He turned a deaf ear when they pressed for details.
Ryland's pleading fell on deaf ears.
My attempt at lightening the situation fell on deaf ears.
The strangeness and absurdity of these replies arise from the fact that modern history, like a deaf man, answers questions no one has asked.
Tommy Stringer, who appears in several of the following letters, became blind and deaf when he was four years old.
Do deaf children ever learn to speak?
The hindrance, however, to the general development of trade which the act involved aroused at once loud complaints, tO which Cromwell turned a deaf ear, continuing to seize Dutch ships trading in forbidden goods.
Laurent, to protect himself from the consequences of the substitution, replaced the wooden figure by a deaf mute, who was presently exchanged for the scrofulous child of the death certificate.
A child was in fact delivered to her agents, but he was a deaf mute.
Charitable institutions include a deaf and dumb asylum (1875-1886), the Metropolitan infirmary for children (1841), and the royal sea-bathing infirmary, established in 1791 and enlarged through the munificence of Sir Erasmus Wilson in 1882.
This natural exchange of ideas is denied to the deaf child.
Poor Edith is blind and deaf and dumb.
Once in a while we sat together on the pond, he at one end of the boat, and I at the other; but not many words passed between us, for he had grown deaf in his later years, but he occasionally hummed a psalm, which harmonized well enough with my philosophy.
After these fits of irritability her face would grow yellow, and her maids knew by infallible symptoms when Belova would again be deaf, the snuff damp, and the countess' face yellow.
Gladys must have thought most of the world was deaf as she was quite surprised when Dean politely scolded her.
The crowning complication in the effect of Der fliegende Hollander, Tannhauser and Lohengrin on the musical thought of the 10th century was that the unprecedented fusion of their musical with their dramatic contents revealed some of the meaning of serious music to ears that had been deaf to the classics.
They were wholly deaf to my arguments, or failed to perceive their force, and fell into a strain of invective that was irresistible.
Speranski related how at the Council that morning a deaf dignitary, when asked his opinion, replied that he thought so too.
Utilizing the best of his detective training, he deduced she was as deaf as a turnip.
Is it like suddenly being blind or deaf or something?
Biennial appropriations are made for the support of the deaf and dumb, the blind and imbecile children at various institutions in Massachusetts and Connecticut.
Jehoash, it is said, turned away from Yahweh after the death of Jehoiada and gave heed to the Judaean nobles, " wrath came upon Judah and Jerusalem for their guilt," prophets were sent to bring them back but they turned a deaf ear.
The town has two Evangelical and a Roman Catholic church, a gymnasium, a cadet academy and a deaf and dumb asylum.
The other public buildings of the town include the infirmary founded in 1837, the present buildings being erected in 1883, and subsequently enlarged; the sanatorium, the seamen's hospital, the South Wales Institute of Mining Engineers (which has a library) built in 1894, the exchange, an institute for the blind, a school for the deaf and dumb, and one of the two prisons for the county (the other being at Swansea).
The Michigan school for the deaf, established in 1854, and the Oak Grove hospital (private) for the treatment of mental and nervous diseases, are here.
Other institutions include higher elementary schools for pupils certified to be able to profit by higher instruction; and schools for blind, deaf and defective children.
There are numerous other hospitals both general and special, a foundling hospital dating from the 13th century (Santa Maria degli Innocenti), an institute for the blind, one for the deaf and dumb, &c. Most of the hospitals and other charitable institutions are endowed, but the endowments are supplemented by private contributions.
The schools include the Gymnasium (founded in 1592 by the Protestant community as a Latin school), the Realgymnasium (founded in 1830, for "modern" subjects and Latin), the Oberrealschule and Realschule (founded 1893, the latter wholly "modern"), two girls' high schools, a girls' middle-class school, a large number of popular schools, a mechanics' and polytechnic school, a school of mechanics, an industrial drawing school, a commercial school, and a school for the deaf and dumb.
In addition to the institutions under the board of charities and corrections there are two under the board of education, and supported wholly or in part by the state, the School for the Deaf (1877) and the Home and School for Dependent and Neglected Children (1885) at Providence.
He suggested the use of experimental tanks for testing the powers of ship models, invented an ear-trumpet for the deaf, improved the common house-stove of his native land, cured smoky chimneys, took a lively interest in machine-guns and even sketched a flying machine.
The city is the seat of the Academy of the Holy Names (opened in 1865 as St Peter's Academy), of the State Custodial Asylum for unteachable idiots, of the Central New York Institution for Deaf Mutes (1875), and of the Oneida County Home.
There it was arranged that I should go to the Wright-Humason School for the Deaf in New York City.
