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The Library—Its Contents—Their Uses and Value
The large and carefully selected collection of books, neatly arranged in rows upon the many shelves of the lofty bookcases in the library room, was a credit to those by whom it was selected. Those who did the selecting had evidently understood the necessity of furnishing the young with pure, elevating, and instructive reading matter. Very few novels had been deemed worthy of a place in the collection. Those that were considered sufficiently wholesome and instructive to be placed there were the works of Charles Dickens, “George Eliot,” Nathaniel Hawthorne, Louisa M. Alcott, and Charlotte Bronte. The library also contained Oliver Goldsmith’s “Vicar of Wakefield,” Miss Mulock’s “John Halifax, Gentleman,” Miss Phelps’ work, “Gates Ajar,” and Mark Twain’s humorous book entitled, “The Gilded Age.” There were also many small books such as are often found in the libraries of Sunday schools. Those contained stories illustrative of the trials and struggles of many of Christ’s followers.
In addition to the above, there were books treating of the animal kingdom, books of biography, books descriptive of the ocean and of various lands beyond its deep waters, books containing narratives of thrilling incidents and experiences on land and on sea, fairy tales, books on science, etc.
Some of the books were beautifully bound and some were adorned with bright-colored paintings or gildings, which gave the volumes a very pleasing appearance. Aside from the books, the large and elegant room used for a library contained a cabinet of curiosities such as beautiful shells from the deep sea, corals, etc. There was also a glass case of taxidermied birds. On the top of this case was perched a large, horned owl looking very lifelike, and which evidently could not find room with the other specimens of the feathered tribe inside the case.
Another thing which for a while occupied a place in this room, and attracted much attention, was a model steamboat constructed by a deaf and dumb boy in the institution. It was an imitation of a real steamboat. Its cabin, lower and upper decks, smokestacks, wheel, etc., all looked very natural. On the lower deck were several miniature barrels. The name, neatly painted on one side of this little craft, was “Deaf-mute.”
The rules of the institution forbade the pupils to frequent the library, reception room, parlors, the superintendent’s office, and the halls between them. They therefore seldom entered any of these apartments unless summoned thither by the officers, or some special errand gave them an excuse for entering.
Although they were not allowed to frequent the library, that fact did not deprive them of the use of the books. Every Saturday evening the librarian selected a number of good books from the collection and carried them either to the boys’ study room or to that of the girls. There the older pupils, who knew how to read intelligibly, were allowed to select a volume for perusal. When the selections had been made, the names of the pupils who had taken books were written down in a large blank book kept for the purpose, and the numbers pasted in the books taken were noted down after the names of the persons selecting them. When a book was returned, the number was canceled. By this method the librarian was able to tell in a moment who held any book that was absent from the library.
Though most of those pupils who were privileged to select books to read did so, many of them selected a book with little thought of reading it through; some, seemingly, were chosen only on account of the beautiful binding and the pictures.
A large proportion of deaf-mutes have little or no taste for reading. It is often difficult for them to understand the meaning of what they read, and for that reason they have little interest in the matter. But there are not a few among these who, if they would studiously read all the good books they could find time for, consulting a dictionary at the same time and, when possible, a teacher to enable them to understand what they read, would eventually gain a considerable amount of information which otherwise they are never able to acquire. But it is a lamentable fact that many of them are too indolent or too indifferent to undertake to add to their store of knowledge in that way.
There are others, however, to whom a book or a paper proves a source of real pleasure—a feast enjoyable to the mind—a sumptuous feast. Those who compose this latter class are persons who become deaf only after they have learned enough of reading to enable them to understand simple stories. At first they resort to books as a solace in their misfortune, and then gradually they learn to value them for the thoughts and lessons which they contain.
Carrie Raymond was one of those who could find pleasure and solace in the pages of a book. The first year she attended school at the institution she had begged for books to read; although it was contrary to custom to furnish beginners with books from the library, her request was granted, and she was supplied with reading matter suitable to her age and mental capacity. She had ever since been drawing book after book from the library’s generous store and always reading them through. She had thus been enabled to gain many new ideas, as well as to receive much benefit from the noble thoughts contained in some of the books. Others, no doubt, were also benefited.
The value of really good books to the young, and especially to the deaf and dumb, can hardly be estimated; it is to be regretted that a greater number of them are not encouraged to acquire a taste for good reading. They might, by that means, learn to habitually use refined and sensible language in expressing their thoughts. They would also learn much to rightly govern them in their conduct toward others. Then, too, their hearts as well as their thoughts may be elevated and drawn heavenward by invisible force through reading the convincing discourses of thoughtful and observant persons whose lives are consecrated to God.
Much, both of pleasure and profit, is missed by those deaf-mutes who know little of the merits of good reading matter, and yet they seem utterly unconscious of the fact. As before observed, it is often because of their inability to clearly understand what they read. If the books which seem so dull and uninteresting to them are read by some person who fully understands the meaning of what is written, and then translated into the deaf and dumb sign language by that person—that is to say, told in the form of a story by means of the sign language—it becomes quite plain to their understandings and is received with great eagerness. The inability to clearly comprehend the meaning of written language arises not infrequently from lack of encouragement. Sometimes it is from lack of capacity, or the absence of earnest, persistent effort, and is never overcome.
Thus, the deaf-mute is doomed to go through life with but little knowledge of any book except the “book of nature,” which he learns by his observations of the actions and conduct of the people with whom he may come in contact. Yet even for such a one, the Bible is not without power. The truths from that holy book, daily taught in the comprehensive language of signs, often sink deep into the heart and are graven upon the mind, becoming a beacon star to guide the unfortunate one safely from earth to heaven. Others exert themselves to a greater degree than those just mentioned and are able to master the sense of what they read. As a result, they are eventually able to understand very much. As a matter of course, they gain a much greater amount of information and exhibit more intelligence than those who read but little.
While reading should be encouraged, one thing should always be borne in mind—that is, the reading should be pure and elevating, else it will do more harm than good. “Satan goes about as a roaring lion seeking whom he may devour”; knowing that he cannot reach the deaf-mute’s mind or heart through the sense of hearing, he will endeavor in every other way possible to do so by other means, for he has no compassion for anyone.
The deaf and dumb should be taught that the books and papers which they read may be largely instrumental in shaping their characters, and that a good character is of more value than the most costly gems that sparkle in the crown of a king, and more to be preferred than the wealth of the whole world.
Some deaf-mutes fall into the habit of using slang phrases through reading trashy literature; the minds of others are poisoned; and fortunate are those who escape injury of any kind.