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Extra resources for A place of their own: creating the deaf community in America
2 Cousin marriage was a common practice during colonial times, especially among wealthy planters who wished to keep the family's property intact, to be shared only among members of the clan. As a result of a common genetic trait for deafness, Thomas Bolling and Elizabeth Gay Bolling bore three children who were deaf: John (1761-1783), Mary (1765-1826), and Thomas, Jr. (1766-1836). None of the deaf children married; all three were educated. They received their schooling at the Braidwood Academy in Edinburgh, Scotland, the eighteenth century's most famous English- Page 22 language school for deaf children.
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.
This object could be achieved only if the deaf child was forced to interact in a useful way with the hearing people around him. "3 In a remarkable passage that very nearly describes exactly the pedagogical method Alexander Graham Bell would attempt 250 years later with his deaf pupil, George Sanders, Pablo Bonet elaborated on the importance of forcing the deaf child to use spoken language to describe that with which he was most familiar, his own personal experiences. "In order that the deaf-mute may become intelligent and capable," he wrote, "it will be an important part of his education that he be asked every evening what he has done in the daytime; and though, which will certainly be the case, he does not at first answer Page 13 The Fingerspelling Chart of Fray Melchor de Yebra.