not figure out who was behind the strike because the students refused to say. Harrison said, "Now I know who started the strike" (Johnny Murray, personal communication, September 2007).
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Videos of the 1962 Student Protest
The Utah School for the Deaf implemented the Dual Division system in 1962, prohibiting oral and simultaneous communication students from interacting. Videos from former Utah School for the Deaf students striking against segregation are attached. The participants' memories may differ. Because it's been so long, they told us their narrative as they remembered it, which helped us to understand and appreciate their captivating story.
Please email me your video if you were a 1962 or 1969 protester and want to share your story. I'll gladly post your video on our website. Also, if you wish, I can videotape your story. You can reach me at JodiBeckerKinner@gmail.com. Thank you!
Please email me your video if you were a 1962 or 1969 protester and want to share your story. I'll gladly post your video on our website. Also, if you wish, I can videotape your story. You can reach me at JodiBeckerKinner@gmail.com. Thank you!
In 1962, Ron Burdett, class of 1965, joined in a student strike with other high school students at Utah School for the Deaf
Wallace Bruce, an oral teacher, listens to the music with students Ronald C. Burdett (left) and Thomas Rulon Osmond (right) in 1959. Tom is a member of the well-known Osmond clan.
Celia May Laramie Baldwin, class of 1965 at Utah School for the Deaf, participated in a student strike with other high school students in 1962
Celia May Laramie Baldwin, age 4 in 1951. 'U' Workshop Brings Hopes. Newspaper unknown.
Nelle Sausedo, a 1967 graduate of the Utah School for the Deaf, was one of the students involved in the 1962 student strike
The Student Walkout Strike of 1969
Since the Dual Track Program was introduced at the Utah School for the Deaf in 1962, where all Deaf students were expected to start in the Oral program, the system had grown rather complicated. They were not to enroll in the Simultaneous Communication program unless they had "failed" the oral program by the age of 11 or 6th grade. There were still separate dormitories, eating areas during meals in the dining hall, and play areas during recess.
The Dual Track Program, according to the February 1968 issue of The Utah Eagle, required endless hours of demanding and exacting work. It would not have been possible to accomplish without the full cooperation of both teachers and administrative staff. The deaf school emphasized that for the Dual Division Program at the school to succeed, parents, teachers, and administrative personnel must all believe in it totally. It was vital for parents and employees to collaborate entirely with the program to achieve this (The Utah Eagle, February 1968).
The Dual Track Program, according to the February 1968 issue of The Utah Eagle, required endless hours of demanding and exacting work. It would not have been possible to accomplish without the full cooperation of both teachers and administrative staff. The deaf school emphasized that for the Dual Division Program at the school to succeed, parents, teachers, and administrative personnel must all believe in it totally. It was vital for parents and employees to collaborate entirely with the program to achieve this (The Utah Eagle, February 1968).
USD Oral Class. USD Program Book, 1960s
The purpose of offering these separate facilities was to allow oral students to develop their speaking and listening skills to their full potential, and simultaneous communication students to develop develop proper manual and oral skills. With the exception of competitive sports, this division encompassed extracurricular activities (The Utah Eagle, February 1968). There were not enough students from each division to field full teams in the sporting program. As a result, student athletes from both the Oral and Simultaneous Communication Divisions were recruited (The Utah Eagle, February 1968; Dale R. Cook, Paul Arthur, and Linda Snodgrass James, personal communication, May 29, 2011).
Lisa Richards
In 1964, Lisa Richards 'practices with speech' by telling the rest of the class about the group's group's news in the USD oral program at Lafayette Elementary School
Students from the two separate programs were prohibited from interacting on campus for that purpose. In 1969, many students in the oral and simultaneous communication divisions could no longer tolerate social segregation and rigorous devotion to the oral method's 'no signing' component. At the time, the principal, Tony Christopulos, was a strong oral advocate. From 1966 to 1968, a group of students met with Mr. Christopulos and attempted to negotiate the merger of the two divisions into one program. They felt segregation to be an unnecessary burden. While Christopulos may have listened to the students' frustrations and desires, he did nothing to address the situation (Raymond Monson, personal communication, November 9, 2010). It's no surprise that the kids eventually protested.
