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REPORT

IXTSTIT-CJa?I03STS

rOB THB

DEAF AND DUMB AND THE BLIND

IN EUROPE

A9D nr

THB UNITED STATES OF AMERICA.

WITH APPENDICES AND SUGGESTIONS
FOR THBIR ESTABLISHMENT IN THB PROVINCE OF ONTARIO.

THE REV. DR. RYERSON,

%V SVPKRIMTBNDRMT OF KDOOATKU? FOB OStXttlO.

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TORONTO:

DAILY TELfWiRAPH FHINTINO HOUSE, CORNER OK KING AND BAY STRBBTB.

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REPORT

IIsrSTITTJTIOZ^S

FOR THE

DEAF AND DUMB AND THE BLIND

IN EUROPE

AND IN

THE UNITED STATES OF AMERICA.

AVITH APPENDICES AND SUGGESTIONS
FOR THEIR ESTABLISHMENT IN THE PROVINCE OF ONTARIO.

By THE llEV. 1)11. RYERSON,

nilKK^M rKJUNI SUKNT (iF KDi CAIIUN KOll UNTAIUO.

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TORONTO:

DAILY TELEGRArH PKINTING HOUSE, CORNER OF KING AND BAY STREETS^

1868.

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No. 2215, Zj.

Department of Public Instruction for Ontario,

Education Office.

Toronto, 28th May, 1868.
Sir, —

I have the honour to transmit lierewith my rej^rt on Institutions for the
Deaf and Dumb, and the Blind — a Report, the materials of which I have collected and
prepared by direction of the Government of the late Province of United Canada, com-
municated to me October, 18C6.

I think it but just to say -that I have had no pei-sonal experience in giving
instruction in, or managing institutions, of the history, character, and objects 'of which
I have treated. I simply state, as briefly as possible, the results of my inquiries and
researches respecting them.

While I have drawn the distinctions between the wants and nature of the education
of Deaf mutes and the Blind, and the necessity of separate institutions for them, I ha <e
suggested at the close of my report the method of levying a small special tax upon
all the property of the Province, to provide a fund for erecting and supporting these
institutions.

I have the honour to be, Sir,

Your most obedient servant,

The Honouable M. C. Camerox, M.P.P.,

8ccretar)j of the Province of Qatar lo, Toronto :

E. RYERSOK

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GENERAL CONTENTS.

Iktroductorv :

PAOB

Tnstnictions from the Goveniment 1

Heads of Repoii respecting; the Deaf and Dumb 1

I. Condition and Numbers <jf ihe Deaf Mutes 2

II. Nature and Difficulty of the Education of Deaf Mutes 3

III. Origin and Progress of Institutions for the Education of Deaf Mutes 4

IV. Description and Methods of the Principal Institutions for Deirf Mutes 9

1. England 9

2. The Continent of Europe 11

3. Schools for the Deaf and Dumb in America 14

V. Provision for the support of Institutions for the Instruction of the Deaf and Dumb 24

VI. Suggestions respecting an Institution for the Deaf and Dumb in Oi;tario 2(i

VII. Institutions for the Blind 28

1. -England 29

2. France 30

3. United States 31

VIII. Concluding Remarks and Suggestions : 34

APPENDIX A.

Report on the Annual Examination held in .June, 1805, under the direction of a Com-
mittee of the Board of the New York Institution for the Instruction of the Deaf
and Dumb 37

APPENDIX B.

Report of the Principal of the New York Institution for the Instruction of the Deaf

and Dumb in Trades 53

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REPORr

IITSTITTJTIOnsrS

Fon Tnft

DEAF AND DUMB AND THE BLIND.

TO HI3 EXCELLENCY MAJOR-GENERAL STISTED, C.B., LIEUTENANT-
GOVERNOR OP THE PROVINCE OF ONTARIO.

May it Please Your Ex(,ellency, —

Tr the letter of the Secretary of the late Province of Canada, dated Ottawa, 1 9th
October, 1866, which informed me that it was the pleasure of the Governor-General in
Council that I should make an educational tour in foreign countries, the following in-
stniction, among others, was given :

IXSTBUOTIONS FROM THE GOVERNMrHT.

" I have further to request that you will carry out, an far as practicable, the sug-
gestions contained in the memorandum, as to collecting information, &o,, during your
tour, respecting schools for the Deaf and Dumb, and Blind."

Mamoraiidum (\f Committee of the Executive Coimcil, above referred to :

" As it is contemplated to establish Government Schools for the Deaf and Dumb,
and also for the Blind, in Upper and Lower Canada, it ia respectfully recommended,
that, in addition to the general and special educational objects referred to in Dr.
Ryerson's letter, he be requested to visit the best institutions in Great Britain and on
the Continent of Europe, for the education of these two classes ; with a view to collecting
information as to the best mode of conducting such institutions and reporting on
tlio subject to the Government on his return.

'' r^r. llyerson should also be recjuested to ascertain on what terms a compe-
tent person could be procured to taki' charg*? of an institution for either, or both, of
tlie classes of persons already mentioned."

HEADS OP REPORT RESPECTIKG THE DEAF AND DUMB.

I now pi'oceed to report the result of my inquiries, and to offer some suggestions.
9

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for the consideration of the Legislature and public, relative to the establishment of
institutions for the Deaf and Dumb and thn Blind. In former yean, I had visited and
learned the peculiarities of several of these institutions in Germany : during ray late
tour, I visited similar institutions in five of the neighboring States,* in England and in
France — on every occasion receiving the most kind attentions from their managers ;
and from public authorities, to whom I ft^lt it necessary in some iiistiinccs to apply for
information in regard to the legal provisions for the establiHhnient and support of insti-
tutions for these afflicted classes of our fellow-creatures. I will fimt treat of institutions
for the Deaf and Dumb ; and what I have to report and stiggest on this subject will
be presented under the following heads :

1. The class of persons for whom these educational institutions are required.

2. The nature and difficulty of their education.

3. A sketch of tho origin and progress of institutions for their education.

4. The principal institutions in Europe and the Unitetl States for the education of
Deaf-mutes, together with their methods of instruction.

6. The public provision made for the establishment and support of such institutions.

6. Suggestions for their establishment in Ontario.

I. CONDITION AND NUMDER3 OF THE DEAF MUTES.

I am first to note the class of persons for whom these educational institutions
are required. They are those who are possessed of all the intellectual and moral faculties
of man ; all human susceptibilities and capabilities of pleasure and pain ; all the wants
of our race ; but are deprived, by hereditary or j)ersonal disease, or accident, without
any fault of their own, of one of the five senses of man — the sense of hearing — the
source of so much pleasure, knowledge and power ; and are, consequently, deprived of
the use of tlie organ of speech — the companion of the sense of hearing — and of all
enjoyment and endless advantages arising from spoken languages. They are, therefore,
called Deaf-mutes, or Deaf and Dumb — dumb as to articulate language, but not dumb
as to any of the intellectual powers, social and moral sensibilities of our nature. They
see but tliey hear not. They behold the works of God and man, but are without the
power of language to learu or ningnify either ; they feel all the wants and sorrows of
humanity, and are susceptible of its jjleasuros, but are destitute of speech to express
their wants and sorrows, or to recei\e and impart those pleasures. Their silence
appeals to the heart of sympathy more powerfully than any words of the orator.

Many of these children of deafness and silence are so from birth ; others become
so by accident or disease in infaiK ; others again, after they have heard and learned
something of the use of articulate language. But with the loss of po*^er to distinguish
sounds, soon follows the loss of the power to articulate them. Some are not absolutely

*ThoHgh my instructions did not mfntion the United States, (the omission being, doubtlesi, acci-
dental) I felt it very impirtnnt to visit tin principal institutions therp, that I might compare them with
those iu Europe .-un' judf;. •. •" 'litir rtilatiTe adnptiition to our jmrjose* in Canada. It will be leen
that the moit useful part of liie ijalurmation oktained wai collected in the United ijtatev.

■I '•:•.:■••■ 1'^ "

■y^rr

deaf, but are capable of perceiving loud noises, jiuch an clapa of thunder, discbarge of
firearms, sounding of l)ell8, or even that of sharp mkiitling; and being able to learn
and articulate certain words, are called semi-mutes.

Of the ranouB eanses of deafness, it is not my purpose to speaJc ; but, wnaterer
be the cause, the unfortunate victim is innocent of it ; and priceless is the invention,
and noble the philanthropy by which this silent, isolated, unfortunate class of human
beings *' may bo educated in mind and heart, so as to sustain intelligent relations with
their fellow-men, and by which the deaf hear the Saviour's promises, and the dumb
speak, in language mute, but eloquent, their Maker's praise."

The number of this afflicted class is Vefjr consldertibliB. Iii Fraiice, thiere are
upwanls of 20,000, or one to about every 1,800 of the population ; in the United
Sttitcs there ara about 13,000, or one to every 1,600 of the population. The actual
number of deaf and dumb persons in England is not known ; but, it is said, the propor-
tion is diminishing. In Ontario, there cannot he less than from 750 to 1,000 of thip
unfortunate class. .J

II. NATURE AND DIFFICULTY OF THE EDUCATION OF DEAF UUTBS. . ■ f

The education of Deaf Mutes presents formidable difficulties, and requires
great skill and labour. They are not only to be taught the subjects of ordinary school
education, but the very language in which those subjects are taught ; and, in teaching
that language, there is no organ of hearing, as an instnmieit of instruction and know-
ledge. To the Deaf-mute the world is a world of solitary silence — no harmony of music,
no sounds of the elements, no voice of words. Ho cannot tell his wants atid wishes ;
he has no mother tongue ; he has never heard the sound of even the mother's voice,
and is unconscious of his own. He can form no idea of sound any more than can a
blind man of colours. His eye is his only ear, and gesture his only language. But
what gestures can express the truths of science, the doctrines of revelation, the moral
duties and social relations of life ? The solution of this problem appears to me one of
the most (Utficult and noblest achievements of human genius and philanthropy. Yet, it
has been solved ; and thousands of this speechless, isolated, unfortunate c'ass — yet, with
unmaimud intellects and hearts — have been restored to society — have been made useful
menib(U's of it — have learned trades, and acquired the kuowladge of ordinary life ; and
many of them have made marvellous attainments, not only in the subjects of common
school education, but in the iihysical and moral sciences, in the higher mathematics, and
in ancient and modem languages. Without the instrument or power of spoken
language, they have learned the meaning of its words, its structure, and its use, by
writing with a facility, and, in some instances, with an elegance and power truly won-
derful. The knowledge accjuired by many of them in Natural History (especially
Botany) the elements of Chemistry and Natural Philosophy, Mental, Moral and
I'olitical Science, is ecpial to that of ordinary students in the higher schools of
learning. Thus the intellectual and moral, as well as physical, world,' is opened to the
minds of these children of silence, whose only media of communication are the bodily
eve and I odily gestures.

Tu educating a Deaf-mute, the first step is to teach him the language in which he is
i» learn — a matter of far greater difficulty, in the absence of all vocal !:0und3, than

•daeating an ordinary Canadian child — through the medium of the Oreek language, tj
first oommenoing to teach him tiflit language. The Principal of the Oliio Institution f&t
the Deaf and Dumb, remarks : " Some i)er80ns do not realize, that ivhen a child hu
been here three or four years, he is where an ordinary child ia when he begins to go to
school ; and they expect him to accomplish in the remaining two or three years what
ve allow speaking children, with all their faculties, from eight to ten years to secure.
It is fair to suppose that an ordinary hearing child, twelve years of age, learning the
Latin or Greek language, has far less difficulty to encounter than the Deaf-mute has in
mastering our written language. In common schools, the pupil has the medium of
initruction beforehand, and can at once enter on the various branches taught. But if
he be required, in commencing his education, first to learn a foreign language in which
his text-books were prepared, and of which he had no previous knowledge, it would be
an easier task than is assigned to every pupil in this Institution."

The distinguished Principal of the justly famed New York Institution for the Instruc-
tion of the Deaf and Dumb, states the question of difficulty and labor in the following
words of his report for 1862 :

" The gteat object of our labors is, of course, to restore our pupils to the society of
their fellow-men, by enabling them to read and write understandingly the language
of their country, and to impart to them the consolations of religion. Our pupils come
to us, for the most part, entirely destitute of words ; and their first lessons in language
are necessarily confined to its simplest elements, and to the expression of the most fami-
liar ideas. For the first three or four years we use text-books specially adapted to the
use of the Deaf and Dumb. As the pupil advances, and becomes capable both of grasp-
ing more elevated ideas and of using more complex forms of language, we put into his
hands simple text-books of history, of geography, of natural history, of natural philoso-
phy. It is not to be su^iposed that he learns nothing of these sciences during the earlier
jears of his course ; on the contrary, many of the facts, incidents and narrations intro-
duced into his earlier lessons as illustrations of some word or some simple law of coa-
■truction, are foretastes of the sciences just named. But after mastering so much of
laliguaga as is necessary to read children's bookS; and to express his own ideas with
tolerable correctueps, we inuure a greater interest in his lessons, give him fuller means
of intellectual enjoyment, and restore him more completely to the intercourse of society,
by giving him a complete, though necessarily abridged, course of each of those sciences
that describe the earth, its productions and inhabitants, relate the history of his own
and other nations, and ehicidate the most important laws of nature, not forgetting to
give due prominence to the laws of morality, the history of the liible, and the precepts
of religion."

Such then is tlic difiiculty of educating the Deaf and Dumb, and such the design and
Meope of their education.

III. o::t(ii\ and proorkss ok tNsxiTT-Tioxs roR Tin: f.i>t;('at!o:,- ov w.w Mt:TE3.

I M-ill no^v give a brief skecdi of the origin and jirogres.s of institutions for the
education of the Deaf and Dumb.

For many ages the condition of this class of human beings seems to have been confcid-

€^ed hopeless, at least so far as their instruction is concerned. In the gospel nigrrative
no intimation is given of any attempt ever having been made to instruct tiie Deaf mA
Dumb ; and it is mentioned as a thing unknown since the world was made, and ••
entirely miraculous that the Dumb should speak. The eai-liest mention in history at
efforts to teach the Deaf and Dumb is made by the Venerable Bede, (in his Ecclesiasti-
<5*1 History of England) who states that John of Beverly, Archbishop of York, endea-
vored about G50, to teach a poor Deaf-mute, whom he had received, to use articulate
language. Notwithstanding the legendary character of a part of the narrative, it
appears that this charitable prelate employed some of the very moans of instructioni
which are now used in schools for the Deaf and Dumb. After the lapse of nearly a
thousand years, mention is made of Pieri-e de Poince, of Spain, a Benedictine Monk, who
died in 1584, having attempted to teach a Deaf-mute to writd and speak; and Paul
Bonnet, Secretary of the Constable of Castile, in a volume dated 1620, explains the
method which h^ had pursued in teaching the Constable's brother, a Deaf-mute, to write
and speak. In 1669, the Parliament of Toulouse made valid the written will of a bom
Deaf-mute, who had learned (how or by the instruction of what master is unknown) to
express himself by writing. Jacob Rodrigue Per^ira — a Jew, and grandfather of two
distinguished French financiers still living — came from his native country of Estremar
dura in 1 734, and established himself at Bordeaux as teacher of the Deaf and Dumb,
combining the employment of mimic signs, maimal alphabet, and speech in his instnie*
tions. In 1746, the Royal Academy of Caen requested him to give an account of his
methods of instruction, and honored him with the expression of its approbation ; ia
1747, the Journal de$ Savants published an account of the teachings of Per^ira; and in
1749, the Academy of Sciences at Paris added the expression of its high approval gf
P&^ira'« method and labors.

The Abbe de VEpie, Braidwood, Watson, and GcUlaudet.

But the recognized father and founder of Deaf-mute instruction in France,
and of the Paris Institution, is the Venerable Abbe de I'EpSe, who seems to have
had his attention directed to the subject, and his feelings enlisted in it, in 174^
by meeting with two Deaf-mute sisters, who had been deprived of religious instrae-
tion by the death of a priest of the Christian doctrine, Father Vauin, who haA
undertaken to initiate them into the dogmas of Christianity by the aid of engravings.
The first public exhibition of his pupils was made by Ah be de rEp6e in 1771. He
institution founded at Paris '-•y the Abbe de I'Eple was erected into a national estab-
lishment in 1791. M. Vaissf, the present director of the establishment, remarks, that
" it is only in this century, nnd even in late years, that the subject has obtained aH
the interest which it wants. The affecting fact which statistics have revealed, of the
existence of more than 20,(K)0 of our fellow citizens affected by deafness, finds at this
day its consolation in the foundation, more or less recent, of nearly 50 institutions con-
secrated, in France, to the intellectual restoration of those innocent victims of natural
defect. After Paris, Boi-deaux and Chamb^ry, which possess establishments— established
(relevants) directly bythe State, we see Nancy, Lyons, Toulouse, Poictiers, Caen, Rouen,
and forty other towns of our departments, which can, very justly, i-ank their schools of
Deaf-routes among the most important of their establishments of public utility."*

"•Hiatorinuc et Principes de I'Art D'lnstruire Les SourJs-Muets (1865) pp. 11, 12.

In other countries on the continent there have long been Bchools for the Deaf and
Dumb — in some instances for more than a. century. There are three in Holland, twenty-
five in Prussia, ten in Austria, ten in Bavaria, one or more in each of the minor States
of Germany, and twelve in Switzerland — all more or less supported by the State.

In Great Britain, the first formal attempt to instruct the Deaf and Dumb seems to
have been made by Mr. Thomas Braidwood, senr., who, in 17 GO, established a school in
Edinburgh for the education of Deaf-mutes. He was earnest, zealous and pei-aevering
in his noble work, an accomplished teacher, and attracted to his undertaking the atten-
tion of benevolent and scientific men. In 1783 he removed his school to Hackney, near
Ldndon, and continued it until his death, in 1806. He is justly considered the father
of British instructors of the Deaf and Dumb. A nephew. Dr. Joseph Watson, was the
first, and for 37 years the master of the London Institution, established in 1 792 ; one
grandson, John Braidwood, had the cai'e of another school for the Deaf and Dumb,
opened in Edinburgh in 1810 ; and another grandson took charge of a school opened at
Birmingham in 1814 for the same purpose.