The deaf mute was also concealed in the Temple.
There are also many flourishing charities, including an excellent hospital and a school for the deaf and dumb.
The charitable institutions include the county hospital, district asylum, a deaf and dumb home, the Kyle combination poorhouse, St John's refuge and industrial schools for boys and girls.
The institutions under its charge include a Soldiers' Orphans' Home at Davenport; a Soldiers' Home at Marshalltown; a College for the Blind at Vinton; a School for the Deaf at Council Bluffs; an Institution for Feeble-minded Children at Glenwood; an Industrial School for Boys at Eldora; an Industrial School for Girls at Mitchellville; and, at Oakdale, a Sanatorium for the Treatment of Tuberculosis.
The Horace Mann school in Boston, a public day school for the deaf, the New England industrial school for deaf mutes at Beverly and the Clarke school for the deaf at Northampton are maintained in part by the state.
Among the educational establishments are a gymnasium, and Realschule, the Sophienstift (a large school for girls of the better class, founded by the grand-duchess Sophia), the grand-ducal school of art, geographical institutes, a technical school, commercial school, music school, teachers' seminaries, and deaf and dumb and blind asylums. An English church was opened in 1899.
Its principal buildings are an old palace, formerly the residence of the bishops of Augsburg and now government offices, a royal gymnasium, a Latin school with a library of 75,000 volumes, seven churches (six Roman Catholic), two episcopal seminaries, a Capuchin monastery, a Franciscan convent and a deaf and dumb asylum.
We lived a long way from any school for the blind or the deaf, and it seemed unlikely that any one would come to such an out-of-the-way place as Tuscumbia to teach a child who was both deaf and blind.
How much more this difficulty must be augmented in the case of those who are both deaf and blind!
All teachers of the deaf know what this means, and only they can at all appreciate the peculiar difficulties with which I had to contend.
But I do not understand how he ever thought a blind and deaf child of eleven could have invented them.
I wondered more and more, while Burke's masterly speech rolled on in mighty surges of eloquence, how it was that King George and his ministers could have turned a deaf ear to his warning prophecy of our victory and their humiliation.
He is never quite so happy as when he has a little deaf child in his arms.
They are going to send me some money for a poor little deaf and dumb and blind child.
I want you to see baby Tom, the little blind and deaf and dumb child who has just come to our pretty garden.
TO MRS. KATE ADAMS KELLER South Boston, April 13, 1893. ...Teacher, Mrs. Pratt and I very unexpectedly decided to take a journey with dear Dr. Bell Mr. Westervelt, a gentleman whom father met in Washington, has a school for the deaf in Rochester.
It gives me great pleasure to hear how much is being done for the deaf-blind.
Well, I must confess, I do not like the sign-language, and I do not think it would be of much use to the deaf-blind.
The other day, I met a deaf Norwegian gentleman, who knows Ragnhild Kaata and her teacher very well, and we had a very interesting conversation about her.
TO MR. JOHN HITZ 14 Coolidge Ave., Cambridge, Nov. 26, 1900. ...--has already communicated with you in regard to her and my plan of establishing an institution for deaf and blind children.
I also know a child at the Institution for the Deaf in Mississippi.
She said that Maud was born deaf and lost her sight when she was only three months old, and that when she went to the Institution a few weeks ago, she was quite helpless.
A gentleman in Philadelphia has just written to my teacher about a deaf and blind child in Paris, whose parents are Poles.
All deaf people naturally gesticulate.
Most blind people are aided by the sense of sound, so that a fair comparison is hard to make, except with other deaf-blind persons.
The manual alphabet is that in use among all educated deaf people.
The deaf person with sight looks at the fingers of his companion, but it is also possible to feel them.
Miss Sullivan and others who live constantly with the deaf can spell very rapidly--fast enough to get a slow lecture, not fast enough to get every word of a rapid speaker.
If more people knew this, and the friends and relatives of deaf children learned the manual alphabet at once the deaf all over the world would be happier and better educated.
Like every deaf or blind person, Miss Keller depends on her sense of smell to an unusual degree.
The sense of smell has fallen into disrepute, and a deaf person is reluctant to speak of it.
For Dr. Howe is the great pioneer on whose work that of Miss Sullivan and other teachers of the deaf-blind immediately depends.
His success convinced him that language can be conveyed through type to the mind of the blind-deaf child, who, before education, is in the state of the baby who has not learned to prattle; indeed, is in a much worse state, for the brain has grown in years without natural nourishment.
After Laura's education had progressed for two months with the use only of raised letters, Dr. Howe sent one of his teachers to learn the manual alphabet from a deaf-mute.
