Turning Points in the Education of Deaf People |
From inside the book
Results 1-3 of 27
Page 161
... spell faster than I could write , and often finished his sentence by guessing what I was going to add before I had ... spelled them upon his hand . As I had five fingers , I could touch five letters simultaneously , if I so desired , and ...
... spell faster than I could write , and often finished his sentence by guessing what I was going to add before I had ... spelled them upon his hand . As I had five fingers , I could touch five letters simultaneously , if I so desired , and ...
Page 169
... spelling ? How general is the rule that all favors of the Principal , asked by pupils of over three years standing , must be asked in correctly spelled language or be denied ? How often is the brake of dactylology applied to that well ...
... spelling ? How general is the rule that all favors of the Principal , asked by pupils of over three years standing , must be asked in correctly spelled language or be denied ? How often is the brake of dactylology applied to that well ...
Page 183
... spelling . Officers and employees , except when they spoke , which was not often , communicated with pupils by spelling universally and always . In chapel and in schoolroom , at the table , and in the evening study , in playrooms and ...
... spelling . Officers and employees , except when they spoke , which was not often , communicated with pupils by spelling universally and always . In chapel and in schoolroom , at the table , and in the evening study , in playrooms and ...
Contents
Chapter One Page | 1 |
Social and Legal Status of the Deaf | 7 |
Chapter | 13 |
Copyright | |
29 other sections not shown
Common terms and phrases
Abbé Sicard achievement acquired alphabet American appeared approach articulation assistance Association became become began beginning Bell child College communication complete concept Consequently considerable continued Convention course deaf and dumb deaf child deaf children deaf-mute direction early efforts English established experience express fact finally fingers fingerspelling Gallaudet give given hand hearing Ibid idea important Institute instruction interest knowledge learning letters manual means meeting method mind Miss natural object observed opportunity oral organization parents person position possible practice prepared presentation principal problem procedure progress pupils questions reason received relative Report representatives result Rochester sentence served sign language speak speech speechreading success taught teacher teaching thought tion total communication understand United writing written York young