Of the eatablishment of institutions for the education of " Indigent Deaf and Dumb
children," the following account is given in the Report, 1866, of the Society "for the
support and education of Indigent Deaf and Dumb children, situated in Kent Road,
Surrey, and at Margate, Kent, established in 1792, and incorporated by Act of Parlia-
ment in 1862 :"

" The discovery of methods for instructing the Deaf and Dumb in the use of spoken
and written language is comparatively of recent date — a fact which indicates how little
iheir affliction was heeded in former times, and which awakens the melancholy reflection,
that hundreds of these unfortunate beings must have passed to thoir graves ignorant of
their God and Saviour, and uncheerod by the consolations to be derived from his Holy
Word. This lamentable neglect of the mental and spiritual interests of the Deaf and
Dumb arose, most probably, from their case being considered hopeless. However, the
time arrived when their condition was to be ameliorated, and they were to enjoy the
blessings of religious, moral and intellectual culture. But the rich only, among this
afflicted class, obtained at first the benefits of the discovery, thut the Deaf and Dumb
would be taught to read and write, to think on words, and to convey their sentiments in
language either written or spoken. And it may be recorded, to the honor of thia
country, that no sooner had this important truth been established by the successful
education given to a few of these unfortunates in the upper classes of society, than an
efibrt was made to form a school for the education of tlie poor. This benevolent attempt
was commenced by two worthy men, who simultaneously strove to outvie each other in
obtaining support to their novel and truly cliaritable undertaking. These individual*
were the Rev. John Townsend, and the Rev. Henry Cox Mason, M.A., Rector of Ber-
mondsey, Surrey, in which parish the first public school for the gratuitous education of
the Deaf and Dumb in Great Britain was opened in the year 1792. A committee wa»
formed, and a competent master obtained in the late Dr. Watson, Six pupils wer« ad-
mitted during the first year, and as the institution, through the exertions of the com-
mittee and other friends and supi)orter3, became more widely known, the number of
•andidates for aumi&sion rapidly increased."

There are now 23 institutions for the education of the Deaf and Dumb in Great
Britain and Ireland.

Turning to the United States, the Asylum at Hartford, Connecticut, has the proud
distinction of being the Parent Institution for the Deaf and Dumb in America. This
institution completed its fiftieth year the 15th of April, 1867. The report for 1867
reviews the progress and work of the institution during the last half century. " The
noble men [says the report] who took an active part in its establishment — who con-
tributed so liberally to its funds, and, by their energy and counsels, set it forth so
successfully on its course of usefulness, have nearly all passed away. Yet the school
they founded Avith so much forethought, and watched over with so much care, still
continues to dispense its blessings, and has never pursued its beneficent work more ,
efficiently and successfully than it is doing at the pi-esent time." Tlie 22 institutions
for the Deaf and Dumb in the United States, are the offspring of that at Hartford,
established in 1817. The est:\blishment of that institution is traced to the illness of a
lovely child in a well known family of the name of Caggswell, in the city of Hartford.
The report says : " Had the malady (spotted fever) of little Alice Caggswell been less
severiB — had it yielded more promptly to the remedies which skill and the most
assiduous care could suggest, the sad condition of the unfortunate Deaf-mutes of the
country, without knowledge or instruction, might for a still longer period have failed
to awaken the active efforts of the benevolent. When, however, after the elasticity of
hsaltli had returned, it became evident that the ear of the beautiful child was closeil to
the voice of affection and all the sweat sounds of the outward world, a fountain of
sympxthy wai stirred, that, in its abundant flow, went forth to tha aid of thousands
wh>3e mute and silent affliction had hitherto appaaled in vain for relief." In 1812, a
Cjmmittea appointed by the Ganeral A^iOJiation of CDnneoticut to investigate the
subjest, reported thit there were 8t Djaf-mutes iu that Stito, and upwards of 400 in
New England, and 2,000 in the United States, where there are now 13,000. The public
mind was thus prepared for some action on the subject.

" On the first of May, 1S15 (says the report), a company of seven gentlemen met
in a private parlour in this city (Hartford), to take the subject into consideration. After
consultation, they decided to send abroad a competent person to acquire the art of
instruction, and establish a school for the education of Daaf-mutea iu this country.
The sum necessary to defray the expense was soon subscribed, and the Reverend
Thomas H. Gallandet was fixed upon as the proper person to undertake the responsible
mission. A more fortunate choica could not have bean ma do. Graduating with the
second honour in one of the most noted classes of Yale — distinguished for his proficiency
in English literature — particularly eminent in mathemithical science, with attractiva
social qualities, polished address, and devoted piety, he entered with characteristic
ardour upon the new enterprise."

Mr. Gallaudet visiteil the institutions of the Deaf and Dumb in London, Edin-
burgh, and Paris. It is singular tliat the art of teaching the Deaf and Dumb in Great
Britain was then regarded as a secret, for the profit of its possessors. Doctor Watson,
of the London Institution, \vsa willing to furnish an assistant to go to America, and
inaugurate the system there, but would not consent to communicate his mysterious art
to • stranger for that purpose, unless he would enter and remain in the institution for

three years, on the " usual terms," except Doctor Watson saw fit to release him before
that time as duly qualified. The " usual terms," besides the fees, required thirteen
hours confinement daily with the pupils, with the labour of their supervision in and out
of school. Mr. Gallaudet declined, and went to Edinburgh, where Mr. Kinniburgh,
the head of the Edinburgh school, received him very cordially, " but could render him
no assistance, having placed himself under bonds of a thousand pounds not to commu-
nicate his art to any person for seven years, and of tliese, three still remained."

Under these circumstances, Mr. Gallaudet accepted the cordial invitation of the cele-
brated Sicord, (who was exhibiting at his levees to the nobility and gentry of London, the
results of the language of sigtis, instead of words, in teaching the Dejif and Dumb) to
accompany him to Paris, in order to obtain the requisite qualifications for his contem-
plated work in America. This is view'ed in the report above quoted as " most provi-
dential and fortunate, as it led to the immediate adoption of si/pis — the medium now
used in all the institutions for the Deaf and Dumb in America, and most of those
in Europe." All say [says the Report] this result was providential and fortunate, for
it proved that although instruction by articulation was the only mode of educating
Deaf Mutes, practised in England at that time, yet this method was found, after faith-
ful trial in the English schools, to be so unsatisfrctory that in the course of a few years
they began, with one exception, to abandon it, substituting in its place instruction by
signs. Of the twenty-three schools now existing in tlie British Isles, twenti/-two use
signs, and one articulation, as the medium of instruction."

During Mr. Gallaudet's few months' sojourn in Edinburgh, he had much inter-
course with the celebrated Scotch philosophei-s, Dugald Stewart and Thomas Brown, the
former of whom expressed his decided conviction of the superiority of the language of
tigns over that of articulation as the instrument of teaching the Deaf and Dumb, and
the latter said to him, one day, " If I were not engaged in my duties in the University,
I know of no pursuit in which I could take more delight than in the instruction of the
Deaf and Dumb."

Mr. Gallaudet reached Paris the 9th of March, lc?16, and applied himself so assid
uously to the object of his mission, under the instruction of M. Sicord, tliat on the 9th
of the following August, he took his departure for America, bringing with him Mr.
Laiii'ent Clerc — daaf and dumb from his birth — one of tlie most distinguished pupils
of Sicord, and who had been employed ten years as a teacher in the Royal Institution
for the Deaf and Dumb in Paris. They employed the first eight months after their
arrival in America in visiting various parts of the country, and exciting an interest in
the.r work and in raising funds to promote it, Mr. Gallaudet's assistant,
«rho possessed a thorough knowledge of both English and French, proved to be so intel-
ligent, and so skilful in the language of signs, as to excite much interest and astonish-
ment. About $12,000 were obtained before opening the school, which took place the
15th of April, 1817. The Report says : — " The number of pupils at the opening of the
school was seven, which was increased before the close of the year to forty-one, render-
ing necessary the employment of three additional teachers. Of these forty-one pupils,
fifteen were from Connecticut, eiglit from Massachusetts, four from New Hampshire,
one from Rhode Island, two from Vermont, two from New York, three from Pennsyl-
vania, two from Virginia, three from Maryland, ahd one from Ohio. The impression

him

WAB at first quite general, that one institution would suffice for the wants of the whole
country — up to this time the census having made no enumeration . of the number of
Deaf-mutes. The mistake, however, was soon apparent, and in 1818, the New York
institution was commenced. The Pennsylvania school followed in 1 820, and that of
Kentucky in 1823."

An endowment from the State was obtained in 1819 ; and in 1825, the institution,
under the corporate name of the "American Asylum at Hartford for the Education
and Instruction of the Deaf and Dumb," was adopted by the Legislatures of Massachu-
setts, New Hampshire, Vermont and Maine, for the education of their Deaf-mutes.
In 1835, the Legislatures of South Carolina and Georgia, and of Rhode Lslaud in 1842,
came into the same arrangement — paying to the institution one hundred and fifty
dollars per annum for the education of eiich pupil.

Schools for Deaf-mutes to the number of twenty-four have since been established
in the various States ; all of them deriving their systems of instruction, and many of
them their heads, from the piirent institution at Hartford. Though the buildings of
this institution have been enlarged again and again since its first establishment, other
institutiong, especially those of New York and Ohio, have been established on a much
larger scale, and at a vastly greater expense.

IV DESCRIPTION AND METHODS OF TUE PRINCIPAL INSTITUTIONS FOR DEAF MUTES.

After this brief sketch, I proceed to notice some of the principal institutions
in Europe and the United States, for the education of Deaf-mutes, together with their
methods and subjects of instruction.

1. England.

In England, these schools are, for the most* part, private, estsiblished by private
individuals — and like other private schools, are expensive, and are for the education of
Deaf-mute children of the wealthy classes. The institution best known, and the only
one which I need notice, is that at London, called " The Asylum for the support and
education of indigent Deaf and Dumb Children," situate in the Kent Road, Surrey, and
ftt Margate, Ke';. jstablished in 1792. His Royal Highness, the late Duke of Glou-
cester, was the first President of the Society which established this Asylum, and which
ifl entirely supported by voluntary contributions ; and his Royal Highness the Prince
of Wales is one of the Life Governors. The Duke of Buccleuch is the pi-esent
President of the Society, and the Archbishop of Canterbury, the first Vice-President.
The annual recaipts of this Society are about £15,000 or f;75,000. The last Report says: — •

" The original promoters of this Asylum could only express tlieir warmest hoped
of Hi future success. The Committee now (74 years afterwards) have the happiness of
proving to the public, how fully their good wishes have been carried out : for, since the
formation of the charity, nearly three thoittand Jive hundred Leaf ami Dumb Children
have been the object of its compassion, and rescued from that melancholy state of ignor-
ance — so little removed from absolute idiocy — in which, without special instniction,
they must through life have necessarily remained. By means of the education afforded
them Itere, the majority of these children liAve been taught to apeak, to read, to write
and to cipher ; and, above all, to acquire a knowledge of those sacred truths which alone

can make them " wise unto salvation." Many of those who have left the Asylum have
provided for themselves in various spheres of useful industry — through apprentice fees
granted by the Committee ; and others are sustaining important stations in life with the
highest credit and respectability."

The report further states that " Seventy-six children were admitted into the Asylum
during the past year, and there are at present 353 pupils under instruction, viz : — 58 at
Margate, and 295 in London, who are trained up in all the essential duties of the
Christian life.

" Thirty-four of the pupils, who had completed their education, have been appren-
ticed out by the Committea, to various trades, during the year, making a total of 1,103
children who have been recipients of apprentice fees, amounting altogether to upwards
of ten thousand seven hundred j)ound3, since 1812."

Applications for admission to this Asylum are made from every part of the United
Kingdom ; and with a view to assist that class of Deaf and Dumb whose friends are
able to pay for their board, the Managing Commit* ea, under certain regulations, receive
children upon pa}Tnent of £20 (or |100) per annum. But all the 353 pupils, with the
exception of those on th3 pay list, are cloihzd, as well as eJacntsd, by ths charity of this
Society. No child is eligible under the age of eight years and a half, or above eleven
and a half ; or wiuiout satisfactory testimony of being sound in intellect; or unless
he or she shall have had the small pox, or have been innoculated with vaccine. The
election of the applicants (within the number admissible) is by a poll of the votes of
the Governors. The period of the continuance of pupils in the institution is from
five to seven years. The ordinary branches of education are reading, writing, arith-
metic, and the outlines of British history and geography ; and the pupils, who discover
a taste for it, are taught drawing. The female pupils are taught, in a IJition, plain
needle-work, knitting, marking, and the common branches of household work, and make
and mend their own clothes, and also the linen clothes of the boys. Those pupils whose
parents or guardians are unable, on account of their poverty, to apprentice their children
to some useful trade, are assisted to pay the apprentice fee, vaiylug in amoinit accord-
ing to the circumstances of each case.

It will be sien that in this, the most public school in England, for the education
of Deaf-mutes, there are no workshops attached to the institution, and that the
education given is purely elementary — it being for indigent Deaf and Dumb Children,
and preparatory to their purauing some useful trade.

This is said to be the only school in England for Deaf-mutes in which the pupils
are taught articulate language, instead of the language of signs ; but the latter lias to
be employed to teach the former. The Report says :— "They are first taught the powers
and sounds of the letters of the alphabet, so as to enable them to articulate syllables
and words. All the children are taught to speak artificially, and are thus enabled, in
fnany instances to be understood by those v;ho are in constant intercourse with them.
By this means every pupil of ordinary capacity is made to comprehend what is im-
mediately addressed to him, by carefully observing the motion of the lips of the speaker."
" Sound is not necessary in addressing a Deaf person who has been thus educated.
The value of the education of the Deaf and Duml) lias not been sufficiently appreciated ;

not being so easily perceptible d\iring the pupilage, as in aftei* life, when, from continued
practice of the art, and constant habit of observation, their faculty of speaking and
quickness of pei'ception of what is said are frequently astonishing. The voices of deaf
persons are often inharmonious and indistinct ; but the want of an agreeable voice <8
not a sufficient reason for the neglect of this branch of education."

I think the value of this branch of the education of Deaf-mutes is very much
over-estimated in the above passage of the Committee's Report. An immense deal
of labour and time ia employed in teaching Deaf-mutes articulate language by the mere
mation of the lips ; for of the sounds articulated, they cannot form the least notion. In
reply to my enquiries, the Reverend James H. Watson, the excellent and able Princi-
pal of the Asylum, told me that about 20 or 25 per cent, of the pupils learned, to some
extent, to understand and use articulate language ; but that with rare exceptions, it was
those pupils who, by acoidant or disease, had lost their hearing from five to ten years of
age, after they hid learned to talk. He called a pupil (doubtless a good sample) to
enable me to try the experiment ; but I could not so mouth out my words as to enable
the pupil to read them on my lips ; nor could I understand all the words articulated by
the pupil, though his articulation was by no means indistinct. The principal, of course,
had an advantage in this respect, as he was accustomed both to the artificial utterances
of the pupils, and they were accustomed to the very significant motions of his lips and
face in speaking to them ; but I observed that neither used articulate language, but the
language of signs, in their intercourse with each other, as did the pupils in conversing,
one with another. Where the language of signs cannot be employed, I am persuaded,
from what 1 have observed and attempted, that conversing with a Deaf-mute by writing
is more easy, satisfactory, agreeable and even speedy, than by ai-ticulate language, except
between the parents, or relations, or teachers and the pupils. The fact that this is now
the only school for Deaf-mutes in England, out of \ipwards of forty, in which i,rticulate
language is made a distinct branch of education, and that all the schools for the Deaf
and Dumb in America use only the language of signs, may, I think be regarded as con-
clusive against the system.

In the London Asylum, special attention is given to the religious instruction of
pupils. They are each provided with a Bible and Book of Common Prayer, as soon as
they learn to read at all, and take a part in divine worship, which is, of course, that of
the Church of England. They have daily instruction in the Holy Scriptures ; they are
taught the Church Catechism ; and those children who, upon examination, are found
fitted, are taken to the Bishop for Confirmation. And every pupil, on leaving school, is
presented witli a Bible and Book of Common Prayer.

2. The Continent of Europe.

There are several points of difference in schools for the Deaf and Dumb, as well as
the Blind, on the Continent of Europe and in England.

In England there is no legislative or governmental provision for the education
of these unfortunate classes ; their education is wholly left to individual speculation or
voluntary charity ; but in no country are charitable institutions of all kinds so various
and princely as in England. On the Continent, as in the United States, while much
has been, and is done by private charity for the education of the Deaf and Dumb, their
•ducation is provided for by the State as much as that of other classes of children.

in
111

■ i

In England, l)enevolent societies provide for the education of the indigent Deaf
:and Dumb only ; in other countries the public proTision is made for all classes of Deaf-
mutes.

In Eaigland, there are no workshops attached to the schools to teach the pupils
different trades, though assistance is given to apprentice pupils after leaving school ; on
the Continent and in the United States workshops, with instructors, are attached to
.each school.

In England the education of Deaf-mutes by voluntary associations, is purely
elementary and pi'actical. In other countries, especially in France and in the United
States, their education by the State is much moi-e extensive, literary and scientific,
besides including that of a trade, and therefore more proti-acted.

In Holland and Gennany, as in the London Asylum, teaching the Deaf-mutes' articu-
late language still constitutes a charactei'istic feature of their education ; and perhaps the
Dutch and German languages are better adapted than either English or French, to indicate
words by the lips and mouth without the aid of sound. But, even there, teaching the
language oiaigna, teaching to talk and read on the fingers, as well as on the lips, is a
necessary part of instruction, and that which the pupils invariably practice among
themselves.

For the purposes of this Report, it is needless for me to notice in detail the schools
.and teaching of Deaf-mutes in different countries ; it will be sufficient, so far as the
continent is concerned, to notice that at Paris — the best in France, if not on the
continent.

The institution for deaf-mutes at Paris, (Itiatitutimi Imp6riaU dea Sourdt-MeueU,)
Rue Saint-Jacques 254, was founded in 1760, by the celebrated Abbe de I'Ep^e, and
uras erected into a National Establishment by the law of July 29, 1791, for both sexes ;
but by an imperial decree of September 11, 1859, it is confined to the education of bojt ;
and by another decree of August 8, 1865, that, with other similar establishments of
benevolence and public utility, was placed under the special patronage of the Empress,
who evinces a great interest in them. The course of instruction is seven years, and is
divided into two periods. The first period comprehends four years, and is devoted to
elementary intellectual instruction. The second period, which embraces three years,
is devoted for those who are destined to live by manual labour, to industrial instruction,
in learning a trade, but for boarders belonging to families in easy circumstances, tlie
last three years is devoted to higher intellectual instructijn.

