35

In the Academic Class

Carrie Raymond always looked forward as eagerly as anyone to the vacations at home, and she derived much enjoyment from them. Yet, she was reminded of her misfortune in being deaf when, on social occasions, she found herself almost entirely ignored and compelled to sit in silence, unable to join in the cheery conversation or take part in merry games. Oh, how she longed, at such times, for someone who could sympathize with her and in some way make her forget her misfortune! When she attended church or Sunday school, she wanted to hear the songs that were being sung or the words the minister was speaking, but this, too, was denied her. So she was glad to return to the institution—to companions afflicted like herself, to the silent language which she knew so well, and to the privilege of seeing the Gospel preached in a comprehensive form.

She was now in the academic class, with Professor Gilcrist as teacher, whose ripe experience, scholarly attainments, and long service in the interests of the deaf and dumb entitled him to one of the first places in that department of educational work.

In his class, although signs were occasionally used by the teacher in explaining the lessons, they were very seldom used in recitations. The pupils who composed the class had by that time become so familiar with the English language that they could dispense with pantomime. Words spelled by means of the one-hand alphabet and written language constituted the usual means of communication in the schoolroom. But the sign or gesture language, which had become so natural and habitual as a mode of communication, was still used almost wholly in general conversation. In talking in this way, speech can be much abbreviated and still convey the precise meaning intended. In inquiring after another’s health one need but make the sign for the word well or sick, accompanying it with an inquiring look. In speaking of the state of the weather, the signs that express the time and condition need only be used, as in “day cold” for “It is a cold day.” In expressing “I am glad,” the word glad is simply used; and in asking, “Are you glad,” the words you glad, accompanied by an inquiring look, are used. Such abbreviations, which are numerous, render the sign language very simple and comprehensive. The ease with which thought can be conveyed from mind to mind by means of this language renders it very popular, and it is useless to try to prevent its being employed outside of the schoolroom. But the thoughtful teacher recognizes the necessity of preventing its too free use in the schoolroom, as that would retard the pupil’s progress in the correct construction of written sentences.

The academic class was divided into three departments, known as the junior, middle, and senior grades. Those pupils who, upon examination, were judged to be sufficiently intelligent and advanced in the studies of the primary classes to enter this class had, of course, to first enter the junior grade, and, advancing upward, finish the course of study in the senior grade.

The deaf and dumb have neither time, ability, nor inclination to study foreign languages. Nothing but a plain, practical English education is obtainable in the institution. But from time to time young gentlemen graduates of our school availed themselves of the opportunity to obtain a higher education in the college for deaf-mute young men at Washington, DC. The young lady graduates were not privileged to share in these higher advantages.

Some of the girls declared that a change had come over Miss Tyndall, the matron. Many of them had learned to fear, and some to hate her, on account of her austere manner and her apparent lack of sympathy with them. But now she had unexpectedly become quite kind and considerate. They wondered at this change, but nevertheless rejoiced in it. Some of them who had been known to hurry away at her approach in order to be out of her reach, did so no longer. She appeared to be learning to understand that, in order to influence children for good, she must first gain their confidence and goodwill.

Sometime after the opening of the term, a prayer meeting was organized, the one previously organized by the girls having been discontinued. Almost all the pupils of the advanced classes soon became attendants of these meetings, which were held in the chapel every Sunday evening. Some of the teachers also attended, to assist in the services. “If you wish to be followers of Christ you should neither be afraid nor ashamed to confess it,” was remarked by one of the teachers when giving the pupils a general invitation to come forward and speak. Thus admonished, some of them, from time to time, would come forward to speak of their desire to do right and be followers of Christ.

There were many, however, who, though they seemed to desire to be Christians, had very imperfect perceptions of what was required of them. They needed much personal help and encouragement in order to enable them to understandingly press forward for the prize of eternal life. Even those who arose to express their desires needed much help and information in order to be able to find their way to Jesus and obtain peace and grace to help in time of need. But little personal help was given, and perhaps it was for lack of this that they remained in spiritual darkness. Too often souls remain needlessly in darkness. God’s Spirit knocks at the door of every human heart, not once only, but often, and just as soon as the soul is sincerely desirous of receiving it and manifests that desire by earnestly striving for it, God will find a way to give light.

This fact can be illustrated by the singular conversion of a deaf-mute young lady. It was, I think, during a revival meeting in the town where she lived that she became deeply convicted of sin and earnestly desirous of coming to the knowledge of Jesus as her Savior. But it appears she was perplexed or troubled by some imaginary difficulties. While thus perplexed, she had a vision—whether it was a dream or a waking vision we know not. She thought herself standing on the brink of a deep, wide, dark gulf. She looked across the gulf and saw a person, whom she instinctively felt was Jesus, standing on the other side. He beckoned to her to come to him. She wanted to obey the summons, but the deep, dark gulf between them prevented it. Presently she saw that the gulf was gradually growing narrower. Finally it altogether disappeared, and she found herself at the feet of the glorious personage whom she had seen on the other side. Soon after this she found peace in Jesus.