pupils, but with the lower portion. And it is there, that I think I would differ with Dr. Gallaudet; I would try to give the signs in the way that they are accustomed to use them among themselves. If there are sentences that they can not understand, I would give the idea to them in signs that they can understand. There must be such a use for signs somewhere, or there would be no institutions. for the deaf and dumb. I do not myself believe in explaining a lesson, and having the pupils commit it to memory, and recite it next morning from memory, but I believe in making them show me that they understand it; and it is the practice now for the pupils to translate the lessons into signs, and not for the teacher to do it. And I have gone so far as to say that the teacher's forte should be to comprehend the signs, and that of the pupil to make them. There are men in the profession who can express a great many ideas in signs, and who yet, when a deaf-mute talks to them in signs, can not understand him. I think it should rather be the other way. The deaf and dumb pupil should be constantly called on to account for the faith that is in him, and to show that he understands not only each word but the whole of the sentence. Hence, with us, the lesson is read by the pupils, and the teacher watches all the time to see if they understand it; and if they do not, then he teaches them to understand it.

It is in this view, that the sign language is, as has already been. remarked, a test of comprehension. If, in reading, the pupil confines himself to giving a sign for each word, we have no evidence that he understands the sentence, but if he render it into that form of the sign language in which he naturally expresses his thoughts, we are able to ascertain precisely what grasp of the idea he has in his mind.

Then we need to use the sign language in another way, and for another purpose; we want to see whether the pupils can express, in the English language, an idea given them through signs. For example, we tell them a little anecdote, or a short story, in signs. Now, if we tell it in the order of the words, all the pupil would do, would be to attach to the first sign the corresponding word; then, to the second and the third in like manner, and so on; and if he did that, it would not prove that he understood it at all. But, on the other hand, if, when the story is told them by signs, in the order in which they are accustomed to talk, they can then translate it into the English language, by considering what is the

subject, what is the verb, what is the object, etc.; if, in short, they can re-arrange it from the natural order of signs into the logical order of the English language, then we know that certain given ideas, at least, they can express in the English language. The more we make them translate, the faster they will learn. We should give them, in the sign language, something that is simple and continuous, and require them to express it in the English language. They will learn faster in that way than any other. I know that by positive experience. When I have been in the habit of dictating, every day, a little story, in signs, and accustoming the pupils to perform this process of translation, and to think for themselves how the thought should be expressed in words, and then having them write it out, and then telling them where they have made mistakes, and explaining to them the principles involved in this operation, I have found that they have learned much more rapidly than when I have neglected this exercise. Let this be a daily exercise, and they can not help acquiring the ability to read and write.

The sign language, pure and simple, is a pictorial form of expression. Its use in the modes I have described is of great value in giving our pupils a knowledge of the English language, and I do not believe that conversation in signs, in itself considered, has any great effect one way or the other on their style of composition.

There are just as many deaf-mutisms among those who have been taught entirely by the use of the manual alphabet or by articulation as there are among those in whose instruction signs have been used. In either case, the moment a pupil gets out of his depth these peculiarities of expression will appear.

There may, however, be an excess in the use of signs, which, as I said before, should be avoided. As fast as you can make use of alphabetic language, knowing that you will be understood, substitute it for signs in your communications to your pupils, and require it of them. In this way only will alphabetic discourse become a second nature. In translating an address to such pupils as will follow you, use signs in the order of words. But, when you wish to produce an effect upon the mind and conscience in a way which will be felt, use the sign language in its own order. It is a simple, natural, beautiful mode of expressing thought. When I see anything told in signs I feel just as though I saw it myself. It is a kind of inspiration. If the object of making signs in the order of

words were to lead the deaf-mutes to think in the order of the English language, I would not make any ellipses. It is in these points that deaf-mutes are more likely to err than in the general order of the sentence. The little words which Dr. Gallaudet leaves out are the very ones which, for effect upon them, should be left in. In the repetition of the Lord's prayer it makes very little difference in what way the thought is presented. Our pupils all learn its words and meaning. His rendering was graceful and beautiful, easily understood, but, for its effect in leading deaf-mutes to associate ideas more closely with the words which express them, I do not see that it has much advantage over the usual form.