Religious instruction forms a constant and essential part of their education from
the beginning to the end, but according to the wishes of nou-Catholic parents or
guardians of pupils.

The intellectual elementary instruction includes reading, writing, the elements
<if the French language, sacred history, elements of geography, arithmetic, linear
'drawing. The apprentices in the morning and evening, before and after the hours of
manual labor in the shops, review the elementary subjects, and ai'e also taught the
elements of the history of France, commercial arithmetic, first operations of practical
geometry, and, in connection with ccrtaia trades, ornamental and coloured drawing.

\li

tji i ii ii inmiiim

The industrial trades tanght are lithographj, book-binding, sculj>ture in woodf
t&ming, joinery, shoetnaking, and gardening.

The superioi instruction embrocea the extension of the elementary studies, espe-
cially grammar and the introduction to literature, ancient and modern history, general
geography, higher arithmetic, elements of geometry, of algebra, of natural history, of
natural philosophy and chemistry, and of common la\r and artistic drawing ; and the
dead and living languages, (as taught in the establialimenta of secondary instruction) to-
those whose parents and guardians wish to qualify them to take a Bachelor's Degree.

The Minittenal Prospectus says, " that in order to facilitate as much as possible
i^e relations of the pupils with society, they are all taught to read language on the lipti,
(that is articulate language) as far as the aptitude of eadi individual for the mdchaniMA
of articulation permits." My own experiment of this was attended with a simils^
result as that in the London Asylum, and I was told by the Director that scarcely
more than one in a hundred, except those who had lost their hearing after they h«4
learned to speak, could acquire articulate language to any extent.* Of coui-se many
could learn, as deaf mutes do in ordinary life learn, to read many things on the lips
uttered by their teachers and those with whom they were in daily intercourse.

There is a library in the institution, collections of engravings, natural philosophy
and chemical apparatus, a gvmtiasium under the direction of s|}ecial masters, bathtf,.
play grounds, &c., as well as workshops. A physician and surgeon dentist ar^
appointed, as are the Director, <fec., by the Minister of the Interior. The infimuuy Iim
atttoded by "Sisters." The price of board and instruction is one thousand franco,
($200) per annum. The Minister of tiie Interior (on whose authority alone pupils ar*-
admitted) may, in certain cases, reduce the charge to eight hundred francs (0160). For
those pupils whose fi-iends are not able to provide for their support, the State, or

* L'Abbe de I'Epee, the founder of the Paris Institution, soon modified his views and practice in
legard to teaching articulate language to deaf niutes, and the suliject undervi-ent an elaborate discussion
i& England maAy years ago. The London Qitarftrly Heview rdiAarked Ai follows : —

"Experience, however, soon convinced him," the Abbe de I'Epee, "that the object gained by
enabling them to utter articulate sounds, was by no means an equivalent for the ditticult nnd disagreea-
ble nature of the task ; he therefore relinquished entirely this part of his original plan, as adapted
merely to amuse or astonish the ignorant.

"We feel no hesitation in declaring thnt our sentiments upon this point perfectly coincide with
those of the Abbe. "SVc eonsiJer tlie pains taken in teaching the deaf luul dumb the utterance of
articulate sounds, an absolute misapplication of the labor and patience of the instructor, and an unnecM-
sory waste of the time and attention of the pupil.

" There are many individiuils who hear and speak, whose tones are so harshaiid dissonant that, in all
communications with them, we should scarcely lament the necessity of confining ourselves to the uscof signs
and wTitten chnracters. There is not one among the deaf and dumb, who, by any degree of care and
length of luiietioe, acquires a melody anil intonation of voice which can render his enunciation even
tolerable. Their nttcranec is found, by experience, to bo so disagreeable, that it is seldom or never
used out of the precincts of the establishments in which it is taught. Add to this, that the contortions
of countenance with wliiili it is ai'>onipanied are of the most unpleasant kind. In many cases they
coniiilctely nioulc! tlu' Iculures tn a ]icculiar east, ami tlie unnatural cDntuuv of the lace tlius produced
cannot fail to ;aignient the pain already excited by the jarring and monotonous sound of the voice.
Eor the trutii of this, we appeal with confidence to the friends of the pupils educated by the late Mr.
Rraidwootl. After years of toil and torture, they returned to their families with an acquisition not
very agrceal)le to their aciiuaintances and confessedly useless to themselves." — Lou. Q'-ar. llev., voir
xxvi., pp. ^95-6.

department, or commune, to which the pupiln >)eIong, makev proviflion according to
«ircumstance8.

Nothing could exceed the air of comfort and happiness manifested by the pupils,
•or the completeness of all the details of the arrangements, as well as the excellent
workmanship in some of the shops.

3. School* for the Deaf a^d Dumb in America.

I will now notice the subjects and methods of teaching in some of the schools
for deaf mutes in America. I have in previous pages (7-9) said enough to indicate
the methods and subjects of teaching, as well as origin of the parent institution for deaf
mutes in America, the American Asylum at Hartford for the Educatio^i and Ingtrttction
of tlie Deaf and Dumb. — I will therefore, proceed to notice some of the characteristics
of its eldest child, which now far exceeds in extent and importance the parent
institution.

The New York TnstitHtion for the J nsf ruction of the DeaJ and Dnmb. — This
Institution was founded by private benevolence in 1818 — the year after that at Hart-
ford — was soon adopted by the State. At the end of 1865, it contained 406 pupils,
(several from Canada), 235 males and 171 females,* by far the largest Institution of
the kind in the world. By carefully prepared tables of the admissions and dismissal of
pupils from 1818 to the end of 1865, it appears that 1,522 deaf mutes had been ttiught
in the Institution. If (says the Report) we could only trace the history of uU these
individuals, and learn, by following them to their friends and to the community at
large, how their lives had been influenced, their happiness increased, their usefulness
and fitness for the duties of their respective spheres improved, or rather altogether
developed by their training within our walls, then we could present a view of the
Institution far more interesting than any mere statistics can alford."

As the New York institution may be regarded, in several respects, as a model
institution, and is in such near proximity to ourselves, I will give a somewhat minute
account of it.

It was ^rst established in the City of New York, and continued its operations
there until a few years since, when a most bejuitiful site of 37 acres was obtained, and
extensive buildings erected by the State, on the east bank of the Hudson River, a few
miles from the city.

Tlie coui-se of instruction, though formerly five years, now extends over a period
of seven years, and in some special cases of laro talent, and with a view to prepare
Deaf-mutes as teacliei"s, is protracted to eight years. The course of studies was at first

* From the large number of female pupils in the Institution, the directoi'S, at their annual meeting
f'^T 1863, appointed a Ladies' Committee. The Report for that year refers .o this arrangement in the
following words ;--

"As a large portion of our pupils are females, it hits been deemed advisable to add to our organiza-
tion a "Ladies' Committee." At the last annual meeting such a Committee, consisting of fifteen
ladies, was appointed. These ladies at once entered upon their duties, and have already raised a sum
of money sufficient to supply some pressing wants in that department, which we have been unable to
provide for from the ordhmry funds at our disjxjsal. The Directors antiti; -te th:it (Lis Coiinnitt.e will
do much to promote the comfort and well-being of our female pupil >,. at J relieve, in a mcnsure, lh«
Oftree and anxieties of our excellent matron."

purely elemontarj ; but it wan gradually developed and enlarged, nu as to embrace all
the subjects of a high English e<lucation, including the elements of natural philosophy
and chemistry.

The regular (or State) pupils are admitted from 1 2 to 22 years of age ; by an Act
passed by the State Legislature in 1863, indigent Deaf-mutes (called County pupils)
under twelve years of age, and chargeable to counties or towns for their support,
may be admitted to the institution at the rate of one hundred and fifty dollars each per
annum, to be paid by such counties or towns. By the regulations, under the head of
Terms of Admisuion, " Pupils are provide'- by the Institution in all respects, clothing
and travelling expenses excepted, at the rate of one hundred and eighty dollars each
per annum. Clothing will also be furnished by the institution, if desired, at an addi-
tional annual charge of thirty dollars." " Applicants for admission at the public
expense, (that is, expense of the State) must be between the ages of twelve and twenty-
five years." " The selection of pupils, to be supported at the public expense, is made by
the Sufterintendont of Public Instniction at Albany, to whom all communications on
the subject must be addressed." The above terms are to be understood as embracing
the entire annual expense to which each pupil is subjected. Stationery and necessary
schor.J 'looks are furnished by the institution. No extra charge is made in case of sick-
ness, lor medical attendance, medicine, or other necessary provisions."

Pupili are educated at the expense of the State on the attestation that their parents
or guardians are unable to defray the expense. But this condition is said to be little
more than a form, as nearly all the pupils sent are sent as State pupils. "-'' -• '.

Among the nearly thirty questions required to bo answered by the applicants for
the admission of pupils are the following ; — Name of the pupil in full, where born, year,
month, and day of the month; Whether born deaf) If so, from what supposed cause
before birth ? If not, at what age did he lose his hearing, and by what disease or
accident ? Is the deafness total or partial 1 If the latter, what is the degree of hear-
ing ? c. g. Can he distinguish iiny spoken words ? or hear the human voice at all ? or
what voices can he hear 1 Is there any ability to articulate ? or read on the lips ? Ac,
«&c., (fee.

Pupils from the State of New Jersey are received at $200 per pupil. The State
pupils are received at the nite of $180 per piipil ; and the county pupils from
six to twelve years of age, are received at )|!l50 per jjupil. But the actual expense to
the institution, of each pupil, is stated in the Report of 18GG, to be $223.12 per annum ;
leaving a deficiency of iipwards of ten thousand dollars, which was provided by an
additional special grant from the Stivte. The receipts from all sources for 1865 were,
$99,307 ; expenditures, $109,761.

In 1860, His Royal Highness the Prince of Wales and suite visited this institution.
Tlie following reference to it is made in the Board of Directors' Report, for that year : —

" Among the gratifying events of the year, has been a visit to the Institution, on
the 1 2th of October, of the heir apparent to the British throne, accompanied by the dis-
tinguished gentlemen who composed his suite. The pupils were assembled in the chapel,
and a portion of them called to the slates, wliere an exhibition of their attainments
was given. The imnromptn comprsitions, written by tlio highest class, vuider the
•timulus of the interesting and exciting ciromnstances, and on topics suggested by tha

!i I

f :

Prince himself, wore of ao remarkable a diameter a» to excite, in the tnindii of the
viaitors, tmtli Hurprine and gratification that no u)uc)i could be accompliiihed in behalf
of this class of the community." «

In rcgani to the imjKjrtance of teaching trades, in connection with other oducatio lal
studies, the same Report remarks as follows : —

" Ah the best time for acquiring a good education (which, in tho case of the Deaf and
Dumb, is so much more of an acquisition than with those who hear, that it waa for many
centuries jutlged an itn))ossibility), is also the Itest time for learning n trade, tho matQ<
tainiug this branch of instruction ',» evidently a duty which we owe our pupils. While
the practice, for a {KJi-tion of each day, of some mechanical employment, is certainly not
If hindrance to the pupils' intellectual pi-ogress, it tends to the formation of industrioua
habits, and gives skill in the use of tools, which will be of high value in after life, even
if the pupil does not continue to work at tlie same trade he learna with us. Wei-e we
to neglect this mechanical training of our pupils, we fear many of them would ac(]uire
habits of Idleness, and dci)endence on othfrit, and thus fail to become happy and usef^il
members of society."

In tho autumn of 1860, I visited this institution. The usual exercises were sus-
pended, and most of the pupils hud been sent home on account of the scarlet fever, which
had broken out among them. One could hardly conceive a more magnificent site for
auch an institution, nor arrangements on so extensive a scale more complete, except
some details not yet finished on the new premises, which, with the buildings, have coat
the State a very large s\im of money.

But no account that 1 can give will convey to the public, and especially the
members of the Legislature, so clear and correct an impression of the subjects and
methods of instruction in this Institution, as the reports of the Examining Comroittaas
appointed to conduct the annual examinations. I insert in Appendix A to this Report^
two of the Repoi-ts mentioned — one on the Hubjecta of the whole course of atudiea, the
other on the trades taught in the institution.

I cinnot close this brief notice of the New York institution, without referring to
the late Venerable Principal, the Reverend Harvey P. Peet, LL.D., from whom I
received great personal kindness, aa well as from his son, and a series of valuable docu-
ments and copies of the text books used in the institution — prepared by the Principal
himself. A few months after my visit, Doctor Peet, at the age of 72 yeai-s, tendered
his resignation of the Principalship of the institution, after having discharj^ed ita duties
with the gi-eatest devotion and ability during thirty-seven yeais. His labours and
wi'itings in the cause of Deaf-miite instruction have made his name known oh both sides
of the Atlantic ; and on his retirement, an addres.s was prepared (.at the siiggestion of
Mr. David Brixton,) of the Deaf and Dumb Institutions in Great Britain and Ireland. *

•'i;iu' following is the address referred to— a paper as lionouralilc M its authors as to Doctor Peet
himself :

Address to Ilarvey P. Vcet, Es]., LL.D., /'rin:ij>al of the Instihition for thf. IhuJ and Dumb, New
York :
Dear Sir :

We, the uudersigned, principals of institutions for tlio De-iif and Dutnb in Great Britain and
Ireland, desire to adireas you on the occasion of your retirement from the office which you hare held

Four aonn of Doctor Peet have become Teachers in this In«titiition ; throe of them
died Bome years since in the Work ; and the fourth — a very able and accomplished man —
■ucceflds )iis honoured father as Principal.

There are three other Institutions for the instniction of the Deaf and Dumb in
the United States which I visited, and of whicJi I think it proper to give a brief
notice — one for the State of Ohio, another for the State of Illinois, the third a Na-
tional College at Washington.

The Ohio Institution was oHtablished at ('olumbus, the Capital of the State,
upwards of forty years ago. The old buildings have recently been removed, and new
juid extensive buildings have been erected at a cost to the State of !is.')()0,000 — buildings
plain and elegant, and most extensive and complete in the minutest details, as far as I
could judge from the portions finished at the time of my visit, and from the plans shown
me by the Principal. The course of instruction has heretofore been limited to five
years ; it is now extended to seven years. The methods and subjects of instruction are
similar to those adopted in the New York institution, in which, I believe, the Princi-
pal was trained. The number of pupils is between 1.50 and 200.

I will give some extracts from the Act of 1H06, relative to the constitution of this
Institution, and the mode of supporting j)upils. This stjitute, together with the report
for 1865, were kindly furnished me by the then (rovernor Cox, who told me that he wa.s a
Canadian by birth ^having been born in Montreal), and felt a deep interest in the pro-
gress of Canada. The Act is entitled, " An Act to reorganize the institution for the
education of the Deaf and Dumb, and to repeal ccu-tain laws heretofore j)assed." Some
of its provisions iire as follows : —

for so many years. Wo are engaged in the «an»e work as youiHtll'. With u«, us with you, it is that to
which we have deToted our lives. We address you from a distant country : Lut luiity of work and pur-
pose may well produce unity of feeling ; and nothing which conccriiK tlie Deaf and Dumb can be foreign
to us. We desire to congratulate you on having lived to see .so largelj- of the fruit of your labours. W»
recognize the zeal, perseverance and aViility which have given value to your eminent services on behalf
of the Deaf and Dumb ; and we trust that in your lotiremcnt, you will possess every comfort and bless-
ing which can r.ake happy the close of a most useful and laborious life. .\iigU8t, 1867.

DuNX'AN Anderson, Institution for the Deal and Dumb, Olusgow.

CuAUi.KS Bakkii, Yorkshire Institution for the Dent and Dunili, Doiuaster.

Daviu IJi'XToN, School for the Deaf and Dnmli, Liverpool.

Edwabu J. ("HiDLEY, National isociati,on for tlic Kducation of the Deaf and Dumb, Clavt-
mout, Dublin.

Arthur Hoi'pkk, A.B., T.C.D., General Institution for the instruction of Doaf aud Dumb
Children at Edgbaston, near T?ivniingb;im.

John Klnghan, Ulster Institution for the Dc.il' iimi Dumb and the Blind, Belfast.

William Nkili., Northern Counties Institution far the Deaf and Dumb, Newca.stle-on-Tyue.

AsDiiEW Patteuson, Institution for the Deaf and Dumb, Manchester.

William UonsoN Scott, M.A., Ph. Doc, Fellow of the Kducatiunnl Institute of Scotland,
Institution for the Deaf and Dumb, Exeter.

William Slkioht, Institution for the Deaf and Duuib, Riigiiton. Also,

Samuel Smith, Chaplain of the Association in aid of the Deaf and Dumb, London.

William Stainkr, Lay Pastor of the Adult Deaf and Dumb, and late Educational Superin-
tendent of the Infant Duf aud Dumb School, Manchester.

'!i

!ii

, i I

. j

< i;

■il

1 1*

! A

II \

II ((

i ;

"That the institutirn for tlie Ifaf j.nd I i;n;b tLall le placed under a Board of
Tnistees, coiiKisting of tliroe nicmlcrs, iwo ot uLcni shall reside in the city of Columbus.
Before eatcriug upon their duties, each of the Enid Trustees shall take an omJi to support
the I'onstitntion of the United ttates, and of the State of Ohio, and to faithfully and im-
partially dicicliarge the duties required of them ly la,w. Immediately after the passage of
thia Act, the (ioveruor, hy and with the advice and consent of the ^Senate, shall appoint
the said Bo.u'd of Trustees — one to serve for one year, one to serve for two years, and one
to serve for three years ; and as their respective terms of service shall expire, their
■uccessors shall be apj lointed ior the ten of three years in the manner herein provided, &c.

