Presentation by Lydia Gardiner Chase at the National Conference Of Charities And Correction, 1904. “Perhaps none have been more misunderstood than the mentally deficient. Through neglect, these children will degenerate into the ranks of the defectives and the delinquents; through individual training, some can be saved for the social body and the condition of all can be improved.”
Continue Reading »Written by Laurie Block, Disability History Museum Staff. “At the beginning of the 19th century, many Americans were concerned about the moral education of children. With the constitutional separation of Church and State, many asked: whose job is it to teach values?”
Continue Reading »Written by Brian H. Greenwald, Ph.D., Gallaudet University. “The promise of a more homogeneous society allowed oralism to emerge as the most attractive option to educate deaf people. Such strategies paralleled the general assimilation movement through the supposed uplifting of the deaf community by halting sign language use, reducing the importance of residential schools, and decreasing intermarriage among deaf partners.”
Continue Reading »This article written by J. G. W. appeared in a Philadelphia Quaker periodical as efforts to educate children with cognitive disabilities first started in the United States.
Continue Reading »“It has long been to us a matter of surprise that the blind have been so much neglected. Our age, compared with those that have passed away, is truly a humane one; never has more attention been paid to individual man than now; never has the imperative duty of society to provide for the wants of those whom nature or accident has thrown upon its charity, been more deeply felt, or more conscientiously discharged….”
Continue Reading »Annual reports to state legislatures were one of the key methods by which trustees and superintendents of schools for disabled children argued for additional government funding. In this report, the trustees of the New-England Institution for the Education of the Blind tried to appeal to legislators’ sympathies by stating that the asylum served primarily poor children, documenting the school’s extensive public support, and describing the ways in which pupils were prepared to support themselves after graduation.
Continue Reading »A Report from the Thirty-Eighth Annual Report Of The Trustees Of The Perkins Institution And Massachusetts Asylum For The Blind,1870. “These acts and resolves illustrate the changing population and goals of the Perkins Institution and Massachusetts Asylum for the Blind during the mid-nineteenth century.”
Continue Reading »Perkins School for the Blind is located on a 38-acre campus on the Charles River in Watertown, Massachusetts, with partner programs in 65 countries. The school is committed to providing education and services that build productive, meaningful lives for children and adults around the world who are blind or deafblind, including those with additional disabilities.
Continue Reading »Horace Mann (1796-1859), “The Father of the Common School Movement,” was the foremost proponent of education reform in antebellum America. An ardent member of the Whig Party, Mann argued that the common school, a free, universal, non-sectarian, and public institution, was the best means of achieving the moral and socioeconomic uplift of all Americans.
Continue Reading »“The Servicemen’s Readjustment Act of June 22, 1944—commonly known as the G.I. Bill of Rights—nearly stalled in Congress as members of the House and Senate debated provisions of the controversial bill. Some shunned the idea of paying unemployed veterans $20 a week because they thought it diminished their incentive to look for work. Others questioned the concept of sending battle-hardened veterans to colleges and universities, a privilege then reserved for the rich. Despite their differences, all agreed something must be done to help veterans assimilate into civilian life.”
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