Изображения страниц
PDF
EPUB

ST. JOHN'S INSTITUTE AND ITS WORK FOR THE

DEAF

REV. STEPHEN KLOPFER, ST. FRANCIS, WIS.

The histories of the various Catholic schools for the deaf we had the pleasure to learn at the Boston conference last year presented a common trait, a common characteristic. They opened their doors to the deaf, were compelled to close them for some time, and then began anew. The founders, whether Bishops or priests, were men gifted with sublime courage and unshaken confidence in Providence which they associated with their own determined and self-sacrificing efforts for the cause they had so deeply at heart. It is true, several schools for our Catholic deaf were compelled by adverse circumstances to discontinue their work. These unsuccessful attempts, moreover, not only harmed the cause in the immediate vicinity of the school, but also had a deleterious effect upon other Catholic schools struggling for existence. Still, final success, in spite of well-nigh insurmountable obstacles which beset their paths, could not fail. Today we proudly point to thirteen splendid schools for our Catholic deaf, at once monuments of the generosity of our co-religionists and eloquent tributes to the heroic self-sacrifice of the Sisters and priests in charge.

The same characteristics will also be discerned in the history of St. John's Institute for Deaf-Mutes at St. Francis, Wis. May 10, 1876, marks the beginning of the history of this school. It was founded by the Rev. Theo. Bruener, then rector of the Pio Nono College, and was maintained principally by his own personal efforts, and those of his successors until June, 1889. In that year the deaf-mute institute closed its doors with no prospects of re-opening.

At the urgent request of the Most Rev. Archbishop Michael Heiss, Rev. M. M. Gerend until then pastor of Westport and its missions, assumed rectorship of the college. Father Gerend in turn pleaded for the school for the deaf and begged to be permitted to give it another trial, in spite of past difficulties. Arch

bishop Heiss most cordially granted this request and gave his blessing, promising every support within his power. Though death shortly after claimed him, he kept his word by bequeathing to the deaf-mute institute all the money in his personal possession, about $2500.00. Slowly, but steadily, the institute progressed under the wise, circumspect and saving management of Father Gerend. In 1895 he resigned his position as rector of the college, thenceforward to give his every effort and attention toward the upbuilding of St. John's and its noble cause.

Once again the work was tested and the sterling qualities of its patron were tried, this time by fire. As many of you remember, three weeks after your pleasant visit to the institute in 1907 St. John's was reduced to a heap of smouldering ashes. But phoenix-like the present beautiful, enchanting, castle-like structure, with its exquisite chapel and delightful rooms has risen from the ashes, a peer among its kind, the pride of old, classic St. Francis and a noble monument to the efforts of our beloved rector, Father Gerend.

A plot of seven acres surrounds this cherished haunt of the deaf. Adjoining are the grounds of St. Francis' far-famed institutions of learning, the Catholic Normal School and Pio Nono College and St. Francis Seminary. Convent bells tell us of the proximity of the home of the charitable Sisters devoted to the neighboring orphans and our deaf-mutes. Should teacher and pupils desire to roam in the wild woods, where mother nature has lavished a wonderful variety of flowers and trees and assembled many varied songsters, a short walk suffices to realize the wish. A little beyond lie the waters of Lake Michigan over which the eye looks in vain for the farther shore, at times smooth and placid as the waters of our own pond in front of the institute, then again surging and seething as the mighty ocean.

With Wisconsin's metropolis close at hand ample railroad facilities make the location convenient of access. We enjoy all the advantages of fresh country air and quiet country life, and at the same time have the conveniences of the city at our disposal. Amid such advantageous surroundings and ideal environments St. John's Institute bids fair to continue its noble work, ever increasing the number of its silent charges, widening the

field of its activity until every deaf child of Wisconsin and the neighboring states will receive the greatest boon and blessing, that of a thorough Catholic education. We confidently base our hopes for the future upon the successes of the toilsome past.

To learn the latter we shall, as briefly as the subject will permit, describe the work of our school, with special reference to our method of character-building in which we take especial pride, and close with a few remarks on our efforts beyond the classroom for the cause at large. In the simplest form possible, the object of the institution is expressed in the words of our circular: "The object of this institution is to give deaf-mutes a substantial religious training and practical education in order to make them good Christians and self-sustaining, useful members of society."