"The Board of Trustues shall appoint one of its number as Sesretary, whoso duty
it shall be to keep a recortl of tlie meetings and proceedings of the said Board, and to
attest the same. 'J'lie IJoard shall have power to ajipoiut, and for good cause, remove
the Superialeiident. Tliey, with the feuporiiitendeut, shall make such geuer.il rules as
they may deem necessary for the successful management of the institution. They shall,
upon the nominatiou of the Wupennteudcnt, appoint the teaclieis, stewanl, matrons,
physician, masters and mistresses of shops, and Hx the compensation of each, and of
the kiuperinte.ident, lo be paid quai-teriy, dic.

" The Superintendent shall reside in the institution, and shall have the entire con-
trol of all its allaii;-', in all its departments, and shall be responsible to the Board of
Trustees fur the o.Hcient mani'.genn.nt thereof, and for the faithful service of nil persons
©m[.loyca ti.erein," <fcc.

" The institutiou shall be open to such Deaf-mute residents of the State as the
Trustees and Superintendent shall judge, from relialile infoi'mation and examination to
be suitabk; per.ious to receive instruction according to the method tliprein emjtloyed ;
providiil tli.a no person shall be received under ten, o'- jver twenty years of a^^e, and
provided furUici-, that u) person shall Ik; r(>cei\etl wlu) is addictetl to immoral habits,
or infccud wii'i any contagious or cfVeusive disease.'

" I'lipils admitted iuto tin- institution uku, in the tliscretion of the Board of Trus-
tees and .'~)UiieiMiu"aileut, be perniiiti'd to remain such a portion of seven years as their
progress sh.iU sev.':u to justify. In addition to the time hei-etofore specitied, threo years
may lie ull iwel to suc!i jiiq iis as give satiifai-tory t!\ idciu-e of m.irived aiiility, ami jua^
tify the e v.>;!Jtatioii tliat tliey miy l)e;'i)ui!> aseful tciciier.s, or o;;cupy o'Jier re;pi)iisiole
positions ill life ; provided that nothing li n-jin eoiit.iiuel sh ill be construed to pioliibit
the admis^)iun of piijiils wii > art; no!, ri^.idciits of tlici State of Ohio, if liiere siwil lie
butficient accommodations for suc'i nou-i-e/ulcnts witliout fxcludint: residents of tlic rotate,
up( n till! I ayuieuu of sucli sauis, and iqou sucii terms, as the Truslues may deie;-
minc," lie.

" A/f pnpl'n (id:iiiU::f lii'u the iii:i'i''t'.io)i, irJii) harr /-(jal rrs'i/cnr.e in. l/ir Sfa.'i\ ti/iall
fi.i H'iippor.':' f (if. Ill'' erpjaw of Ikr St.al'',; provitL'd that j)uri'nts aud g\iarilians of such
p'.ipiis siiill be re piii-ed tj keep tJiem c imfjrtaijly and neitly clothed, ami to pay tlioir
traveliiug and in;idc.ital <'.\]i(!nst'.i," Ac.

"Tlr^ Tras'„e3s are h ^reby autli).i;rl an 1 repiired (o enl.u^'c the nv'c'.iani^i.l
de;)ari/m,/a..s of the in4Litutiou f.om tiniL- Lo tim.^, by tiio i.itrodu.tio.k of sucii trado.i, us

I Board of
Columbus,
to support
ly uuii im-
passage of
lJI iippoint
I's, uutl one
\nre, their
jvi(led,&c.

'Iioso duty
i.rd, und to
e, lomove
il rules aa
.'liey .shall,
, matrons,
icb, and of

fmtire. con-
e lioard of

Jl peihous

ate, as the
lination to
employed ;
r ai.f«^ and
fiii lial)its,

fd of Triis-
:rs as their
ihreo jcirs
y, and jua
I'li.ipijiisiule
to pioliibit
rii sliail he
till' rit.iti",
nuy (lele;-

Lus ol' such
» pay tiioir

ini'cliu'.ii-;,'.!
! trai!o.'>, iW

by experience shall be found to be adapted to the wants of the Deaf and Dumb ; pro-
vided that the good of pupils, and the economical management of the iiLstitution Bhall, at
All timea, be duly regarded by the said Board of Trustees."

Tlie.io e.xtracts fr.}ra the statute portray the character of the initibution, the method
of its jjoverunient and management, and the noble liben^.lity of tlio State in providing
/ree education for JJeaj' JHutes, tin we]] an for other children of sciijol a^u throughout
the yt;itc.

The JUinois State hutitution for the education of the Deaf and Dum^, estjibliahed
at the handsome town, or city, of Jacksonville, stands, in every rospecl, upon the same
footing and is supported by the ytate in the same way, as that of chio at (.'olumbus.
The site anu \iu!ldin;;;3 are very beautiful, and the premises include, Ijy a rectiit pur-
chase, nearly si.'ity an es The proceeds of the garden and hhojjs aro considerable con-
tributions towards tlie support of the institution, thougli instruction and not profit is
the design of them. A small farm will now bo added to the other facilities and instru-
ments of education in this institution, the excellent and able principal of which (Mr.
Philij) G. Gill«t), told mo that he thought agriculture, upon the whole, the niu.-t suitable
employment for deaf mutes. The trades taught are cibinet-makuig, .shoemaking. tailoring
and gardening.

The inlcrnal arrangements of the buildings and shops are very comjdu'.o, and they
are kept beautifully clean. Tho black boai'ds on the w.ills of the ciass rooms aro large
slates, brought from VVale^ Tho examinations of seve'-al classes excltdi my surprise
and admiration. I diuoJ with the teachers and j)upils, and addraisel thc;n — the Prin-
cipal iuter[)roting in tlie sign language as rapidly as I spoke. 1 never ad. Irt'iscd a school,
the pupils of which seemed more thoroughly to understand and nioie dtH^i'ly intei-cste.l
in what was said. In t'lo evening I held a lengtheneil convei'aitro;!. in writing, on
slates, witii a dwd'-inute female graduate, now a teacher iti tho institutio'i, on travelling
in Europe, and louiul her a j)erc)Ou of remarkable inteiligenco and ucutenois, in both
asking and answering questions, as wi.-ll as m making observation;? — iht; rosuik oi" her
reading books of Kuropean travel.

The numlu-r of |)upl!s in ihis instit ii'on is :;bout 250 ; the State a;ii>ro;iriauou for
its support is about >5r>U,U00 per yanmii. Tlit! folK^wii.g aro among tlu- Iciiiis of admis-
sion : —

" III. Pupils fr im Idinois aro almitteil to all privileges o" Uie inntitrition free of
charge; being pr; ■■idcd by the Mtale with b;).iivl, w.ishiiig, fuel, lights, tiilUon, books,
andeverythitig in'-wsary, o.icept clothing and ti'.ivelling ex})eusos.

" IV. i'rp'ls from other States are admitted to all the above prlvilegv^s on pay-
ment of'.. li.)0 ].* i- :.iiKu;:i, xi'iiuli i ., ia all r.ises, r^'.;i;ired in advance."

In regard In indigent piij)ils, tlic (oUowing is the humane provision of a l.iw passed
in H 57, a id is si ill in 'ore • :

" Sec. 10. In all ciis 8 win re the j-.a'"ents of pu I'ls sent to tho institution for the
edi!c; tlo I of the deaf and dumb, ami tins educition of the blind, are too poir to furnish
them \»itji yood and aaUicieut clothing, or where said pupils aro without parents and

'J'

ii '

■r i

111

unable to furnish themselves ■with such clothing, the Judge of the County Court of the
countyfrom which they are sent, shall certify the same to the Principal, who shall procure
Huch necessary clothing, and charge the same to said county, and present the account,
with vouchers, to the Aviditor of Public Accounts, who thereupon shall draw upon the
County Treasurer for the amount so charged to the county ; and the said county shall
annually assess and collect, by tax, the amount necessary to pay said order or orders j
and if said county shall fail so to do, the Circuit Court in said county, shall, on applica-
tion therefor, compel the same by mandamus."

I think the Principal is fully justified in the following congratulatory remarks at
the conclusion of his last biennial report (which I have seen) addressed to the memberi
of the Legislature :

" This institution, of which ycu, gentlemen, are by law made the guardians, is now
upon a broad and liberal basis. It has facilities equal to any Ocher for effecting the highest
moral and intellectual culture of its beneficiaries. The appliances for this end here found
have never been surpassed by any similar institution of no greater age. There are two
institutions of the kind in the United States, and but three in the world of greater mag-
nitude. Every citizen of Illinois who has visited it regards it as an honour to our
proud and great prairie stat«^. There could be no more fitting exponent of the Christian
philantliropy of our people than is found in this and the institutions of a kindred
nature located around this beautiful young city." (In Jacksonville, there is not only thiji
institution for the education of deaf mutes, but there are also a State institution for the
education of the blind, an extensive asylum for the insane, a college, and several large
seminaries'). •

National Deaf-Mute College at Washington. — In presenting a aummary view of
what may be done, and has been done, for the education of deaf-mutes, I must not
omit to notice the " National Deaf-Mute College at Wasliington" — as far as I know,
the only College proper of the kind in the world. Such an institution deserves more
than a passing notice. The following statement • '' its origin and <lesign is abridged from
the last report, just published at the time of my isit in the autumn of 18G6, when the
exercises I witnessed, chiefly on blackboard in both language and science, illustrated
all that is indicated in tlio prospectus of the course of studies.

" The Columi)ia Institution for the insti-uction of the Deaf and Dumb, located at
Washington, D. C., was incorporated in the year ISfj?, and has since that time been
sustained by Congress as the institution wlierc government lieneficiaries, viz. : — deaf-
mute children of Ihc district of Columbia, and of the army and navy, should receiveyre«
education. But the act of incorporation gives the Directors (the President of the United
States being Patron, and several members of Congress, with other gentlemen of distinc-
tion, being Directors), full di.scretion as to i\\i length of the course of study to be pur-
sued in the Institution, and permission to receive students from any of the States,
on terms to be agreed upon by the proper authorities.

" To give practical efficiency to these provisions, the managers of the Institution
decided to organize a Collegiate department, and Congress was therefore applied to for
an amendatory act, authorizing the Institution to confer Collegiate degrees. Such an
act was passed in April, 1864, and shortly afterward* <he Directors extended the range

mrt of the
ill procure
e account,
upon the
mty shall
or orders ;
)n applica-

iinarks at
member!

ns, 18 now
he highest
lere found
re are two
iater mag-
)ur to our
Christian
a kindred
t only thi»
on for the
eral large

Y view of

must not

I know,

irvea more

dged from
when the

illustrated

located at
;ime been
z. : — deaf-
3ceive_/re«
he United
of distinc-
-0 be pur-
lie States,

nstitution

ed to for

Such an

the range

of study so as to embrace a College course, and divided the Institution into two depart-
ments, giving to the advanced department the name of the National Beaf-Mute
College.

" The object of the Directors in establishing a school of this grade, unprecedented
in the history of deaf-mute instruction, was in part to prove what had been doubted by
some — that persons deprived of the senses of hearing and speech could, in spite of their
disability, engage successfully in advanced studies pursued in Colleges for the hearing.
The most important end in view, however, was to afford to a class of persons in the
community, already numerous, and increasing steadily with the population, an oppor-
tunity to secure the advantages of a rigid and thorough course of intellectual training in
the higher walks of literature and the liberal arts. The experience of nearly two years
in the progress of the College has fully satisfied those familiar with its working, that
their assumption as to the ability of deaf-mutes to master the arts and sciences, was well
founded."

In support of the neceseity of such an institution, the following facts and reasons
•re stated :

" The number of deaf mutes in the country, as stated in the last census reports,
was about 13,000. Of these upwards of two thousand were being taught in twenty-
two separate schools. Since 18G0, tlie published reports of the various institutions
ohow an increase in the attendance of about 400 pupils, and an addition . of two to the
number of institutions. 'J here is every reason to suppose that, with improved facilities,
which are being provided in many of the States, and a more general understanding in
the new States as to the possibility of educating the deaf and dumb, the numl)or under
instruction in 1870 will not fall far short of 3,000. That among so many intelligent
youth, enough would bo found, desirous and capable of pursuing an advanced course of
study, to warrant the establishment of a college, will not be doubted by any candid and
reflecting mind. That so lai'ge a class in the community, and one labouring under pecu-
liar disabilities, should be forever denied the advantages of higher education, lavishly
accorded to the more favo\ired hearing and speaking youth of our country, will scarcely
be urged save by narrow and selfish minds."

" Turning then to the consideration of the practical advantages of oollogiate in-
•truction to those deaf-mutes capable of receiving it, a very iiaj)ortant field of labour
ininiediatoly presents itself, wliei'oin highly odiicated men are constantly needed, and
whore the deaf-mute, with corresponding menkd cultui-e, may prove in most respects
the erjual, and in some the superior, of his hearing and speaking colaborei's. Wo refer
to the j)rimary instruction of deaf and dumb.

" The difTicultios (uieountered in the instruccion of doaf-mut^is make it necessary to
employ one teacher fir each fifteen or twenty pupils. Throe thousand children in school
at (iiHi time would then demand the constant attention of from one hundred and tifiy to
two hundred instructors. To meet the vacancies naturally occurring in this number of
teachers by reason of resignation, removal or death, an accession of at least from iifteen
to twenty would be requir(;d annually, creating a demand iu the very institutions from
which they came for t\u' services of a largo proportion of yearly graduates of the college.
To perform the double office of opening to mutt^s higher possibilities, in the position of

teacher, and to furniali a reliable source whence the institutions niiy. secure talented
and well qu.alified inatnictors is one of the aims of the College ; one which would of it-
self warruiit all the contemplated expendituie of lalx»ur and money."

High (p'ali.fi,c,ation8 required of Teacfiera of Deaf- Mi den. — On this subject, tho report
above quoted holds the following impressive language, the result of long and practical
experience, and which applies to the teaching of others than deaf mutes :

" In r('.])ly to the possible question, whether a high degree of intellccturtl culture is
an essentiiil ([ualification of an instructor of the doaf and dumb, it miiy bo state 1, as the
result of an experience of fifty years in this country, that, while, in what may be
termed infant chispes, teacher.s of especial natural fitness may be satisfactorily employed
who have not received the benefits of a liberal education, in a myority of t'le classes
success can only Ik) obtained by instructors who have .secured the acquisition and mental
discipline iillbrded in a collegiate cour.se of training."

i' And it is equally true that the (itliciency and usefulness of to lohfi's, even of the
elemeuliivy "^usoi. w,)',i!(l hi" incrc^aied were thoir owii<rradc ofattainniiiats raise! above
its present s'.aiidard."

"N'* oi-rar eiu ba gr;^;iter and ni;ir;> liurtfiil, w'.ierover it ox<!reiiei any authority,
than th^ su ) ));',Sl) I t'lit. it. is a'l ((n/tm'c t ) i n )i-'; t'n «';■«; i"; of k i ):o'' I j-- t) the
deaf and (lU'd'), o; t'nb t'v'ir t^ai'irvs \vk'\ in ot^tr q'lalilio.xtion ii'iiM iv\ a: I'la'iitanco
with tho si;.:!! laugifigo, adilcl to t'loje wliich mii,'!it suTieo for a te.i 'hjr in a ])rimary
school for thr l\ciring and speaking.

The dliri'.!ullic5 enciiintero;! in opening the darl: and bewildinvHl niin:I of tho deaf-
mute to tho in'ricacie;-) of wi-itten language cannot bo adequa'ely duscri'ncd in v.-.)rds —
and all wlio fairly consi l(!r the subject, having had an insiglifc into tJK! melho bi nuces-
sarily employed, will, it is believed, bo r:udy t) adiiit thai t!iON/« r,v/vy//f,' ii!.-<'.fii,'.'i'»i, of
the deaf a)i'l (Jamb takes VDik, a i nic iii.'el!.::tu:il a-j/ileiijimn', witfi. lit ■ hiih''<tefailtiof
the hunuin wind.

A((mi/i'rir/'s' of CoVivj^ife E(h'i'a''ton to D/'af-Mntry^, as id'-U as fii others, an I I'o the
Public. — ' Tli(ujualifiea;iinis for teaching arn by no means the only practical atlvantago to
be secured ^i tlio deaf and dumb, as to the result of tho lijjr.il edac.i'.io.i of a porliou of
their number.

" To (1i'> graduates of tlie ( 'oHegi; arc opened many lioMs of eH'oi-t hilhc.i.i iiiuittain-
able to dcs-U'-nuiles iw a class.

'•T'lO diiibilily of dvifiievi in'(M';)')ses no obs'ai'!e to suceo-; i in literar'-.' and seit.'U-
tiiic pursnils Tie silent voic •, oi' t'lo editor and a.nt'ior may rea-!i a lar.'e- audience
and bo ra )re pitent for good tlian t'lo silvery t Migne of t!ie onto!'. Tiie ealm eye and
steady hri 1 of tin ai':r)n )ir>r an 1 e'lonisl: m iv gi':lier as nri!;'i t!ii is - ain iMo t ) hu-
manity is (!i" qnick ear of t'le d jcio-.' or the nmsician. Tii'; legal lire (if tlie closet is
often of m I' ' wdue in the cour'.-iMoni lii:.n the noisy iijijuvd of tlie udvocatt,'."

" Minds ;tve found in (Ik^ huge nnmb(^'' of this class bronght nndci- inst; iietion in the
country, eaj)a'.ile of tho highest development, and thirsling fur it, co!\seious of their own
needs."

" Pr ivision is to bo made for thes3, so that whatever may be their futiiro position
in life, (whether in the learned professions, or in mechanics, arts, or agriculnii-e,) they
may become better men, batter citizens — sxertinj* everywliere the influence of educated
and well balanced characters."

" ro'yteclinic, A^ricultursd and Maroantile Colleifs levpal a wint of educated
men in other than the so-called Innrned professions, and it is nob in the nature of things
that t'lis lack is less sensibly felt atnoii;; deaf-mates than witli those who hear and
speak. '

" The true source of power and jtric^ross in every community is ednnitecl men,
who, th ni^'h th 'y may not o?3upy t'le pnlpit or t'l"^ roUrum, shall preach through their
daily conversation to society, the Church, and the St.ite."

The (Uritrsc of Sfucfi/ m this reniarkible institution deserves special notice, as also
the eaveat of its Directors a<:;ainst a partial, or ontionil co irse of Collegiate studies.