This subject has so many sides, and has been considered in the discussion from so many points of view, each one of which, with due limitations, must be regarded as approximately correct, that it seems to me there is really no great divergence of opinion among us; practically, I believe we all agree.

Whereupon the convention adjourned till Thursday morning, at nine o'clock.

SECOND DAY.

Thursday, August 25, 1870.

The Convention met at 9 o'clock, A. M., and was called to order by the President. Prayer was offered by Dr. H. P. PEET.

The minutes of yesterday were read and approved.

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

The Committee on Business report the titles of additional papers as follows:

10.-Articulation as a means of Instruction, by W. A. Cochran. 11.-The Nobility, Dignity and Antiquity of the sign Language, by J. C. Covell.

12.-Day Schools for the Deaf and Dumb, by Edward A. Fay. The Committee also recommend that, hereafter, speeches be limited to ten minutes.

The report of the Committee was accepted, and the recommendation adopted.

MR. BULL read the following paper, to the Convention, on "The Higher Education of Deaf-Mutes."

A FEW SUGGESTIONS

ON THE

HIGHER EDUCATION OF DEAF-MUTES.

BY JOHN C. BULL, A. M..

The first point upon which I touch respects the desirableness of supplying the teacher and pupils, of a High Class, with all the material aids that can be obtained to assist them in their work. The rooms assigned the class, for study and recitation, should be conveniently located, large and well-lighted, and furnished with suitable desks and abundant black-board room. They should also be amply supplied with maps and globes, lexicons and encyclopedias, classical dictionaries, and dictionaries of antiquities, and other books of reference, so as to facilitate the investigation and settlement, by the pupils themselves, of many questions that arise from day to day. I do not say that our ordinary High Classes should be furnished with a full outfit of expensive philosophical and chemical apparatus, or with geological and mineralogical cabinets or collections of specimens in natural history. Outside of the College, at Washington, there can be but little call for these costly helps, at least for the present. Individuals, of marked ability, may pursue different branches of science, requiring more or less of these expensive aids, but this would be no reason for putting the whole class under the same training. But maps and globes, and all books of the character I have designated above, or that bear directly on the study of language, should be regarded as indispensable.

Again, a well selected library, kept exclusively for the use of the High Class, and to which additions of new and interesting books are frequently made, should be under the control of the teacher of the Class. In this library, which, as a matter of course, will contain a full complement of works of history, biography, voyages and

travels, with compendiums in natural history, and other books of useful information, let there also be found works of the highest class in general literature. In such a library, the great masters of English fiction should be represented. Their influence in awakening a taste for reading may be most happy. There is many a deaf-mute, of good mind, who does not love to read simply because he has never read anything with an absorbing interest. Stories, that compel the attention, and hold the interest of the reader almost in spite of himself, and that are at the same time models of style, can not but be of most beneficial influence in cultivating the habit of copious reading, which is so necessary to the full mastery of a language. Also, let not the works of our greatest poets be absent from such a library. Under the guidance of a competent teacher there is no danger of the pupils taking too strong or highseasoned food, or more than is good for them. The uncultivated or half-trained mind readily responds to the highest strains of poetry. The great masters of song, are those who are the most universally popular. It is Homer and Shakspeare that appeal to the great heart of humanity. Pupils that are commencing a course of higher culture need now and then to take a glimpse of the richness of the prospect that will be spread out before them when they have attained the heights of the hill of knowledge. Nor can a familiarity with the best models in thought and style be too early cultivated. He who has only a slight acquaintance even with these models, is laying the foundations of a pure and correct taste, which will exercise no small influence on his after progress. By all means, in our schools for higher culture, let us not fear to set before our pupils the best mental food the language can furnish.

The second point which I wish to consider is the selection of the pupils for a High Class. On the wisdom of this selection the success of the class, in a very high degree, depends-higher, perhaps, than on the selection of a teacher; for first-rate pupils will do something in spite of a poor teacher, but the best teacher can make nothing of dullards. Of course, we can only take the best material we have. But, we had better have no High Class at all than to try to form one out of unfit materials. But, granted that we have a sufficient number of promising pupils to form a class, then we should henceforth guard its door of entrance with great strictness. No pupils not intellectually competent should be allowed to gain admission. No such pupils should be put into the class because it