If there is any error of this kind there is time enough to remedy it; we are now only at the very outset of our deliberations, and, as we go along, we shall have more and more light shining upon our pathway. I do not see any necessity for the resolution.

MR. PALMER. The chair has the right to appoint all committees unless it be otherwise ordered by the Convention; he makes his own selection, at any rate. I do not see that there is any necessity for this resolution.

L. EDDY.-I move to lay the motion on the table.

H. P. PEET-As the motion seems to be construed, it would imply that there is an unwillingness on the part of some members of the Convention that ladies should be appointed; in that view of it, I hope the motion will not be adopted.

MR. MAC INTIRE.-If that is the legitimate construction, then I too am opposed to laying it on the table, now that the motion has been made. My idea was that it was raising a question as to the rights of these persons, when the thing was settled by their being members of the Convention. Since the motion is made, that ladies be appointed, I shall certainly vote against laying it on the table, for that would indicate that the Convention was opposed to their appointment.

The PRESIDENT.-The Chair decides that the motion to lay on the table is not seconded. The question before the Convention, therefore, is the original motion of Dr. Peet, renewed by Mr. Gillett. The motion prevailed.

THOMAS GALLAUDET.-I move that a committee of five be appointed to prepare commemorative resolutions with reference to the life and services, in the cause of deaf mute instruction, of Abraham B. Hutton, deceased, late Principal of the Pennsylvania Institution.

H. P. PEET. Since the meeting of the last Convention in Washington, in 1868, four of the pioneers in our profession have gone, as we trust, to a better world, and it seems to me that it would be 'well to notice the demise of each of those gentlemen, Laurent Clerc, John A. Jacobs, J. Scott Hutton and the gentleman named in the motion of Dr. Gallaudet. George

THOMAS GALLAUDET.-I desire that the names of those gentlemen may be incorporated in my motion.

The motion, so amended, was adopted.

The Chair appointed, as the committee, H. P. Peet, Thomas Gallaudet, J. J. Barclay, W. W. Angus and J. R. Keep.

MR. TALBOT, from the Business Committee, submitted the following

REPORT:

The Committee on Business respectfully recommend,

First. The adoption of the rules of the Fifth Convention for the guidance of this Convention.

Second. That Thomas Gallaudet, D. D., be requested to act as Interpreter, with power to appoint assistants.

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Third. That the following papers be presented to the Convention:

1. On the organization of an Institution for the Deaf and Dumb, by P. G. Gillett.

2. Religious Services for Deaf-Mutes, by H. W. Milligan.

3. The Best Method of Preaching to Deaf-Mutes, by H. Read. 4. Prizes as Rewards for Superiority in Scholarship, by H. A.

Turton.

5. On Language, considered in reference to the Instruction of Primary Classes, by Horace S. Gillet.

6. The Proper Order of Signs, by E. G. Valentine.

7. The Higher Education of Deaf-Mutes, by J. C. Bull.

Fourth. That the paper on Language, by H. S. Gillet, be now read.

Adopted.

The Chair called up the special order for the current hour; whereupon, Horace S. Gillet read the following paper to the Convention:

ON LANGUAGE,

CONSIDERED WITH REFERENCE TO THE INSTRUCTION OF

PRIMARY CLASSES.

BY HORACE S. GILLET, A. M.

The more familiar a deaf-mute is with the English language at any period of school life, the more satisfactory, in general, will be his progress in study at any subsequent period. The advantages possessed and acquisitions made in this branch of education during his first year, will favorably affect every remaining part of his course. It is of the highest importance, then, that he begin and proceed according to the best methods. And here arises the great question which takes precedence of every other in the literary education of this class of persons: What is the best method of making them acquainted with our language?

Are the processes now employed the best? Do deaf-mutes graduate from our institutions with that ability, not to say accuracy, in the expression of their thoughts, which may reasonably be expected? Does the average acquirement of the ordinary and high-class scholars approach that of the common and academic school graduates of our public schools as nearly as, under the different circumstances, we have a right to demand?