" Mii'kcd out by the Faculty for tlio C )ll(!gc», the co irse of study corresponds in
general to what is known as the Academ'cvl Cvarsein the best American Collegts;
such inndifications, however, have been made as deemed advisable and necessary to
adapt it to the peculiar wants of the deaf and dumb.."

" In the Mucient languages, while spacial attention is paid to their cmstmotion and
analysis, and to the'r etymology in its bevring.s upon onr own tongue, and wliile a
tho re ugliness, extent, and va/iety in truislatiou is aimed at, whicli it is believed will
enable the student to render any classi'jal au'hor with rea:liues3 and ease, the amount
of Latin and Greek mnd. in College is considerably less than in the ordinary course.
More time is thus gained for French and Carman, which are made regular studies of
the College course, and for the critical stuly of th3 English langaa:e in the history of
its origin ami growth, its derivat'ons, analysis, and c")nstruct'or>, an I its matchless liter-
ature. To these branches, and the grind jihilological principles underlying all language,
a greater prominence than usual is accorded."

"A thorough course of instruc',ion in the Na^urll Sj'ences and in Mitl ematlcs is
given ; History, Metaphysics and Politic d Scien?o also receive a full share of attention.
Art studies are likewise pursiu'd, but those latter are at tlie o:)tion of tlu; student. The
aim of e\ery College should be to give its stu<lents, not npirtid education in a few
br inches only ; nor, on the other h;ind, to giv(ia .sunor.'lcial education, but to engage in
a thorouf/k CMurse, and carry it as far as the time of the stuilent's resilience will allow.
Such a proportion between tlui different branche-i of literature and science should be
maintained as to form a proper tt;/nn)i.t''ri/ and b iLince of character."

" in laying the foundation of a liberal edneition, it is uec(>ssavy that all the impor-
tant faiviUi'.'s be brou'tht inti efirciso. Wli?n cu'tain ment il end )winents receive a
mu :h higher culture than o'h'MM, th 're iia di^tor'/ion in tin in^ellentnd chii-acter.
The power-! of the mind are no"; d ivelopo 1 in tlioir fairest jjrojnirtions Iiy studying lan-
guages alone, or mathem itics alone, or m",taphysics alone, or natural or ])o!itical science
alone, but by a judicious c ombin itioii of these virions exercises, resul.ing in a vigorous
maturity of tlie mind in all iti pir's, an 1 (ittin; i'^ ti eigij'j, wi!;h success, in tliat field
of iui^lLe-bail liuar in licate.1 by its natural endow.usnts and tastes."

•11

Y^y..-

1 1

1; I

Degrees and Terms of Admisaion. — " The degree of Bachelor of Arts is conferred
on all students who Imve sustained examinations in the full College course of foiir
yeai-s, and who have paid all their dues to the College. Students not desiring to com-
plete the full Collegiate course, are permitted to pursue a selected course of study,
extending through at least two years, — the satisfuctory completion of which will entitle
them to receive the degree of Bacheloi' of Science."

" Camlidates for [Matriculatmi or] Admission to the Freshman class are examined
in Arithmetic, English Gi-ammar, History, Geography, Physiology, Algebra to Quad-
ratic Equations,''and the principles of Latin construction in their application to any
familiar Latin author, regard being had more to the acquaintance evinced with the
essential principles of Latin etymology and syntax than to the ainoimt of literatwe
read."

*' This standard of scholarship rcndei-s it necessary that a student, to be prepared
to enter the' College, should have passed through what is termed in institutions for the
deaf and dumb, the|High^Class."

" Testimonials of good| moral character are required of all applicants for admis-
sion."

" The chai'ge for board and tuition hi the College is one hundred and fifty dollars
for the ac.ulemic year."

•' Congress, however, makes provision for the free admission of residents of the
District of Columbia, who liave not the niciins of suppoi-ting thoniKelvcs, and for those
whose fathers are in the military or naval service of the United States."

The President of this College is Edward M. Gallaudet, Esq., A.M., son of the
Kev. Mr. Oallaudet, the first Principal of the Am(;rican Asylum at Hartford, and
founder of the American system of iustiiiction for deaf-mutes. Mr. Gallaudet and the
other Professors of the Wiishington National Ueaf-Mute College, with whom I con-
versed, im[)rosscd me a.s gentlemen of superior abilities and attainments, and truly
devoted to their laborious and j)hihinthroi)ic duties ; and wliiit I witntissed of the exer-
cises in the College strengthened my belief that the prescribed curriculum of instruction
is practically and thoroughly taught.

I have given this accoimt of the National Deaf-Muto College at Washington, not
because I am prepared to reconmaend any tiling of the kind in Canada, but to shew the
ex' ^nt to which deaf-mutes may be educated, and wliat is actually doing in this respect
''•■y our American neighliours, in addition to tlieir nol)lc State institutions for the in-
Bir tion of the deaf and dumb.

"V. PROVISION FOR THE SUPPOIIT OF IXSTITUTIONS FOR THE INSTRUCTION OF THE

UEAF AND DUMB.

There is nc, legislati\c provision for the instruction of the Deaf and Dumb in Great
Britain iind Ir(;Iand. Some are iissisted by the towns in wliich they are established,
but most of them are established l)y private individuals ; a few by benevolent Associa-
tions and individual legiicies. 1 know not the amount of their receipts and expondi-

Arts is conferred
Jge course of four
it desiring to corn-
course of study,
wliicli will entitle

ilass are examined
Algebra to Quad-
pplication to any
evinced with the
3unt of literature

at, to be i^repared
nstitutions for the

licants for admia-

l and fifty dollars

!" residents of the
es, and for those

-. »
3*

A.M., son of the
it Hartford, and
jallaudot and the
ith whom I con-
ments, and truly
■ssod of the exer-
um of instruction

Waslminjton, not

but to shew the

g in this respect

tion.s for the in-

CTION OF THE

Dumb in Great

arc established,
Dvolont As.socia-
ts and expendi-

tures, except those of the " London Asylum for the support and instruction of the Indi-
gent Deaf and Dumb Children." These amount to £15,000 sterling, or $75,000 per
annum."

The receipts and expenditures of these institutions in France and other countries
(except the three in Holland) are not given in any reports which I have obtained. Of
the three institutions of the Deaf and Dumb in Holland, that at Rotterdam is supported
entirely by voluntary contributions. It was established as late as 1853, in order to
introduce the German mode of instruction by articulate language into the Netherlands.
It is only a day school. The number of pupils is 40 ; the number of teachers, 4. No
trades are taught the boys. The girls are taught sewing two hours a-day. The insti-
tution at St. Michielsgestil was established by a Eoman Catholic Priest in 1828.* It
is under the direction of Roman Catholic Bishops, and is taught by the Brethren and
Sisters of Mercy. It contains about 100 pupils. Six hundred contributors in different
parts of the country pay five fiorins ($2.00) each per annum. The Province grants
1,000 florins ($400), and from the treasury of the Kingdom 2,000 florins ($800) per
annum are granted. The institution at Groningen was established in 1790 by a pastor
of the Walloon Church, named Henry David Guyot, who had made, in 1784, the
acquaintance of tlie Abbe de I'Epce at Paris. It contains 150 pupils, received at from
9 to 14 3'oars of age, and taught from eight to nine years, by eleven instructors. The '
institutution is supported by an association of 2,800 contributors, who pay $2.10 each
per annuin, and by annual grant from the Kingdom, Pi-ovince and City to the amount of
8,000 florins (§3,200) per annum, besides fees of board and tuition, and income from
certain investments.

But it is in the United States that the more systematic and liberal public provision
is made for the support of institutions for the Deaf and Dumb. The proceeds of landed
and other State endowments of the Ilarl/ord Asjlum are stated in the Report for 1866
as follows: •

"Invested in Bank Stocks in Connecticut, $94,100; invested in Bond and Mort-
gage of Real Estate, $59,000 ; in Railroad Bonds, $23,900 ; in United States Bonds,
$30,000 ; in Real Estate in Hartford, $82,523."

The Income of the institution for 1806 is stated as follows : —

♦'Balance on hand, $3,054 ; Income from the Fund the year past, $15,090 ; Rent.
on Dwellings, $475; Paying Pupils, $3,113 ; Receipts from six New England States
for support of Beneficiaries, $35,094 ; Receipts from the Fund Account, §24,300.
Total Receij)ts for the year, $81,720."

Tlio inconif of the Nfiin York Institution for the instruction of the Deaf and Dumb
for 1865, (not including any of the largo expenditures for the premises and buildings,
but only for the current expenses, was as follows : — From the State pupil.s' board and
tuition, ;j>4G,445 ; from the State, to pay interest on debt, -iil 2,005 ; from the State, to
meet the deficiency of the previous year, $15,000 ; from the State of New Jersey, for
board, tuition, and clothing of pupils from said State, !B3,125 ; from City of New York,
for board and clothing of County pupils, !?3,197 ; from City of New York, for cloth-
ing of State pupils from said City, $1,674; from the Treasurers of 43 Couutie*

!*^

I !

(given in detail), for the support of County, and clothing of State pupils, ^Pj'JSC;
from pupils clothed by friends, |l,12f) ; from paying pupils, for board and tuition,
$6,294; from Regents of the University, for distributive share of the Literature
Fund, $741; privat*^ donations, 8l3 ; from custom work in tlio shoe shop, $105;
from custom work in the tailors' shop, !i^71 ; from sales of pigs and pork, $135; from
sales of empty barrels, f 89. Total receipts for the current expenses of the year,
$99,302. Expenditures for the same year, $109,701.

The receipts for cun-ent expenses of the Ohio State Institution for the Deaf and
Dumb, for the year 1805, (before tlie completion of the new buildings,) are stated in
the Report of 18CG as follows :— From the State Treasury, ^26,867; from paying
pupils, for tuition and board, from other States, .$1,076 ; from shoe shop, .'f?127
hogs sold, U 49 ; apples, &c., sold, S1G9. Total receipts, $^28,988. Expenditures,
$28,764.

The receipts for the Illinois State Institution for 18(53 and 1864, for ordinary
expenses, according to the Biennial Rojiort for those years, were : From the State,
$56,000; from profits of shops and miscellaneous sources, .iil5,312. Tot.il receipts for
the two years, i-;71,312. Total expenditures, §80,514.

::i

111

VI. SUGGESTIONS RESPEnTING AN INSTITUTION FOR TIIK DEAF AND DUMB IN ONTARIO.

The facts of the foro;.!;oing pages, together witli the illustrations of tl.e n in the
Appendix, constitute a stronger i)lea than any argumentation and appeals of mine in
behalf of the necessity, the pxtriotism, the Christian Iminanity of institutions for the
education of the Deaf and Dumb. Tlip ofiicial instnictiiMis under which I acted in the
prosecution of my cruiuiries, assumed the exjxMliency aval avowed tlie intention of pro-
viding for Deaf-mute instruction. My enquiiies were intended merely to facilitate the
acconipHshment of that object. I hope T lin\'c coilcctcd and condenscjd sufficient inform-
ation to illustrat(! Uie natuiennd working of sucli institutions, and the examples of
Governments in thi'ir establishment and su]>jH)rt.

But an example has boon • iven in our own Province, full of signiticance and
instruction on this point. Tliat a single individual, I\Ir. ]McGann, has been able to
establish a school for the instruction of tla^ Di'af and ]3umb ; that ho has been able to
develop so much beii('Vf)!cnt coui)erati(ui in its l)ehalf', antl to induce a. ninnbia- of Muni-
cijial (Jouncils to pi-ovide for tiic support of p-apils rosident witliin tlioir respective
jurisdictions, and to collect between .^)0 and 100 jiupils in his school, and continue its
operations for several ycMirs ; is not only a remarkable instance of individual energy
and pei'.severance in a ^ood work, but cNipccs the widcly-fclt ncct-ssity of such an insti-
lution, and the cordiality of ^lunicijial (lo'lperation in enabling ptipils to sticure its
advantage-i ; while the very dfifectH and ini'lHi;!enoy of suoh a private school impress the
need of a public national institution to meet the wants of the country.

Tli(^ facts of this rcjjort have als.) anticipaliMl any suggcsstions I inig'it offer in
regard to the subj(!cts and methods of instiaietion in such an institution ; the ages at
which p\ipils should b(! admitted ; the jieriods of their continuance ; the accommodations
ai.f' aj)[i.ir.itus for their instruction.

It only romains for me to note and suggest two or three things for consideration
and decision.

1. It niuat be remembered that an institution for the insti-uction of the Deaf and
Dumb is not a day school, like the Normal School, and many Colleges, where pupils una
students board in licensed private houses, and are only instructed in prescribed coui-sea
or subjects of literature and science, but a boarding school, a home, where the pupils
live from (ivo to eight years ; where every needful provision nnist be made for their
residence, their domestic training, as well as for their purely educational instruction.

2. In the erection of an institution for the Deaf and Dumb, accommodations must
be provided not only for the residence of the pujiils isay at least lOOi, but also of the
Principal, the 8tewi.nl, the unmarried teachers, the servants, besides shops fv>; teaching
trades, grounds foi- gymnastic exercises, and for horticulture, or gardening.

.'3. The premises and buildings of such an estjiblishment can hai'dly be. provided
and furnished for less than ^HO.OOO (if for that) ; nearly one-fourth of which will be
re'iuired to provide a proper kitchen ;ind lieuting apparatus to the whole establishment.
1 think at 1 vist i^iiOjOOO per annum will be rv.':|uircd for its support, in addition to a
reason:ibl(! sum, say *1.')0 ))ci- annum, from the munic'paliti(!s, for each pupil educated
at the public ox))ense. In such case, the cost of providing and supporting the establish-
ment will be cuisiderably h'ss than that of any similar institution in the neighbouring
States, as may bo f-een by referring to the financial statistics on a irj:eding pai^e.

4. Tlio (>rection and furniishing of such an establishment is the ler.st dillicult part
of the work ref(uircd. The great dilTiculfcy lies in its projier oversight and manacTemont,
which, I tliiiik, cannot be otlserwise so eHioiently and (iconoiiiically acconipliKhed as by
the ('ouncil ;',!id D<'i>;irtriu>nt of Publi(; Instniction, (as in the case of the Normal School)
where the machinery of administration, with peilmps the exctp1i< n of a clcik, existp,
and wlicr>' an* the best expinience and facilities for pro\i(!ing i;ll the re.^uii-itrs of srch
an estaMislirncnt, as well as thi; pi'o]ier instructors, &c., foi its operafeions-. The task is
.serious and diiiicult, especially to the responsible Head of the Department, and without
the. possibility of a farthing's additional remuneration; but I see not hov/ it can be
otlierwise so clicctively and econoinical!y pcifoinied. If any better nic.ins of jnou.oting
thi-i groat and diiiicult work can be suggested, I shall feel e.vtremcly gi-atiiied and
relieved.

.'). Tliii K^lcction and appointment of a rrincijial of such an iiistitr.tit n is a matter
of essential i lip )i'tancf". If in ordinary cases, the master m!ik(>s the sclaiol, it is tiiie
in a still hig'icr sense that the Priuciind makes the institution for the Deaf and Dumb.
The stron;,' common sense and sound judgiucnt, the truly cliristian heart and highly
cultiv.'.ted intellect, the good addross and ready tact, the unwearied indr;stry ;aid ])atient
kiiulri' s-;, the sincere piety, and perennial li)\e of the. young and he!])!ess, tlu; physical
strengch and mental %igi)ur, re piii-ed in the Principal of such an institution, lenders
the selection as really dillicidt as it is suinvMuely im))ortant. When once apj.olntcd, I
):hink t'a-! Priucip il should have the selection, at least ap.proval of the selection, oi his
own assistant;. Now, there are three modci o^ien for the selecticm of a Princi-
pal. Tlio tir-t to import on) from h^uropo. 1 think this is out of the question,
from the dillerence of habits and usages, the uncertainty of succeS:S, the sidary

and expense necessary to secure a person of reputable standing and competence;
and also from tho fact, that the institutions of the Deaf and Dumb, both in
England and on tho Continent, are differently constituted, and far inferior to those
in America. The second mode 6f proceeding is, to select one of the earnest, and
tried, and clever men connected with the institutions of the Deaf and Dumb
in the United States. I think this is practicable, and that a good selection might thus
be made of a man who would labour with as much faithfulness and zeal in Canada as
in the United States. But I think a better and more congenial mode of proceeding
would bo that which was adopted in Hartford in 1810, when it was proposed to found
the first institution in America for the instruction of the Deaf and Dumb. Tho facts
of that proceeding have bet;n stated on pages 7 (k 8 of this Report. It was the selec-
tion of tho Reverend Mr. Gallaudct — a man possessing all the qualities and qualiHcations
above suggested— and sending him to Europ*; to loarn tho methods of teaching the Deaf
and Dumb. This he accomi)lislied in loss than a year, brought back with him from
France an able a.ssistant, and thus laid tho fouiulation of the most j)ractical, comprehen-
sive and comi)lote system of Deaf Mute instruction which the world had ever witnessed.
Such an example is, I think, suggestive in founding the first public institution for the
education of the Deaf aiul Dumb in Canada, Let some true-hearted Canadian, with
the requisite general qualities and attainments, be selected and sent for several months
to the institutions of the neighbouring States, where I know, he would be cordially
received, and assisted, and let him learn as far as practicable without longer ex])erience,
the sign language and modes of teaching the Deaf and Dunil), and of exercising diseijiline
and managing their institutions, and let him bo authorized to select and bring'back with
him one or two assistants, who, together with those already in the country, would enable
him to comnieiioe a system of instruction for the Deaf and Dumb suitable to the wants
and worthy of the character of our country.

