By John V. Van Cleve, Barry A. Crouch
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Extra resources for A place of their own: creating the deaf community in America
Although incorrect, this explanation contains some common-sensical notions. 8 By contrast, the following passage from a Venetian medical text of 1557, which attempted to clarify the reasons for a boy's deafness, shows just how muddled thinking about deafness was: Nikolaus . . was five years old [when] he caught a strong fever so that doctors gave him up for lost. However, his godmother tried all sorts of medicines and, among other things, also laid portions of the disembowelled carcasses of young dogs on his head.
22 Although Harrower was primarily responsible for teaching Daingerfield's children, the planter allowed him to teach other children from the area as a means of earning income to supplement the meager pay he received from Daingerfield. One of these children was John Edge, as recorded in Harrower's diary: Tuesday, 21st. This day, Mr. Samuel Edge [a] Planter came to me and begged me to take a son of his to school who was both deaf and dum, and I consented to try what I could do with him. Thursday, 23rd.
It would be gratuitously taking a boat in tow, which may impede, but cannot aid the motion of the principal institution. 15 Instead of becoming part of the University of Virginia, the Cobbs school closed in the fall of 1816 when the pitiful Braidwood, true to his former habits, disappeared from Cobbs and thus ended the first school for deaf children in the United States. Braidwood did not disappear completely from the annals of American deaf education, however, for Bolling again rescued him from destitution and brought him back to Virginia in 1817.