Paul Arthur, The Utah Eagle, April 1968
In May of 1969, a plot for a "walkout" was discussed. Paul Arthur, the Student Council president for the Oral Department, and Smiley Briseno, the Student Council president for the Simultaneous Communication Department, were the two key students who spearheaded the 'walkout.' Both student presidents worked together with other USD students to devise a strike plan (Raymond Monson, personal communication, November 9, 2010). They wanted to model their revolt after the infamous 1962 Student Strike, which most of these kids had seen as a child.
Oral Senior Student Council members, are left to right, Laura Fisher, Pete Mazza; Kathleen Allen; Miss Starr, Advisor; Paul Arthur, Mr. Andersen, Advisor; Rebecca Call, and Tedi Ann Ercanbrack. The Utah Eagle, February 1969
Smiley Briseno, The Utah Eagle, February 1969
Simultaneous Student Council Officers, left to right, Dora Laramie, Advisor; Bridget Laramie, Treasurer;
Smiley Briseno, President; Maria Garcia, Secretary;
Thomas Van Drimmenlen, Advisor and Henry Armijo, Vice President, discuss Christmas decorations for the
Simultaneous wing of the school building. The Utah Eagle, December 1968
Three weeks before the 1969 high school graduation, both the oral and simultaneous students secretly made posters in their rooms. After the Church of Jesus Christ of Latter-day Saints' early morning Seminary class, more than 100 middle and high school students bravely walked out of campus and protested at the flag area outside the Main Building on the Ogden campus. Unlike the 1962 protest, this one attracted a larger number of oral students. Mr. Christopulos, the USD Principal, was not pleased with the students' 'walkout' and issued an order, threatening the seniors with having their high school diplomas revoked if they continued. The seniors were terrified. They needed their diploma to continue their studies after high school or to enter the workforce. It was a one-sided dialogue because the principal was adamant about not ending the campus's social separation. The cancellation of the seniors' graduation meal by Superintendent Robert W. Tegeder added fuel to the fire. He also refused to listen to student appeals to end segregation on campus (Dale R. Cook, Paul Arthur, and Linda Snodgrass James, personal communication, May 29, 2011).
On the Ogden campus, the walkout was held
at the flag area outside the Main Building
at the flag area outside the Main Building
Video of the 1969 Student Walkout
Paul Arthur, a 1969 alumnus of the Utah School for the Deaf,
was a member of the student strike in 1969
was a member of the student strike in 1969
Raymond Monson’s Drawing of Dr. Grant B. Bitter
Shortly after the 1969 walkout, Raymond Monson, a 1971 USD alumnus, got a position with Don Glen's construction company in the summer of 1969. Don Glen's parents, Mr. and Mrs. Ralph Glenn, were Deaf.
Raymond found that Jonathan Hodson, a Deaf friend, was also employed by Don Glen. They were great pals. Their conversation frequently reverted to the recent student walkout and how it failed. During lunch, they also discussed Dr. Grant B. Bitter's harmful impact.
Raymond recalled Bitter's powerful influence not only on the Utah School for the Deaf but also on the Church of Jesus Christ of Latter-day Saints' Deaf Seminary Program. Dr. Bitter actively supported the policy of separating the USD Oral and Simultaneous Communication Departments, which enraged Raymond. Not only Dr. Bitter but all of the Deaf oral teachers seemed to have a bad attitude toward the signing students, according to Raymond. What happened on the USD campus and in seminary class also impacted the Ogden LDS Branch for the Deaf.
Raymond found that Jonathan Hodson, a Deaf friend, was also employed by Don Glen. They were great pals. Their conversation frequently reverted to the recent student walkout and how it failed. During lunch, they also discussed Dr. Grant B. Bitter's harmful impact.
Raymond recalled Bitter's powerful influence not only on the Utah School for the Deaf but also on the Church of Jesus Christ of Latter-day Saints' Deaf Seminary Program. Dr. Bitter actively supported the policy of separating the USD Oral and Simultaneous Communication Departments, which enraged Raymond. Not only Dr. Bitter but all of the Deaf oral teachers seemed to have a bad attitude toward the signing students, according to Raymond. What happened on the USD campus and in seminary class also impacted the Ogden LDS Branch for the Deaf.