C. I have only further to remark, that if in this brief document I have omitted to
give all needfid information on any matter of inquiry involved in this subject, I shall
be happ3', on being advisod, to su2)ply the deficiency. '"^

me
thH

VII. INSTITUTIONS FOU THE liMND.

Institutions for the Blind go hand in hand with institutions for the Deaf and
Dumb. I know of no country in which the one is established without tho other. Yet
the two kinds of institutions are essentially ditTcrent, and the two class(^s of unfortu-
nates are ne\er edui'atod together. The few attempts made to do so pro\ eti imsuccess-
ful, and w(T<; soon abandoiunl. The intellectual j)owers of botii are umnaimed, but
their physical infirmities and wants ixve wi(l(;ly different. Tlio Blind cannot ,sre the sign
language of the D{>af and Dumb, and tlie Deaf and Dtnub cannot hmi- tho articulate
language of the Blind, Tlie jiuf/erif of the Blind are their only ci/rs to learn the letters
and words whicli they art ieuhite ; the _^;i(7f;rs of the Deaf and Dund) are their only
tongues for the cxjiression of both letters and words. Tli(> Blind can hiarn nothing by
observation ; tlie Deaf and Dund) can loarn nothing except by observation. The Blind
see not tlie beauti(;s or workinansliip of the outward world, nor even the "human face
divine"; the Deaf and Dmub hear not its harmonies or sounds, not even a mother's
voice. The Blind walk and learn tlie world by feeling ; the Deaf and Dumb by seeing.
On this subject it has been justly remarked : —

" The possession of eyesight certainly pivea many important advantages to the deaf
man over the blind man. Placed on a desert island, the intelligent deaf man would
possess, except in those warnings that reach the ear, all the means of s\ipport or escape
that the man gifted with all his senses would possess. In such a situation, the blind
man could but linger a few days in helpless gropings. And in civilized life, the con-
trast at the first glance is so strong between the blind man, groi)ing with his staff, or
led by his dog, and the deaf man walking forth with cheerful aspect, the full master of
his movements, that we can hardly recognize the claims of the latter to aid, pity and
consideration in tho comparison. In the closet, among his books, in the workshop, in
the open fields, in a desert, everywhere in the presence of the great spectacle of nature
and art, in short, wherever the eye is the main minister of productive labor, of safety or
of enjoyment, the educated deaf man has inestimable advantages over the blind man.
But the former, among those who hear and speak, is liable to be cut off from far the
larger part of social communion, intellectual enjoyment, and even business intei-course.
The blind man labors with his hands at a sad disadvantage. If in the dark ho is some-
times a king, in the light he is to be pitied and spared. But in the social circle, in the
marts of trade, in the public hall, in the church — wherever speech of man flashes from
mind to mind — he is at home. And his intellect ripening in tho full sunshine, he often
reaches the highest walks of eloquence, of poetry, and of philosophy. By universal
consent, the blind Homer has sat for thousands of years in tliu highest seat of the tem-
ple of fame; and in later times few or none have climbed nearer his throne than the
blind Milton."

I will notice, as examples, one institution in England, one in France, and two in
America, and then subjoin some practical x-emarks and suggestions.

1. England.

Of the several schools for tlie Blind in Great Britain and Ireland, that which occu-
pies the first place in both impoi-tance and efficiency, is " The School for the Indigent
Blind in St. George's Fields, Southwark, London," instituted in 1 799, incorporated in
1826, supported by public subscription of a Society, of which Her Most Gracious
Majesty, the Queen, is patron, and His Grace the Archbisihop of Canterbury, Presi-
dent. The institution contains, on an iwvcrage, 160 blind pui)ll8, male and female, who
are received between the ages of 10 and 20 years (by election only), and are clothod and
maintained for about six years. During this time they are taught (by raised letters,)
to read the Bible, to write, and to cipher ; chosen books are read aloud to them ; they
receive regular religious instruction, and attend daily prayers, according to the Church
of England, as well as the usual services of the Church on Sundays. They are also
taught some industrial trade, such as mat-making of various kinds,*basket-work in great
varieties, knitting and netting, including anti-macassars, sofa-pillows, and bolsters, bags,
brejid and cheese cloths, bassenette triniinings, balls, cuffs, gauntlets, gloves, hose,
purses, table mats, watch pockets, .fee.; hair-work in bi-acelets, brooches, guards, rings,
&c. They thus learn to be able to earn something towards their own living on leaving
school.

Such pupils as have a talent for it are taught vocal and instrumental music, and
are trained as organists. Besides the vocalists, there is an instrumental band of 30.
There are monthly public concei-ts at the school, which excite much interest ; and the

muncal pn t of the chapel servicos is very Btriking, being conducted witli great nlciil

and IjfKut y.

Tliifi institution roceivfs no aid from rarli.'uuent, but its receipts from Hubscriiv
tionn, h'givnos, iuvcstmentfl, »Vc., amount to £10,(505, or !?r)3, 025 per unnum. All tlia
arrangomcntB of tlio differout olaHsoM and brunches of the institution appear convenient
and c)mpl"ti% aiul it has licoii and it an instrument of inunenso good to tlio most help-
lodH HH well us most needy ciii^s of tiio population.

2. France.

j\m'>w>^ tlio institutions of ilie Ulind on the continent and in France, the Imperial
Institution ^\.tV•,\\•\i^ ( Instilidinu Imjirviale ila* Jcuifs Aveiigks, Paris, lioidevdnl ilea
Invalidcx, A'o. 7)0,) is the most mugniticcnt in structure and appendages, if not the first
in atteuuance and iu the standard and coiiiprohensivcness of its sources of instruction,
on tlio conliiu'nt, It is an estahlLsluncnt of the Htati wliiire clnldren of Ijoth sexes,
anil of all ranlcs, dcjtrivod of siglit, receive an intellectual, musical, and industrial edu-
cation, it is administered under the authority of the Minister of the Interior, by a
Director, InHpector-Gcnend of the first class of benevolent eslal)lishment-i, assisted by a
consultiilivo coniniissi(.n.

Int'llet'tnal instruction is primary and superior, /'riiiia)-)/ instruction includes
reading (with raised letters), writing in raised point.s, arithmetic, French, grammar,
frtho^raphy, and the elements of the naturi'.l scionces. Sit/)i;rior instruction (intended
for tiie cliiidren of the we:ilthier cla.sses), in addition, comprehends literature, mathe-
matics, geu^vapliy, general history, history of France, and common law. Mimical
instruction embraces the scales, harmony, coni])usitinn, the organ, and the practice of
one or niorc iiuitruments. ludiintridl instruction includvts, foi- hoyn, tuning of j)iano8,
turning, net-work, buslcet-malcing, l)rush makiiig, bottoming chairs, and all work wl.ich
the blind cau be tanglit to do ; for the <jlds, spinning, vai'ious kinds of knitting and
netting, straw, and \iU-iou.'i fancy work.

A Clhaphiiu gives religious instnu;tion :r.id |)repar;\-! the tiuLiren for tlieir first
communion. IMcusuros are adojitcd in conce;'t witli tiic jiarents, V'lative to the religious
instritci/ion of I'liiUlron not Calholic.

Tho girls arc under tlu^ special care of female teachers and atti'nd'iuta, v. ho watch
oxo\- tlu'iu with maternal solicitude. The best medical pi'actitioners are appointiid to
the instituti )n, and *\\v infiriuarie.j are nndej- die charge of nuns.

E\i'ry three niiinths a lettc.' report is w^nt to the faniilie:; of the jjupiis, giving a
detaile.l account of their health, conduct and [)rogrcss.

Tiie periolof Lime allow-d to j upils to complete their educ.itinii is eight yeara.
Tl'.e a; e inr tlieir I'.'.uiission is IVoni n.iu! to tlii'ici n years.

The exj:en.-;e of board and tn'tion ttc, is, 1,00 » f^uKs, or $210 per annum, which
is pr vi'ed lb" by tl c Mini^ (irof tlic Interior for ) oor cliiidren ; and for children of pa-
rents of slender re sources, li di'-bours s, (bnr.saries), or (pr.irter-bourses, are provided to de-
fray onc-".al', or on'j-cjuartj." of the e.\| cnsca of their children, according to circum:;taucua.

Deparlmcntul Coimciln and Municipal Adminifitmtora rIro provide the wholo or part
of the support of chiklrtn whom pareutH are iu hiimblo circunihtuiiceH and resident
within thoir rc^spectivo juriKdiction.s.

All iipi)lioations for ndmiH.sion and for nssisrtanot) are to le addressed to tho ISIiiiistor
of Iho Jntorior, or to tho I'refoctH and Municipiil Administrators of charity, A [)roli-
minary deposit of 320 fiiin<!H ($0 \ ) is rerpiirDd to defray tho expenses of tho trousseau
with which each piipil must ho piovidcd on cntormg tho establishment.

More attention is jjaid to music and fancy work (sotno of which is very beautiful)
than in the London School for the Bli.id. Music coiistitute:< an imp )rtant part of the
oducation of tho Dlind, in both the French and (iermun schools, 'llio sweetest instru-
mental music of tho Blind, to which I over listened, was in .ti _ _ . School for the .
Blind at Munich, in Bavaria. There aro many Blind or^jaui.sts in the churches of the
towns and villap;cs in both Fninct! and Oermany. In the order of rrovidenco, a talent
for music, and often of a high order, is, pcrhaj)s, more general in proportion to numbers
among the Blind than among any other class of youth.

3. United Slates.

The Institutions for the Blind in the neighbouring States, like Ihoso for tho Deaf
and Dumb, are, in my opinion, superior to similar institutions of Europe. They aro, at
least, for a state of society more like that in Canada, and therefore better adajjted to
our wants and pursuits.

The New York Itustilntion for the Blind has been in o[t\.ilion for more than
thirty years. Its situation, jiremises and buildings, in the City are convenient and
magniticent. Its invested funds from individual Donations and Legacies, amount
to fifteen hundred thousand dollars. The Sttvte appr..|irlation for lr>C5, amoinited
to *r)l),ir)y--vl5. ()()() was to make up deficiency of 1803, and ^22,rjy to make
up the delicieucy of 1SG4. The State of New Jersey appropriated foi kho same
year, LSO"), for the support of puj)ils from that State -j 1,704; and the Counties of the
State of Mew York, for tlu; clothing of State pujiils, the .same year, expondcd i 4,479.
The proceeds of the sah.M of luanufactuies of the Institution, amounted to ;. 4,1)79. Tho
receipts of the institution from all koiwvcs, in li-'Ju, auiountod to '^.81,740,r)2.

The L'.^gi.slature of i\w State of New York, at its session in 18G5, on account of
tho higlicr prices of provisions, itc, than formerly, and to prevent future deficiencies,
increased the allowance of State Pupils (of whom there were 109) fi-om $200 to f:300
ea<'h, e\chisive of clotliing, which is provided by the several counties from which tho
pupils aie sent.

Tho Institution has tiireo DejKirtments of instruction— Literary, Blusical and
Mechanical, — and its aNowcd pnrjio.so i.i to intitruct each pupil in any or all of these, as
the circumstances and ability of the pupil may seeai to dotermino.

The pupils arc received at twelve years of age, and the p rl. d of instruction is seven
years. Tlio course of study in tho lAlcranj Dcparivient eiiil.iu;;.! the subjects of a
thorough higii Engli-.h eduu-ation. Eaci ye^r i-i_ divided into twj terms, and is thus
designated :~Fir3t year,' Primary; second ycir, Interaiudia.o; third year tub-junior;

fourth year, Junior; fifth year, Sub-Senior; sixth year, Senior, first year; seventh year,
Senior, Rpcoud year ; — besides the ordinary subjects taught in the Common Schools ; the
last two years of the course embrace Physiology, and Hygiene, Algebi-a, Geometry,
Natural Philosophy, Chemistry, Geology, Mental and Moral Philosopliy, Logic, and the
Science of Government.

In the Mxisical Department, insu uction is given on the Piano, on the Organ, in
Vocalization and Chorus singing.

In the Mechanical Department — mat, broom, and mattress making are taught.
The object of this Department is staled to be, to enable male pupils who cannot make
music or literal y pursuits available in a business wa}', to earn a living by following these
branches of industry. The female pupils ar taught knitting, sewing, and bead- work.
The number of pupils in the school was 1S4; of whom 60 were males, and 64 females.

No mention is made in the report of religious exercises or definite religious instruc-
tion, which justly occupy so prnr.anent a place in all institutions of the same kind in
Europe. All that is said on tlus subject, is contained in the following remarks of the
Superintendent, who, after referring t--* the genei:il good conduct of the pupilb and their
desire to excel, concludes his report as follows : —

" It has been my effort to impress upon them how important it is to them to improve
the opportunities afforded by this wise benefaction and its i)atrons, that now is their
opportunity to avail themselves of them in their youthful days, when the character for
time and for eternity is being formed ; that they should practise patience and obedience,
eschew evil associations, and cultivate a love for work, for learning, and for the christian
vii'tues; that they should be ever conscious that (/U the proper use of their time now,
depends their success and their liappiness in the future; that they should remember
that if he who has but one talent, buries it in a lioaj) of neglected and lost ojjportuni-
ties, he shall have no part nor lot in the rewards of the industrious and virtuous, and
even that which he hath shall be taken from him : that thev should feel that —

' Lilo is I'ciil, lift' is I'iuiiest,
.4nd the gravn is not its goal."

That now is their seed time, the time to plant and sow ; that if they .sow ^o the wind,
they shall reap the whirlwind ; but that if they plant and sow the good seed of morality
and piety, they will reap in life, in death, and in the herei.fter, an abundant harve.c of
immortal joys."

The Illinois State histitiition for the Education of the Blind is founded on a scale
at d conducted in a manner bettor adai)trii to the eircunist;mcos of Canada than that of
New York. It is called one of the pioneer instit\itions of the west. It was originally
csi^>)lished and supported one year by benevolent citizens of Jacksonville, when the
Legislature of Illinois, in 1849, jiassed an Act authorizing a special ;,ix of two-tenth
mills on the hundred dollars for tho purchase of ground, erection of buildings, and sup-
port of the school. The amount of this tax was more than was necessary to supjwrt the
institution ; the law was repealed, and an annual appropriation of twelve thou::;and dol-
lars was substituted. The Report states, that "this sum has ]>eeu sufficient to pro'.ide
every driirable .omfort "^nd instruction for all the young blind of the State."

The buildings are ]:)laiu, elegant, and very commodious. When I visited the Insti-
tution in the autumn of lif66, tlicre were about seventy pupils, nearly efjually divided
between male and female ; the neatness and order of the pupils and apartments
appeared all that could be desired, as also the furniture, apparatus, books in raised let-
ters for the use of the Blind, ard even a very considerable library of books, jninted in
raised characters. The music and chorus singins would have done credit to any insti-
tution, and the venerable Sui)erintendent and Matron- -Doctor Joshvi and Mrs.
Rhoads — seemed indeed the loved and revered parents of the whole sightless family.

TJiere are daily prayers and reading of t)ie Scriptures, and on the Sabbath the
pupils attend the place of worship, directed l)y their parents. But every pupil must
attend some place of worship. Nearly all the male j)upils can walk over the town, and
go to any shops in it, with no guide but their canes. Some of theni come from and
return to their homes by railroad without any attendant.

In a previo\is page (17) of this Report I gave an extract from the law passed by
the Legislature of Ohio in 18G6, i)roviding for the free --ducatiou of the Blind, as well
as of the Deaf and Dum'o. T also stated on authority (p. 19) that Illinois had made
the same humane and liberal provision for the education of its own deaf-mutes. It has
likewise provided in the same manner for the education of the Blind, The Report
says : —

*' The Legislature of Illinois has opened her benevolent institutions to all her citi-
zens who may be the children of sorrow, without respect to their worldly position. No
questions are asked for admission into this institution, except, " Is che applicant a resi-
dent of the State, blind, and of a suitable age, capacity and character to I'eceive instruc-
tion V These facts being ascei-tained, its doors open, and probably the child of misfor-
tune and want will be seated at the snme table, and partake of the same instruction, as
the child of tlie owner of thousands of acres of its fertile prairies, both equally providsd
foi by the lil)ei-ality of the Legislature,"

The following extracts from the Sui)erintendent's historical Report of the institution
are very suggestive, while they [jresent a practical view of the character and operations
of this excellent establishment : —

" My o.perience also freely warrants me in asserting that a child, remaining until
the ago ot twelve years in its " home, however homely," would arri'.e at maturity more
learned, more amiable, and more active, than if placed in an institution conducted in
the best nianner, and with the utmost attention to the details oi its management.
Nothing of equal value c.'> be substituted for the liomc life of a young child."

"Blhuhiesa is often a consequence of a \itiated state of health; sometimes the
result of fever, in others of a scrofulous condition of the system. The timidity or igno-
rance of parents prohibits the Blind from employing the only remedies for those conditions
of the general health, viz.; active exercise in the open air, and a checiful occupation of
the mind."

" The Blind often arrive at the institution dull, timid and inactive — health delicate
and organization feeljle. We subject tlieni to i)erlect regularity of duties, insist upon

free exei-ci.so irt tlio open air, pvoviilo a lilicral diet, of vliicli tliey freely partake. All
signs of indisposition (jnickly disappear, and vigorous health, if not renovated constitu-
tions, is eharacteristic of the inmates of the institution."

" To i)rodufe these results, many concurrent causes must conduce. The most
efficient, and without which no success will attend our efforts, is the aronshig into action
of all their faculties, hotli mental and jihysieal. Indeed, strange as it may si 'ni, the
secret of success in i)romoti.ig tla; health and hapiiiuess of the Blind is the same as was
said to he necessary to a perfect orator, viz.: Action, action, action."

" In accordance with the iil)ove princijile, we have estaltlishod as a fundamental
rule for the conduct of tlie pupils, that they must be in action all day. Their whole
time must be [lassed in studying, working or playing. No listlessness or idleness is
encouraged or ptM'iuitted, except in cases of sickness."

" The better to promote the health of the [uipils, care is taken in the arrangement
of the lessons to alternate them with relaxation. We are also careful to arrange the
liours of employment, so that, although the jtupils are occupied nine hours per day, no
two successive hours are devoted to one exercise.

"The instruction of the Wind is founded upon the employment of characters in
relief, by ^vhich letters, notes, etc., ordinarily printed for the eye, are rendered sensible
to the lingers. It is perfected liy oral instruction, which cannot be dispensed with. All
the branches of a Common Scliool etlucation are taught to the Blind in this institution,
and many of its pu)tils have attained to an ensiable degree of proticiency."

" All the pu[)!ls, who have been in tlie institution for some length of time, can
read with considerable fticility. Indeed, a Blind child will learn to I'ead as (puckly as
one who sees. But t'.e instances are rare in which the Blind will ever be able to read
.so fiist as the seeing, for the finger can feel only a single letter at once, while the eye
can see a whole word."

" All the female pupils attend singing lessons daily, and we provide musical instru-
ments for all the male ))upils."