Guided by the wants and necessities of actual life as these children will find it, all our efforts tend toward a practical education. We insist on the necessaries, regardless of the fads and fashions which may obtain elsewhere. Once the principles are inculcated and understood, the useful will more readily be acquired and better employed, and both will serve as the best foundation for all that tends toward supplying the amenities of life. The school opened as a pure oral school, the first of its kind in Wisconsin. Signers from other institutions, who came here mostly for religious instruction only, soon introduced their own language. Lip-reading is taught to all small beginners, to those who have been previously instructed in this method, and to those who give the least prospect to success. There are three classrooms devoted entirely to lip-reading while two rooms are occupied by signers. We have practically no age limit. There are little tots of five and some of twenty and twenty-five; and always has there been a larger number of boys than of girls. Our teaching force consists of eight Sisters, two laymen and two priests.

The class books used in the schools are such as have found practical recommendation by actual use in other schools for the deaf. We insist upon articulation and lip-reading at every turn. A great advantage and help in fostering articulation is the presence of a number of hearing children among our inmates, hearing brothers or sisters of the deaf. These attend the neighboring

parochial school for their education. The general effect of association and life with normal children has most gratifying results for the deaf. They speak and articulate so frequently while at work and at play that visitors are amazed and ask if they are all hearing children. Auricular exercises are used quite successfully with those who still have a little hearing, especially in teaching them the elementary sounds. Of the eighty-six inmates at school during this last year, sixty were articulators, sixteen were signers and ten were hearing children. The classes are graded as in the State schools for the deaf, from the first grade to the eighth.

As it is our desire to make all of our pupils also self-sustaining and useful members of society we must teach them to work and love work. The girls are taught housework, baking, cooking, needlework, plain and fancy, dressmaking and painting. Many wear the dresses they have made and proudly answer the question, "who made that dress?" with a smiling "I made it." On special occasions full sway is allowed the girls to give evidence of their culinary skill in preparing unassisted the meals for the household.

Trade schools are ideal for those who have begun to fight the battle of life. But for mere boys they tend to wastefulness of energy and material. Here at school we give the boys every opportunity to become generally useful instead of teaching them special trades which experience shows but a small percentage follow in later life. There are pupils here who can handle nearly every tool used by ordinary mechanics. They learned this by assisting the various contractors while erecting the new building. Several additions to our buildings were reared by the boys from foundation to the roof, and all the plumbing, steam-fitting and gas-fitting in the new structure were put in by but one plumber, assisted by the boys. All the cobbling is done by inmates who wish to take up this trade. Carving was a favorite trade some years back, when many of the adult deaf pupils were engaged during the afternoon hours at the neighboring St. Francis Art Institute. Many are the statues and pews and altars in the churches and chapels of the Northwest carved by the deft hands of our deaf-mutes.

Visitors are surprised at the beauty of the grounds surrounding the institution, so much so as to elicit this flattering comment from a dignitary of the province: "This is the prettiest, neatest, trimmest and best kept church property of the diocese." All the landscape gardening is done by the boys under the supervision of Father Gerend. We have no hired help about the premises, preferring to profit by the necessities of life and teach the inmates many valuable lessons. Thus the boys have charge of the lighting, heating, baking, caring for the cattle and donkeys and the fowl. The results of their own work are a continual source of gratification to the inmates, they learn to labor and also to love labor.

All work and no play makes Jack a dull boy, the proverb has it. If you enter the institute during certain periods, you might be led to think that all is work. Not one is idle, all are busy at one thing or another. But when work is done, play's begun. Nothing is wanting to supply wholesome pastime. The athletic club with its division for boys and girls offers every opportunity for sport, a race track around the house is used to encourage walking and running in the fresh morning air. Regular hours are given to calisthenics and dancing. Evening hours are spent in the reading circle or in the club rooms at checkers or chess, dominoes or cards. Tournaments in these various games, matchgames among then:selves, field day exercises, games with the students of the neighboring institutions, keep up an interest in all these pastimes which is surprising both in intensity and in abundance of fruits and benefits derived. Many a dull boy has been roused to greater mental activity precisely through strenuous competitive efforts on the playground. Roller-skating on the verandas, skating on the pond, sleighing, even skiing on the neighboring hills are additional enjoyments for the winter. Occasional stereopticon picture shows with our own machine also afford delightful and instructive treats.

Education does not consist in merely developing brain and brawn. Its true aim necessarily implies the formation of moral character, a training. of the will to make best use of all faculties in the spirit of Christianity. Cultivation of character is the most important duty of those who assume the responsi

« ПредыдущаяПродолжить »