However these questions may be answered, there seems to be among the instructors of deaf-mutes, a prevailing dissatisfaction with their usual rate of progress and amount of attainment in language. Their advancement should be more rapid, the results of study larger and more complete. Their minds are believed to be capable of something better. They should leave the school, if they

finish the prescribed course, with an ability to express their thoughts more correctly and with greater facility; some, at least, with elegance. There is among the members of the profession, an uncomfortable feeling, that if the pupil does not secure the requisite degree of attainment, the responsibility rests with them. Many are anxiously looking and experimenting, to ascertain in what direction lies the highest probability of reaching the desired improvement. Some of the ablest have attempted, and with an encouraging degree of success, to frame better modes of instruction. One proposes lessons of sentences graduated after a series of grammatical forms and principles; another, the employment of word-signs in the order of speech; a third, the learning of complete phrases and sentences, without reference, at first, to their component words or letters; a fourth, the disuse, so far as practicable, of signs. Others, again, combine some or all of these methods, introducing grammatical symbols and other aids. It has also been suggested that the most experienced and skillful teachers should conduct the education of the younger classes. There are opinions, too, that the particular system of teaching is of less moment than the skill and energy with which it is employed-that every person has a peculiar way, adapted to his own mental constitution, in which he can work to better advantage than in any other. The advocates of articulation should not be omitted in this list. Most of these plans have been partially or fully tried, and the friends of each seem equally sanguine as to the superiority of their own. If any one of them has obtained a more general adoption than the others, it may be because it preceded them in time, or possessed the advantage of being elaborated into a book, ready for use in the school-room. Yet every teacher, doubtless, will freely admit that great improvements may be made, and is earnestly hoping that at no distant day they will be introduced.

In this somewhat unsettled state of opinion regarding this department of deaf-mute instruction, there is need of a presentation and comparison of views. The thoughts in this article have been prepared as a contribution toward meeting this want.

In addressing itself to any work, the mind, like the body, puts forth the strongest of those powers which are best adapted to its performance. Of the faculties which constitute the intellectual machinery, different ones predominate at different periods of life. During the earliest years, till the age of, say, six to eight, the power of

sense and outward observation is most developed. "Sense-perception, in connection with consciousness of self as the percipient being, is most active. The child is absorbed, chiefly, in gaining a knowledge of those external objects which relate first to his appetite, then to his affections and desires." Next, memory and imagination take the lead, reproducing in the mind the objects of former perception, sensation or feeling. Lastly, at the age of about thirteen to fifteen, varying in different persons, the reflective faculties begin to play a prominent part. They take hold of the objects represented by memory and imagination, and deal with their qualities and relations. "While the perceptive and representative faculties create individuals, the products of the reflective are universals." Now appear the acts of judgment, argument, interpretation, the ability to classify and systemize, to trace effects to causes, and illustrate causes by effects. "This last power-the reflective-is most reluctantly developed; but its products surpass in dignity and importance those of the other faculties." Throughout nature, those forms of progressive organization which are slowest in reaching the perfection of their being, are most efficient for the purposes of their creation. While these different powers in all stages of their growth may co-exist, and do assist and direct one another; yet, as each succeeding set reach their maturity, their predecessors, without remitting their activity, subordinate their operations to the sway of the higher ones of later development. These faculties in the deaf-mute, it should be remarked, from the peculiarities of his condition, reach their maximum of efficiency generally at a later age than in other persons.

In entire conformity with these facts, we see the child, when left to himself, in his first efforts to speak, express his thoughts in single words, as apple; then connect the object-word with another representing self, me apple; next, add a qualifying word expressive of his like or dislike, no whip—nasty medicine. He utters words, first, as a means of obtaining the object of his desire, or of making known his delight or aversion in view of it; afterwards, as objects are presented to his senses or his imagination, to gratify, perhaps, the mere physical activity of speaking, or in obedience to the impulse of habit.

As he comes into the second period, with the power of uttering his thoughts in complete phrases and sentences, these are merely reproductions of forms which observation has seized and memory unconsciously retained. In this stage, scarcely more than in the previous one, does he spontaneously attempt to originate new forms of