"The dejiartment of nu'chanical arts of the instit>ition is viewed with much favor
by most practical visitors. Tliey consider the industry and skill of our pupils with
much interest ; and whilst some doubt the utility of music, and abstract .scitsnce, all
ajipreciate the importance of teaching those to labor who wish in future to earn a
.svibsistence."

"The male pupils are taught to make brushes, and brooms, and to weave carpet.
The female pupils do plain sewing, knit stockings, tidies, bed-spreads, etc., also make
-worsted work and fancy bead work."

VIII. COXCLUDING UEMAUKS AND SUGOESTIONS.

I have thus, with all possible brevity, presented example'^ of the teaching, charac-
ter and working of institutions for the education of the Blind, as we 1 as of the Deaf
and Dumb, and the modes of establishing and supporting them, without entering into

iiuy sj)ec\ilatiuiis us to tlu; causes of oue uialii<ly or ilio other, or theories in regiird to
their treatment.

2. One thing is elear — the claim of lioth cLissos to public considoi'ation in every
civilized coinnmnity ; and I am profoundly impressed with the patriotic and tindy
liberal spirit in wliicli that claim has been recognized by our American neighljonrs — au
example worthy of respect and iuiitation.

'.\. From the comparative hel[)lessness of the Blind, and the hind of apjiaratus,
instruments and books for their instruction in tlie oi'dinary elementary subjects, as well
as in music, the education of the Blbid is ])roportionably more expensi\e than tliat of
the Deiif anc Dumb, though suitable teachers for the Blind can \ie more ea>ily obtained,
and premises for their accommodation may be less extensive than for the Deaf and
D(Uid).

'Vheu procuring premise.-i and erecting buildings for the Lunatic Asyhim in
... V. ere contemplated, a small tax of a fraction of a, farthing in a pound was pro-
posed by the late Sir John Rolnuson, and saiictioned by the Legislature of Upper
Canada. That tax was never felt ; yet the proceeds provided a B\iildiug Fund, out of
which the Lunatic Asylum, Normal School, and other public buihiings, liave been
erected, leaving a large balance iniexpended. If a sinular course be adopted for a
liuuted jieriod, in [yroviding prenuses and buildings for institutions of the Deaf and
Dund) and Blind, no addition will be made to the iiublic debt, the ordinary public
revenue will not be touched, no ai)i)rociable addition will be made to the public taxes,
yet each citizen will have the pleasure of thinking that he is doing something specific in
what marks the liighest civilization and humanity of a people, and amjde provision will
be uiMh for the ecbication of the only two hitherto neglected and afflicted chisses of our
fellow countrymen. A special tax of live cents on a hundred doUars of the assessed
property of Oiitario for one year, would produce about *ir)0,()00, more than sufrlcient
to procure pro' ■:. ,',emi.ses, erect and furnish suitable Ituildings for institutions of both
tlie Deaf and . »'!• . ; ud Blind ; and a special tax of one cent })er annum on every hun-
dred dollars ol jse ]>rop(!rty woidd niore than provide for the support of two insti-
tutions of which tL) (11 V try might well b(^ proud, and which wo\dd confer unspeakable
blessings upon the two classes which have the strongest claim to our synii)athy.

"). [ need scarcely add, that I think the institution ft)r the ediication of the Blind
should be placed under the same oversight and res[ionsilnlity as that for the education
of the Deaf and Duudi.

All of which is respectfully submitted.

I have the honour to be.

Your Excellency's

Obedient, luunble servant,

£. RYEJISON.
Devart.men-t of Public Instruction,
Toronto, May, 18C8.

APPENDIX A,

REPORT ON THE ANNUAL EXAMINATION HELD IN JUNE, 1865, UNDER THE
DIRECTION OF A COMMITTEE OF THE BOARD OF THE NEW YORK
INSTITUTION, FOR THE INSTRUCTION OF THE DEAF AND DUMB.

The Committee appointed to conduct the annual examination, having performed the
.duty assigned to tliem, beg leave to present the following report :

The examination was made on Monday, Tuesday and Wednesday, the 26th, 27th and
28th of June. The Committee, having the valuable aid of the Rev. Howard Smith, of the
Church of the Intercession ; of Professor Louis H. Jenkins, an able and experienced instructor
of the Illinois Institution for the Deaf and Dumb, who embraced this as the best opportunity
to compare the processes employed, and the results obtained in the two Institutions ; and the
Rev. Dr. Barnard, President of Columbia College, whose very able and interesting report of his
examination of the High Class is annexed as a separate document.

The number of classes, or rather divisions of classes, exclusive of the High Class, was
sixteen, each having a separate room and receiving the whole attention of a teacher. The
average number of pupils in each class was nearly twenty-two ; there being in all the seven-
teen classes, including the High Class, 211 males and 161 females, a total of 372.

A programme, embracing the names of the pupils in each class, its standing, and a
detail of its studies for the year, was furnished to the committee and greatly facilitated the
labor of examination. The substance of these programmes is incorporated in this report,
under the head of each class. We were also furnished with a letter from the Principal, Dr.
Peet, presenting an able and lucid exposition of the theory and practice of instruction in the
Institution.

THE JUVENILE CLASS.

The Juvenile Class is the designation of those pupils, generally from six to ten or eleven
years, who have been within the last two years placed in the Institution, by the counties,
under chapter 328 of the laws of 1803. This class formed two divisions ; that designated as
Division B, embracing those little ones who entered during the academical year then jtist
closing, some of them within a few weeks, while Division A comprehended the small children
who entered during the preceding academical year, and thus had a general standing of two
years. In each division there were more than twenty pupils, and each was taught by a grad-
uate or actual pupil of the High Class.

These two divisions exemplified both the low intellectual level from which the teacher
of Deaf-mutes is obliged to start, and the rapid expansion of their ideas and awakening of
their faculties through the use of that language which Deaf-mutes learn spontaneously, by
mere communion with those who already use it, namely, the improved and developed lan-
guage of signs.

These little children, many of them under eight and even seven years, but a few months
before were barely able to make their physical wants known, by uncouth signs, and not
always able to do that clearly. Nearly all of them, (though a very few may have had a little
"training in letters at home), were, at their coming, entirely ignorant of the use of a pen, and
.could attach no more ideas to an English word than to a Hebrew one. Now, after a ftw

iiioutlia of instruction and of social Cdimmuiiiiu Avitli their follow iiupiln, tliuy liad guniirally
become keen looking, vivacious, ijuick in conipreliending signs ; able to relate, with graphic
details, in signs, each his own experience, and to enjoy, with keen zest, such rehitions by
others. Such at least is the tistiniony of their teachers, who could connuunicate to them
witli a rapidity and precision not to be surpassed, within the range of ideas to which the
class had attained, by the spoken connnunicatiuns which are held with children of the same
age who enjoy the facidty of hearing. The promptness and correctness with whicli some of
the younger division of this class, in ajipearance almost infantile, and only a few months
xinder instruction, answered by writing on their slates a number of simple fjuestions, wei'c
e.9pecially interesting.

Division A of this class having had nearly two years instruction, had made propor-
tionally, greater jirogress. They had gone through and reviewed one hundred and sixteen
lessons of Dr. Feet's Elementary Lessons, (the textbook for all the younger classes) beginning
with a vouabnlavy of names of very familiar objects, thence passing to simple (jualities, (as
red and whi.e, long and short, etc.) to numbers, to the distinction of singular and plural, and
to verbs of the most fre(pient use in the household or on the farm. Such as "stand,"
"walk," ' sit," "write," "read," "carry," "lift," "chase," "lead," etc. These verbs
are taught in little sentences of the simi)lest possible form, but always of strict granunatical
correctnes ;. The point in the road to learriing which these little (aies Itad reached, in less
thiiu two ••ears, may be shown by citing from the last lesson they had leiirned .such sentences
as :

"A girl carries water in a pail."
"A boy carries oranges in a Ijaskefc."

This division v.ere generally able to write original sentences, such as embrace only one
verb in the present tense. In numbers, their jirogress for such very young Deaf-mute chil-
dren, less than two j-ears in school, seems extraordinat; . They had learned to euTunerate,
in fii/ures and words, up to one nuUion, and had had some practice in simple addition. They
had .il- i.' )ne through the first four sectiuns of Dr. Peet's Scripture Lessons, inifolding to
thest little Deaf-nuites of six or eight years old, but lately as destitute of all such knowledge
as so many Cart're or Hottentot children, the first ideas of (Jbd, of the duties of man, and of
the naairo nnd innnortality of the soul.

Class Yll.

Passing on tct i}>o Seventh Class, which embraces those pupils in the first year of instruc-
tion who had entered at a more favorable age than that of the Juvenile Class, generally from
twelve to foiuteen years, and some still older, we found that class also in two divisions, each
containing more than twenty pupils, and each taujjht by a well educated Deaf-mute from the
High Class. Division A, of this Seventh Class, which endiraced those who having the best
start learned with most facility, pi-esents a good example of the attainments that can be nnide
by an ordinary class of Deaf-mutes during their first year of instruction. Besides learning
to write (piite raiiidly and neatly or. their large slates, and some with the pen, and to spell
■words nimbly with their fingers, they had in the eight or ten months during which they had
actually been in school, gone over and thoroughly reviewed one hundred and thirty-four
lessons of Dr. Peet's Elementary book. They had thus accjuired the meaning and use, in
simple sentences, of several hundred words. Their progress in language may be estimated
by citing a few sentences from their book of lessons, the two last ))eing from le.i.son 134,
the last thev had studied :

" A girl dancing."

"A boy skating."

"John wears a striped vest."

hilly

Ipliic
Ih hy
tlicm
|i tile
laiiie
liu of
Inths

"I so'3 a speckled hen,"
"Do you like tight cliitlies f
." I hate very tight shoes."
"A w-oinau takes wor>l and spins yarn."
" A girl takes yam and knits stockings."
"There are birds flying over tliat house."
" Little Jane is hiding behind that slate."
" My pencil is in your hand."
" Cats clind) trees and catch little birds."
" Ajjplea grow on trees."
" Some plants grow on rocks."
" An Indian kills a man with a knife."
"A man cuts grass with a scythe."

C has catched, ^
"That cat ^ is i)laving with !■ a mouse."

( and will kill )
" A crow eats corn."
"CroAvs eat com."
" I have eaten an apple."
" I will eat another apple."

These si)ecimen sentences, culled from the pages of the Elementary Lessons, may give
more clearly than any general terms of descriiition, an idea of the order of philosophical
progress in which these lessons are arranged. At first, only names of familiar objects; then
very simple descriptive phrases; then verbs nio,stly expressing 8ensi))le actions, and in the
present tense <mly, carefully making prominent that idea of assertion which is the essence of
the verb, by the choice of examples, and by contrasting affirmative and negative sentences
((. (J., John is jumping; Peter is (10/ jmiiping; bii-ds tly often; cats never fly.) Prepositions
are next brought in to increase the resources of the pupils's language. For instance :

"A horse jumps over a fence."
" Albert is sitting o/i a table."

Past and fiitiu-e tenses are introduced in a manner calculated to mutually illustrate each
other, as shown by the example already given relating to "the cat and the mouse." The
article the and the preterit form " I n'rutit a letter yesterday," are introduced somewhat later
than at the point which the class we are considering has reached, but a prmuising class is
almost certain to reach them early in its second year, and then, difficulties con((uered, the
pupils become able to read and write little narratives, such as those which we find in lesson
180 of the Elementary Book, example 0, "A cat saw a bird on a fence. She crawled under
the fence. She jumped and caught the bird." In short, the main idea of the Elementary
Lessons is that the deaf mute pupil, at the outset, as we have seen, utterly ignorant of
words, and nearly destitute even of the ideas usually represented by words, should be led by
a gradual and easy ascent up the nigged steep of written language, a steep bristling for liim
with difficulties unknown to his brethren who hear and are lightly borne along on the winged
words of speech, while our jioor deaf mute must painfully climb. And care is taken, iis far
as possible, so to arrange the difliculties of language that each difficulty overcome shall serve
as a stepping stone to the next.

It should be stated, and the fact is a suggestive one, that division A of the seventh class
(twelve years old and upwards), though of only one year's standing, had made considerable
more progress than division A of the j\ivenile class, the standing of which was two years —
the starting point in language at least being for each al)out the same. Division B of the
seventh class was of course somewhat behind both ; indeed, it cnibraced some unpromising

cases, but yet deserved commendation for diligence, both in teacher and pupils. Among the
admissions of each year will be found some who can never be expected to make more than a
rery moderate progress in written language, yet who will derive precious advantages from
their residence in the Institution from the general knowledge and the religious instruction
vrliich they will acquire through their own language ot signs.

Division A of this (seventh) class had already been practised in the use of grammatical
symbols, which we found employed more or less in all the classes. They are painted on
charts hung on the walls, presenting all the essential forms of sentences, and are frequently
used in exercises on the slates . The placing of these symbols over the several words of a
sentence is equivalent to parsing it, but is a much more expeditious and far less clumsy process.
Their use in presenting formulas for sentences may be likened to the symbols and letters in
algebra, by which general formulas are presented, showing the relations of quantities witho\it
indicating particular numbers. The object of the symbols, in short, is to show the gramma-
tical relations of words to each other (e. g. which word is the subject, which the attribute,
which the object, etc.,) and they are held by the teachers, and especially by the vice-principal,
to be singularly useful in training the deaf and dumb to think clearly in woi'ds, and to preserve
them from tlie habit of writing words, as many deaf mutes do, with such want of proper order
as to present an unintelligible jargon. In many cases it is only necessary to place these sym-
bols over the words to make the pupil perceive that his sentence is faulty in construction.

Class VI.

Tlie sixth class, that having a regular standing of two years, was in three sections, each
taught by a deaf mute. Two of these, Messrs. Gamago and Conklin, .are well-known to the
board as able and experienced teachers, of more than twenty years standing. The third was
a young lady belonging to the High Class.

Some sentences and answers to cjuestions, written by the pupils of this last section, in
the presence of tlie examiners, and c(jpied from their slates, give a favoral)le specimen of the
attainments of deaf unites after two years of instruction. Words were giA'en for the pupils to
embody in sentences of their own composition. On the word ' ' has," one wrote, "A sweet
girl has money in her pocket," on " made of," " Bricks are made of fine clay, ' " Bread is
made of flour," '* Man is made of dust."

In reply to the written (luestion, " What becomes of the bodies of animals f one pupil
wrote, " They decay and become dust."

One of the pupils gi-atified the examiners by repeating in graceful and graphic signs, the
story of Adam and Eve ; and another repeated in the the same langiiage the Lord's Prayer.

Divisions A and B of this class had gone entirely through the Elementary Lessons, a
volume of three hundred pages, divided into more than two hundred lessons. They had thus
in two years' time, actjuired about a thousand of the most familiar and useful radical words in
our language, wi+h tlieir principal inflections, and nearly all the forms of speech which are not
complicated with the degrees of comparison, with the relative pronouns, with the subjunctive
of verbs, with those conjunctions that mark subordination between the clauses of a sentence,
and with abstract nouns. Difficulties of language like these, as also idiomatic phra.ses, are
reserved for later lessons.

The writing of the pupils in these sections was remarkably neat. In arithmetic their
progress had been slow, but sure. They had had daily practice in addition and subtraction,
and one section in multiplication.

ig the

than a

from

kiction

Class V.

The fifth class, or that of three years' standing, formed but one section, also taught by a
deaf mute, Mr. W. H. Weeks. Tliis section, after finishing and reviewin;^ the Elementary
Lessons, had taken np the third part of Dr. Pest's Course of Instniction, tl\e first chapter of
which is particularly attractive to deaf mutes, rehearsing, with pictorial illustrations, the
home history of man, from the cradle to the grave, and introducing many familiar household
words and phrases. This section had also studied the second chapter, which illustrates the
comparison of adjectives, "John is much stronger than Peter," " Sampson was the strongest
of men."

In the Scripture lessons, suitable portions (jf which all the younger classes are required
to commit to memory on Sundays, this class had gone as far as the history of Ruth. As a
test of their knowledge of this subject, they correctly answered arpiestion concerning Joshua.

They had been continually exdrcised in composition ; their errors, whether of thought,
choice of words, or grammatical construction, being carefully pointed out and set in a clear
light to their intelligence by the signs of their teacher, a remark which is applicable to all the
classes. And the teacher, it may be added, in other classes as well as in this, makes it an
important point to keep his pupil well informed on the news of the day, as set forth in the
daily papers.

In arithmetic this class had been diligently and faithfully instnicted, and had mastered
all the fundamental rules except division. The following question was asked, and correctly
answered, though not by the most expeditious process :

" If I should buy 764 yards of cloth at $1.25 per yard, and sell the whole lot at 91.45,
what would be my gain I Ans. $152,80.

In working out this question, the pupil, instead of multiplying the 704 yards by the 20
cents gain on each yard, first ascertained the whole amount paid and then the whole amount
received, and then substracted the one sum from the other.

Class IV. '

This class, of which the standing is four years, formed three sections ; one composed
entirely of boys, taught by one of the professors ; one entirely of girls, and the third both of
boys and girls. The last two sections were taught by deaf mute (or ratlier semi-nmte) ladies
of remarkable intelligence.

The programmes of these [sections agreed in the main, but with considerable dift'erences
of detail . Each section had studied a history of animals, occupying about seventy pages of
Dr. Peet's second part, and a series of selections from the New Testament, embracing the
more prominent scenes in the life of Christ. It is to be understood, once for all, that in all
the classes, when lessons of any kind embodied in language are given, before they are com-
mitted to memory, everj' word and phnise are carefully explained by signs. The pupils are
also often made to translate written lang\iage into signs themselves, as the best, in their case
almost the only test of comprehension.

Each section of this class had studied the ortlines of geography, and had been carefully
practised in the fundamental rules of arithmetic. These pupils acqtiitted thfmselves very
creditably in their examination, making a favorable impression by the promptness and
general correctness of their replies. The whole of section B wrote out the Lord's Prayer on
their large slates, beautifully and with fluent ease.

