Second International Congress on Education of the Deaf

Second International Congress on Education of the Deaf. Convened in Milan in September 1880, this gathering became one of the most consequential and controversial events in the history of deaf education. Dominated by hearing educators from Europe and North America, the congress passed resolutions that vehemently endorsed oralism—the method of teaching deaf students through speech and lip-reading—while banning the use of sign language in classrooms. Its decisions had a profound and lasting detrimental impact on Deaf culture, educational practices, and the lives of deaf individuals worldwide for nearly a century.

Background and Context

The late 19th century was a period of intense ideological conflict in deaf pedagogy, often termed the "war of methods." On one side, the manualism approach, utilizing natural sign languages like French Sign Language and fostering communities such as those around the Institut National de Jeunes Sourds de Paris, was championed by deaf educators like Ferdinand Berthier. Opposing this was the rising oralist movement, influenced by figures such as Samuel Heinicke of Germany and promoted by institutions like the Clark School for the Deaf in Northampton, Massachusetts. The First International Congress on Education of the Deaf in 1878 in Paris had maintained a more balanced discussion, but oralist advocates, particularly from Italy and Germany, sought a definitive international mandate. The selection of Milan, a stronghold of oralist training under Giulio Tarra and Tommaso Pendola, was a strategic choice to sway the congress's outcome.

The Milan Conference and Its Resolutions

The proceedings, held from September 6 to 11, 1880, were meticulously orchestrated by the oralist faction. Key resolutions were passed by overwhelming majority votes among the assembled hearing delegates. The most infamous resolution declared that the "pure oral method" should be preferred over manual methods for the education of the deaf. Another resolution effectively prohibited the use of sign language in schools, arguing it hindered speech development. Further resolutions advocated for the establishment of separate educational tracks for the "semi-mute" and the "totally deaf," and emphasized teacher training exclusively in oralist techniques. The official languages of the congress were French and Italian, and no provision was made for sign language interpretation, effectively excluding meaningful participation from deaf leaders.

Key Participants and Delegations

The 164 delegates represented a narrow segment of the educational establishment. Prominent oralist leaders included Abbé Giulio Tarra and Abbé Tommaso Pendola of Italy, and Alexander Graham Bell of the United States, who was already a vocal proponent of oralism and would later influence the American Association to Promote the Teaching of Speech to the Deaf. The United Kingdom delegation was led by Rev. William Stainer of the Association for the Oral Instruction of the Deaf and Dumb. Notably, the French delegation, representing the birthplace of manual education, included Auguste Houdin of the Institut National de Jeunes Sourds de Paris, but they were a small minority. Critically, only one deaf delegate, James Denison of the United States, is recorded as attending, and his voice was marginalized.

Debate and Opposition

Despite the predetermined outcome, significant debate and opposition were recorded. The French delegation, loyal to the legacy of Abbé de l'Épée and Laurent Clerc, argued forcefully for the "combined system" that incorporated sign language. They presented evidence of academic success from their own institution and warned of the social and intellectual isolation imposed by pure oralism. Their arguments, supported by a minority of other delegates, were systematically voted down. The absence of deaf educators like Ferdinand Berthier or representatives from thriving deaf communities in Washington, D.C. (home to Gallaudet University) meant the primary stakeholders had no platform. The opposition's defeat was total, and the resolutions were adopted as the new international orthodoxy.

Aftermath and Historical Impact

The Milan Conference resolutions triggered a rapid, global shift toward oralist education. Governments, including those in England, Germany, and the United States, reformed their policies, leading to the closure of signing schools and the dismissal of deaf teachers. This era, known as the "Dark Age of Deaf Education," saw a decline in literacy and educational attainment among deaf students and a forced suppression of Deaf culture and native sign languages. The backlash eventually fueled the Deaf rights movement, culminating in the 1980 "Congress of Milan" centennial protest and the 2010 formal apology by the British Deaf Association. The congress's legacy is now critically examined as a pivotal example of linguistic oppression and audism, with its rejection symbolically marked during events like the 1989 Deaf President Now protest at Gallaudet University.

Category:History of education Category:Deaf history Category:1880 conferences Category:Education conferences Category:History of disability