Raymond Monson, Utahn, 1971
Raymond remembered saying that Dr. Bitter was like the stubborn wall that separated West Berlin from East Berlin in Germany during the Cold War. Dr. Bitter, according to Raymond, never realized or refused to recognize that some Deaf pupils struggled under the oral system since they couldn't speak and were banned from signing. Raymond compared the restrictions of strict oral deaf education to the victims of communism in East Germany. In contrast, Deaf students who were free to converse in sign language were compared to West Germans, who had far more freedom in a democratic country. Raymond felt Dr. Bitter did not have the authority to force Deaf students into the oral system, which eventually caused divides among Deaf adults.
Looking back, Raymond believes that the Oral Department teachers were unaware of the discrimination against signing students, who were barred from interacting with oral students on campus. The atmosphere, according to Raymond, created a negative situation for the students. He also felt that discrimination was similar in many ways to the discrimination that existed at the time between Black and White people.
When the program changes were revealed on the first day of school in August of 1962, Raymond was devastated when he was enrolled in the oral program. At the time, he had no idea why. He wished he could see his Simultaneous Communication classmates again. He was not permitted to converse with them. He was also not allowed to sign. His Deaf mother, Marjorie, later learned that Tony Christopulos had contacted her hearing husband, Fred, and asked whether he wanted his son, Raymond, to enroll in the oral program. Fred made the decision without consulting Marjorie and offered his approval for the transfer.
Raymond struggled with the rigorous oral method and was unhappy with its program. Marjorie tried to persuade him to stay in the oral program to please his father. As a result, she couldn't grasp Raymond's frustration with communication barriers. Raymond recalls looking out the school window with the other oral students during the 1962 student strike. He was eleven years old at the time.
Looking back, Raymond believes that the Oral Department teachers were unaware of the discrimination against signing students, who were barred from interacting with oral students on campus. The atmosphere, according to Raymond, created a negative situation for the students. He also felt that discrimination was similar in many ways to the discrimination that existed at the time between Black and White people.
When the program changes were revealed on the first day of school in August of 1962, Raymond was devastated when he was enrolled in the oral program. At the time, he had no idea why. He wished he could see his Simultaneous Communication classmates again. He was not permitted to converse with them. He was also not allowed to sign. His Deaf mother, Marjorie, later learned that Tony Christopulos had contacted her hearing husband, Fred, and asked whether he wanted his son, Raymond, to enroll in the oral program. Fred made the decision without consulting Marjorie and offered his approval for the transfer.
Raymond struggled with the rigorous oral method and was unhappy with its program. Marjorie tried to persuade him to stay in the oral program to please his father. As a result, she couldn't grasp Raymond's frustration with communication barriers. Raymond recalls looking out the school window with the other oral students during the 1962 student strike. He was eleven years old at the time.
As Raymond grew older, he found that other Deaf individuals felt the same way he did about Dr. Bitter. So he and his friends would make fun of Bitter. One of the funniest guys was C. Roy Cochran, 1961 USD alumni. Cochran came up with the idea of renaming Dr. Bitter, PhD, as Mr. Bitter, Pin Head Department. It was his way of using humor to diffuse the anger among the Utah Deaf community as they continued battling with Dr. Bitter. Roy “commanded” Raymond to name Dr. Bitter “Mr. Grant Bitter, Pin Head Department.” He thought it was so funny.
C. Roy Cochran, Utahn, 1960
When Raymond was between his sophomore and junior year during the summer of 1969, he drew a cartoon of Dr. Bitter as a way to release his anger. He showed the drawing to his mother and Brian, his hard of hearing brother. They both thought it was funny. He also showed it to Jonathan Hodson at work the next day. Raymond told his mother and brother he would mail the picture to Dr. Bitter's home. His mother was worried that Raymond would get into trouble because he was still in high school. They made a deal that he would not put his name on the picture. Raymond typed a letter with the picture, with his mother helping to correct his grammar, and mailed it to Dr. Bitter, using the local phone book for the correct address.
Raymond Monson’s Drawing of Dr. Grant B. Bitter. Source: Dr. Grant B. Bitter Paper. J. Willard Marriot Library, University of Utah
A week later, Jonathan Hodson told Raymond that a copy of Raymond’s drawing was on his family’s dinner table. Jonathon promised he would not tell anyone about it. Raymond’s mother begged him not to boast about his drawing. As school resumed in the fall of 1969, the UAD leaders announced that Dr. Bitter was very upset about this picture drawn by an anonymous artist. Dr. Bitter seemed to blame some Deaf leaders for the picture. Dr. Bitter called a meeting of his Oral Deaf Association for Utah and asked the members who drew the picture (Raymond Monson, personal communication, November 1, 2010). He was determined to find out who the artist was.