Teachers of the deaf proved a priori that what Miss Sullivan had done could not be, and some discredit was reflected on her statements, because they were surrounded by the vague eloquence of Mr. Anagnos.
It was Dr. Howe who, by his work with Laura Bridgman, made Miss Sullivan's work possible: but it was Miss Sullivan who discovered the way to teach language to the deaf-blind.
I hear there is a deaf and blind child being educated at the Baltimore Institution.
Dr. Bell writes that Helen's progress is without a parallel in the education of the deaf, or something like that and he says many nice things about her teacher.
She ran her fingers along the lines, finding the words she knew and guessing at the meaning of others, in a way that would convince the most conservative of educators that a little deaf child, if given the opportunity, will learn to read as easily and naturally as ordinary children.
Miss Keller's education, however, is so fundamentally a question of language teaching that it rather includes the problems of the deaf than limits itself to the deaf alone.
Books are the storehouse of language, and any child, whether deaf or not, if he has his attention attracted in any way to printed pages, must learn.
And the fact remains that she was taught by a method of teaching language to the deaf the essential principles of which are clearly expressed in Miss Sullivan's letters, written while she was discovering the method and putting it successfully into practice.
And it can be applied by any teacher to any healthy deaf child, and in the broadest interpretation of the principles, can be applied to the teaching of language of all kinds to all children.
Any deaf child or deaf and blind child in good health can be taught.
To be sure, the deaf school is the only thing possible for children educated by the State.
But it is evident that precisely what the deaf child needs to be taught is what other children learn before they go to school at all.
That is just what the teacher of the deaf child must be, a child ready to play and romp, and interested in all childish things.
I am told that Miss Keller speaks better than most other deaf people.
Miss Sullivan's account in her address at Chautauqua, in July, 1894, at the meeting of The American Association to Promote the Teaching of Speech to the Deaf, is substantially like Miss Keller's in points of fact.
I explained to her that some deaf children were taught to speak, but that they could see their teachers' mouths, and that that was a very great assistance to them.
Teachers of the deaf often express surprise that Helen's speech is so good when she has not received any regular instruction in speech since the first few lessons given her by Miss Fuller.
The acquiring of speech by untaught deaf children is always slow and often painful.
In the very nature of things, articulation is an unsatisfactory means of education; while the use of the manual alphabet quickens and invigorates mental activity, since through it the deaf child is brought into close contact with the English language, and the highest and most abstract ideas may be conveyed to the mind readily and accurately.
If you knew all the joy I feel in being able to speak to you to-day, I think you would have some idea of the value of speech to the deaf, and you would understand why I want every little deaf child in all this great world to have an opportunity to learn to speak.
The disadvantages of being deaf and blind were overcome and the advantages remained.
She excels other deaf people because she was taught as if she were normal.
The following letter from Mr. Anagnos is reprinted from the American Annals of the Deaf, April, 1892:
The substance of thought is language, and language is the one thing to teach the deaf child and every other child.
She continued to take notes, as if Dean's scolding had fallen on deaf ears.
The faith which he put in the Chinese made him turn a deaf ear to the warnings which he received of the threatening Boxer movement in 1900.
Stigmatized as a traitor, scorned and even imprisoned, he had not ceased to utter his warnings to deaf ears, although Zedekiah himself was perhaps open to persuasion.
The state institution for the education of the deaf and dumb (1854) and the state institution for the blind (1848) are at Jackson.
An institute for the deaf and dumb and blind was opened at Raleigh in 1845, and another for the deaf and dumb at Morganton in 1894; by a law of 1907 every deaf child.
Other institutions are the Royal hospital for sick children, the home for crippled children, the Royal maternity hospital, and the deaf and dumb asylum.
The deaf and the blind find it very difficult to acquire the amenities of conversation.
This letter is indorsed in Whittier's hand, "Helen A. Keller--deaf dumb and blind--aged nine years."
Why, only a little while ago people thought it quite impossible to teach the deaf-blind anything; but no sooner was it proved possible than hundreds of kind, sympathetic hearts were fired with the desire to help them, and now we see how many of those poor, unfortunate persons are being taught to see the beauty and reality of life.
As to the two-handed alphabet, I think it is much easier for those who have sight than the manual alphabet; for most of the letters look like the large capitals in books; but I think when it comes to teaching a deaf-blind person to spell, the manual alphabet is much more convenient, and less conspicuous....
He was deaf and did not hear Prince Andrew ride up.
How stupid and deaf she is!
The deaf child who has only the sign language of De l'Epee is an intellectual Philip Nolan, an alien from all races, and his thoughts are not the thoughts of an Englishman, or a Frenchman, or a Spaniard.