Jonathon Hudson
W. David Mortensen, a leading leader of the Utah Association for the Deaf, advised him to drop the matter altogether (Jonathan Hodson, personal communication, May 29, 2011). It appeared that Dr. Bitter could never discover who had drawn the picture of him, despite his best efforts (Raymond Monson, personal communication, November 1, 2010).
W. David Mortensen @ Robert Bonnell
The Implementation of the Two-Track Program
Despite the fact that the "walkout" did not have the desired results, the students found means to continue their protest. The signing students walked through the Oral Department hallway regularly, whereas the oral students walked via the Simultaneous Communication Department hallway. These areas were frequently 'off-limits' to keep communications 'clean' in these areas. Some students fought against their oral teachers, condemning them of oppression and dominance. Superintendent Tegeder soon realized he couldn't handle the situation and turned to the Utah State Board of Education for assistance (Raymond Monson, personal communication, November 9, 2010).
Dr. Jay J. Campbell. UAD Bulletin, June 1973
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 Dr. Jay J. Campbell, a Deputy Superintendent of the Utah State Office of Education and an ally of the Utah Deaf community supervised. 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).
However, parents were not given a clear picture of their child's educational and communication choices (Campbell, 1977). As a result, inappropriate placement tactics were widely practiced, despite policies issued by the Utah State Board of Education in 1970, 1977, and 1998 USDB Communication Guidelines requiring USD to give parents a complete variety of options.
However, parents were not given a clear picture of their child's educational and communication choices (Campbell, 1977). As a result, inappropriate placement tactics were widely practiced, despite policies issued by the Utah State Board of Education in 1970, 1977, and 1998 USDB Communication Guidelines requiring USD to give parents a complete variety of options.
Despite the new program, Dr. Bitter remained the dominant supporter of oralism and mainstreaming over the years. The USD alums were heartbroken to see Ogden's residential school and deaf education deteriorate as the number of Deaf students mainstreamed climbed. In Utah, the oral and mainstreaming movements have had an impact on our deaf education since 1962. Dr. Bitter exercised parental power and leveraged it to promote oralism in deaf education, finding it challenging for the Utah Association of the Deaf to fight him. After the Teacher Preparation Program in the Department of Special Education at the University of Utah closed in 1986, he retired in 1987 (Bitter, A Summary Report for Tenure, March 15, 1985). Despite the fact that Dr. Bitter passed away in 2000, his spirit lives on in the field of deaf education. More on the mainstreaming movement can be found on the "Dr. Robert G. Sanderson's Mainstreaming Perspective" webpage.
Ned C. Wheeler. The UAD Bulletin, April 1955
The Implementation of the Hybrid Program
Since 1962, parents had requested both oral and sign language options for their Deaf children, but the Bitter/Noyce administration refused. It was finally approved under the guidance of Joel Coleman, USDB Superintendent, and Michelle Tanner, USD Associate Superintendent, providing parents with options.
After over fifty years, the Utah School for the Deaf has finally found the necessary administrators in Joel Coleman, Superintendent, and Michelle Tanner, Associate Superintendent, who committed to providing an equal deaf educational system.
Under the direction of Michelle Tanner, USD Associate Superintendent, the "Hybrid" Program was successfully created in August 2016, enabling "unbiased collaboration" between the Listening & Spoken Language (replaced oral) Program and the ASL/English Bilingual Program, also known as a personalized deaf education placement. More details can be found in the "Creation of the Hybrid Program" section.
After over fifty years, the Utah School for the Deaf has finally found the necessary administrators in Joel Coleman, Superintendent, and Michelle Tanner, Associate Superintendent, who committed to providing an equal deaf educational system.
Under the direction of Michelle Tanner, USD Associate Superintendent, the "Hybrid" Program was successfully created in August 2016, enabling "unbiased collaboration" between the Listening & Spoken Language (replaced oral) Program and the ASL/English Bilingual Program, also known as a personalized deaf education placement. More details can be found in the "Creation of the Hybrid Program" section.
Michelle Tanner, USD Assoc. Supt; Joel Coleman, USDB Superintendent; Carolyn Lasater, USB Assoc. Supt @ Twitter.com
Personal Communication
References
I will update the references later.
Buchanan, p. 28
References
I will update the references later.
Buchanan, p. 28