As a test of their ability to express, in lang\iage of their own, ideas communicated to them

4-2

in iiiitunil .signs only, not in .signs niiKlc in tlienrcUr nf tiie wni'ds, ii ln-ief narriitive wiis given
tliom l>y Fi'of. Jenkins, and writtiii nut by eacli in a coiTuct and pleasing manner. The fol-
lowing wa.s coiiied from tlie .slate of one of the yoinig ladie.s as a specimen :

" Prof. L. H. Jeiikina Avas born in New York eity, and ho moved to Ohio, and soon again

he moved to Wi.scon.sin, and the last time he moved to Uiinnis and lived there nine years,

and he tanght tlie deaf nind^ impils foi' fourteen years. Fonrteen years ago ho saw Dudley

Poet, Edmund JJ. Poet and Mr. 1. L. Poet's other brother, and Dr. Poet's wife, but now ho

finds that they are not hei'e and he is very sony, but he hopes that ho will meet them in

heaven wiien he dies."

Cla.ss Til.

Til is elass had a general standing of five years. It formed a single section, taught by
Mr. D. 11. Tillingha.st, a di.stingui.shed graduate of the High Class. Their programme of
studies embraced jiart of Mituliell'.-' I'riniary (leograjihy, viz. : the general pvinciides and tho
geography of our ovai country ; Cioodrich's History of the United States, down to and inclu-
ding the war of 1812 ; a largo part of the C'lnspel according to St. Matthew ; and constant
practice in the foiu' fundamental rules of Arithmetic, with some exercises in fractions. On
these sul.'jects tho class sustained a very creditable examination. The following, written on
his slate by one of the lads, and copied word for word, is a sjiecimen both of the general accu-
racy of their knowledge and of tho ease and granunaticul correctness with which they have
learned to wiite :

" Maine lies between New Hampshire and New Brnnswick. It is one of tho most north-
eastern parts of the I'nited States. Tho winters are long and cold. There are extensive
forests and numerous sa\^■-mills. It has many indentures or bays, which make excellent
harbors. There are many extensive and valuable fisheries. The capital is Augusta, on the
Kennebec river. It is a line city. Portland has a tine harbor. Bath and Bangor are im-
portant towns."

In reply to the ((uestion, for what was Thomas JefFerson most distinguished ! one of the
lads readily wrote : " F(u writing the Declaration of Independence."

In illustration of certain form.s oi Granunar, one pupil wrote : "Grant took General Leo
prisoner ; and another, " C(jngress appointed firant Lieutenant-General."

In Arithmetic, tliis cxamide in fractions was given : "A hogshead of brown sugar costs
one hundred and twelve dollars ; how nnich did three-sevenths of it cost/" Tho majority
worked out the answer (juickly and well.

The 8crii)ture parable of the sower was given by one of the lads in graphic signs, and the
scriptural meaning of the parable well brought out. Several of tho i)upils also wrote it on
their slates.

Class II.

This class was in two divisions, one composed entirely of boys, taught by Prof. Fay ;
the other entirely of girls, taught by the most experienced of the lady teachers, Miss Meigs.
The general standing of this class is six years. As might be expected, their progranune <jf
studies embraced a wider range and more elevated subjects than those of the younger classes.
The section of Miss Meigs had attended chiefly to Gecjgraphy, while that (jf Mr. Fay had
gone through the History of the United States. Both sections had made such progress in
" Barber's Elements of General History" as to have traced the progress of civilization and of
empire, through the earliest ages, and to Iiave become familiar with the mythology, the fab-
ulous heroes, and the great liistorical names of ancient Greece. Both had been diligently
practised in the fundamental rules of Arithmetic, according to the system of the late lamented

[?J

lis Kivoii

iriiu f..i-

yoiirH,
ll^iulloy

JlH'W ho

Ithc'iii in

ri'dfcssor Fdwiird Pudt. I'xitli liad lu'oii tnviiuil to the correct ii.se of Homo of the more diffi-
cult forum oi (JriimiiiJir, Huch n.s the rehlti^•e, the ciiso iihHohite, iiiul tliir intiiiilivo inood.
Tioth liiid received a HericH of K'ssons in Scriiit\iro History, Mr. Fjiy's chiss following the Old
Tostiinient Hitttory, iiad Miss Meigs' ehiss that of the "four fiosi)eIs. Hoth, finally, had been
frei{nently ]iractised in writing narratives, letttrs and other coiiii)ositionH, and had hoen kei)t
informed as to the current events of the day. On all these subjects the two sections iias.sed
through the examination in a numner to show that the teachers had been skilful and diligent
in teaching, and had known how to excite and to gratify the tliirst for knowledge in their
jiujiils.

As siiociniens of the degree of intellectual development which these impils of six years
had reached, and of their connnand of written laiigmic;e, one or two compositiuns, written in
the presence of the examiners, liy pujiils of each section, are annexed.

One of the examiners communicated to Mr. Fay a little nari'ativc, by way of testing the
ability of the class to wi'ite on a subjecL entirely new, where there could be no previous st)i<ly
or prei)aration. I\Ir. Fay having communicated the narrative to the class by signs, it was
written out by the boys on their slates. The following was one of these translations from
pantomine into words, thu.s written, with no previous preparation :

" Two years agoal'uion ofhcer cajitund two rebel prisoners before the battle of Oettya-
burgh. One of the prisoners, wlio was conveyed to Baltimore was a lawyer. He was thrown
into pris(ui. Tiie other prisoner, who was carried to New York city, was a mechanic. While
this olticer was very sick the prisoner nursed him. He showed gi'oat gratitude to the ofHcer
who [hadj felt pity for him."*

The following topics were given to the girls of Miss Meigs' class, to be combined in a
.connected comjiosition : (iovernnient and laws of Egypt; mummies; religion of the Egyptians.

The following is a specimen of their success in performing this exercise :

" The Egyptian government was a hereditary monarchy. Tlie King hail the chief regu-
lation of all nuitters relating to the worship of gods, and priests were considered as his depu-
ties, and tilled all the ottices of state. In order to prevent the evils of borrowing, the bor-
rower had to pledge the eud)almed body of his father. It was regarded as infamous and
impious not to redeem it, and if he died without having done this duty he lost all the funeral
honors . As soon as they died their conduct was examined, even the kings were not excepted.
If they had been virtuous their bodies were embalmed and enclosed in tombs, with various
marks of honor ; but if they had been vicious, or died in debt, their bodies were left un-
buried, and they were suppcjsed t(j be deprived of future happiness."

Another of the compositions of Jliss Meigs' class' on the tlieme, What was the religion of
the Greeks I was as follows :

They had numerous gods and demi-gods. Some of them were Jupiter, Apf)llo, Mercury,
Bacchus, Mars, V^ilcan, Minerva, Venus, Ceres, Diana, Juyo and Vesta. Jupiter was the
father of gods and men. Apollo was the god of poetry and music. Mercury was the mes-
senger of the gods. Bacchus was the god of wine. Mars was the god of war. Vulcan
worked in the metals, and forged thunderbolts for Jupiter. Minerva was the goddess of
wisdom. Venus was the goddess of love and lieauty. Ceres was the goddess of grain.
Diana was the goddess of the chase. Vesta was the gijddesa of flame."

• Hi'causf 111' was brought to Ni'W York aiul left at lilnTty, whili; the other was sent to prison at
Haltiuiurc.

Clahs I.

This cImi was uf the general standing of seven years. It is proper to say here that the
fltanding of a claas was that of the majority ; for in the Institution, as in all other schools,
«oine learn faster than others, and while those who outstrip their class are advanced, those
who fall behind are necessarily put back, that tliey may not hinder the i)rogress of the rest.
This class is, next to the High Class, tiiB '>u)st advanced ; and as most of them, having com-
pleted their allotted term of instruction, were about to return to their friends, a greater
interest was felt in their examination. Except a very few, who might be selected for the
High Class, all that the lustituticm could do for them had been done.*

It was to be seen how far, in the world of speaking and hearing men, into which they
would speedily be absorbed, they would be able, by means of written langiiage, to enjoy
social intercourse, transact their own affairs underatandingly, enjoy the respect of the com-
munity for their intelligence and con-ect sentiments, and, certainly not among the least ad-
viintages in the lot of the deaf, possess in their own well-fumished minds and in their ability
to read, precious resources for self enjoyment in seasons of loneliness, and the ability to
search for themselves those Scriptures that open to them the promise of a world where the
deaf shall hear and the dumb shall sing.

This class, like most of the others, was in two divisions, under the charge of two of the
most experienced professors. Mr. Morris had taught division B, and Mr. Wilkinson (recently
called to the head of a kindred institution in California) had conducted the studies of section
A. The section under Mr. Morris passed a creditable examinaticm in "Barber's Elements
of General History," in geography, in arithmetic, and in the History of Christ and his Apos-
tles, The examiners were much pleased with their prompt and correct answers to the ques-
titins asked in history and geography. In Arithmetic all did well. A few seemed (piite pro-
ficient. It was evident that they would be able to keep their own accounts, and to calculate
costs and profits.

More time and labor was given to tlie examination of the section under Mr, Wilkinson,
which embraced the more gifted and more diligent of the pupils of the seventh year.

This class had thoroughly studied "Barber's Elements of General History," from the
earliest times down to the French and Belgian revolutions of 1830 ; they had studied both
the theoreticnl and tlie descriptive part of astronomy, making them familiar with the varieties
and causes oi celestial phenomena, from changes oi the moon to comets and eclipses ; they
had been taught in grammar, the analysis, the synthesis and the composition of sentences
(for which they nuist find the ideas and words from their mental stores) from given formulas,
expressed in grammatical symbols, like those arranged in the charts of essential sentences
hanging on the wall, but ^'*'^' variatitms, to make familiar the inversions of our language.
They had been well practised in arithmetic, both mental and written, had advanced as far as
the multiplication and division of vulgar and decimal fractions ; and had been taught to
make out bills and to calculate interest, both simple and compound. On the Bible they had
used tlie Union (piestion book, making the life of Christ their particular study. To all these
studies were added weekly exei'cises in composition, sometimes writing letters, sometimes
nan-atives or descriptions. They had been kept infonned, by signs, of the stirring events of
the year, and practised in writing out, in their own language, the stories of battles, sieges,
Ac, thus communicated.

Attention was also given, in this as in the other classes, to secure neatness of penman-

ship. 1
ship,
were t
ness ai

* Siiico tlii.s examination was made, the Superintendent of rul)lic Instruction has decided tliiit the
provisions of the new scliool law, applicable to the deaf and dumb, authorize him to give this class the
benefit of anotlier year of instmetiou.

that the
r ichuoli,
ed, thoaa
the rest.
ring com-
a greater
oil for tlie

iiich they

to enjoy

the com-

uaflt ad-

eir ability

ability to

vhere the

vo of the

(recently

'of section

Elements

his A])os-

tlie ques-

<iuite pro-

) calcnlata

i^ilkinson,

from the
lied both
i varieties
les ; tliey
sentences
Fonniilas,
sentences
ang\iage.
as far as
aught to
they had
all these
tnietimes
jvents of
s, sieges,

penman-

tliut the
class the

slii]!. Mr. WilkinHini, a.t well an thu other iimtniutora, iisud the Hpoiicuiiau wysteni of punman-
ship. It in woi'tiiy i)f remark that in many of thu clasHt'S beautiful Hpccimens of penmanship
were exhibited, and that the duaf nuiteH, as a general rule, write with remarkable neat-
ness and ipiickneBH.

In order to give a correct idea of the attainments of this remarkable class, some of the
compositions written by the pupils on the spur of the moment, on their largo slates, are here
given, wurd fur word. In this, as in thu other classes, it may be proper to observe that the
mode of examination was for the examiner, having tlie programme of the studies in his
liands, to select, at his own discretion, any one or more of the subjects embraced in the
studies of the class ; and immediately the whole class timied to their slates, and wrote out
ui langiuigo of their own (aided sometimes, no doubt, in the choice of phrases by the memory)
what they could recollect, or seemed most interesting on that subject.

Freilerick tite Oretit,

" Frederick the Great, when ho ascended the throne, had the best army in Europe, and
was ambitious of military glory and contpiests. This conciuuror was apt to have a strict dis-
cipline, especially when in the battle-lield or camp. Ho conquered Silesia, and published a
declaration of war against Maria Theresa, who was aided by the French and Russians. This
contest was carried on for seven years, and more than half a niillion of men perished. Fred-
erick, r-^twithstandiny the great superiority of "numbers against him, maintained 1 is ground,
and a 'jd the name of the greatest commander of the age. At the end, the »(,iite of par-

ties r d the samo aa at the commencement. Frederick was a military hero, and aimed

at the prospect of being a philosopher. Ho was the autlior of a numljer oi books, in prose
and verso. Atheists were his companions, particularly the French philosopher, Voltaire.

"A story is told in relation to his strict discipline. Once he was going to make an im-
portant movement. On the night preceding, he told his men to put out their lights punctu-
ally at nine o'clock. So strict was his discipline that ho announced death as the penalty of
disobedience. In the evening he walked out to see if his orders had been promptly obeyed.
Lf)oking around he saw a light, apparently proceeding from a tent. Upon entering the tent

he found Colonel , writing a letter. The Colonel, upon his ajiproach, fell on his knees

and begged pardon. I have, said he, been writing a letter to my wife, and have kept the
light over the appointed hour to finish it. Well, said Frederick, sit down and add the post-
scrijjt, ' before you receive this letter I shall be a dead man.' The Colonel did accordingly,
but the next nu»rning ho was taken out and executed."

The Sun.

" The sun is far gi-eatcr than the earth, and astronomers have said that the stin is a solid
body like the eai-th, biit is suiTounded by luminous air, which is several thousand miles above
the surface of the sun. The .Bun nuiintains all the planets around him by strong attraction,
and dispenses upon them all the genial intluenees of heat and light. Some astronomers on
viewing the sun with a telescope, discerned on his disc dark sjHits of various sizes and forms.
A dark spot is seen surrounded by a black border, and sometimes the same border encloses
a number of dark spots. The spots seen, revolve round each other. The largest spot seen
is three times larger than the whole surface of the earth, and the smallest spot is four hun-
dred and fifty miles in length and breadth, or as large iis the State of New York."

In judging the composition of deaf mutes it should be. remembered that our language of
words can never become their veniaciilar. They can oidy study it as we ilo a foreign language,
or rather a dead language ; or more to the point still, a language of arbitrary characters, like
the Chinese. These disadvantages considered, the compositions presented in this rei)ort will
appear still more creditable.

Many (luestioiis in avitlinietic, of considerable tlitticulty, were put to Mr. Wilkinson's
class, ' n:l were answered with a readiness and celerity which, considering the tiiuo devoted
to this branch of education, aryued the highest mental training on the part of the pupils. A
fe'.v instances are cited below iii proof of the correctness of these remarks.

In Sletital Arithmetic the following example was given :

"A ship has 70 miles the start of a steamer, but the steamer goes 15 miles to 10 of the
ship. How marij- miles must the steamer go to overtake the sliip > Answer. — Two hundred
and twenty-eight.

The following example was readily solved : ,

"A man being asked the price of his liorse, aniiwored that his horse and saddle t..gether
were worth >)ne hundred dollars, but the horse was worth nine times as much as tl'o .saddle,
what was each w< irth .'

The following (piestion in intereoc was developed with rapidity and accuracy :

Reijuired the interest of .^253.25 for one year, seven nxniths and tioven days, at seven
per cent.

THE IIICiH CLASS.

The examination I 'f this mo.st interesting class was made by President T)arnard, of Colum-
bia College. His report is as follov.s. We invite to its consideiation the utmost scrutiny,
convinced that the more closely it is examined, and the results given are jiondered, the
greater will be the interest felt by all who desire the improvement of this mifortunate class
of our fellow beings, and the more I'eadily will the State give of its resources a due share to
the Institution :

Til tliv Firtiithiit aitd Dtncturs of ihc Ntw yorl; IiiKtiti(t'uin for the Iitdrvction of the Dwf and
Ihimh:

The undersigned, examiner, by invitation of the conuiiittee, of the High Class of the
Institution for the year ending with the month of June, 18(15, begs leave respectfully to
submit the following re]iort:

The .selection of the undersigned for the duty assigned to him was jirobably determined
by the fact that some years of his earlier life had been devoted to this branch of education,
and had been .spent intliis Institution. This fact also greatly contributed to the pleasure with
which the invitation was accejited, and to the gratification derived from witnessing the per-
formances of the class. The examination, in fact, aflbrded a means not merely of testing the
attainments of the individual pupils presented, but of comparing the results of the teaching
of the Institution at the present day with those fif thirty years ago, and affording an opinion
as to whether i>.nd how far they show evidence of progress or decline.

The subjects embraced in the entire course of study pursued by the class are nuithema-
tics, including arithmetic, algebra, geometry and the nature and use of logarithms, grammar,
rhetoric and logic, vegetable and animal physiology, natural philosophy and chemistry ; and
finally, mental and moral science and the Bible. As the course extends over three years, the
studies of a single year embrace but a part of the foregoing ; yet there are a few of the niend)er8
of the present class who, being about to graduate, had attended to them all. The subjects
to which the examination was chiefly confined were arithmetic, algebra, inorganic chemistry,
mental philosophy, logic, moral philosophy and the Bible.

Commencing the examination with arithmetic, some feAV examples were given by way of
testing the power of mental computation, which was fomul to be as ready as coii}cl be desired.
The subject of fractions Avaa then taken Tip, as involving most of the difficnlties encountered
in pnre arithmetic. It was the object kept in view l)y the examin.. in this exercise to as-
certain to what extent the soluti(jns furnished by the pnpils were wrought out by the appli-
cation of the rational principles on wliich they depend, and how far by servile adherence to
arbitrary rule. In regard to this point the result was very gratifying, the same examples
being performed dill'erently by dillerent individuals, by means of operations equivalent in
effect but dissimilar in their nature. Thus, in dividing a fraction by a .vhole number, one
would divide the numerator, if po.ssible, and another multiply the denominator; in dividing
a fraction by a fraction, one would reduce dividend find divisor to a common
denominator, and then make a iiew fraction of the two numerators; and another would, as
usual, at once invert the divisor and multiply. The princii)Ies thiis illustrated in particular
examples were also enunciated in generjil terms. Thus to the cpiestiou, how wtmld you
multiply a fraction by a whole nmuber ? the answer as given by some, presented the alterna-
tive, either multiply the numerator of the fraction by the whole number, or divide the
denominator by the whole nuiulier.

Examples in the computation of interest at six per cent, were very rapidly performed for
any time expressed in days, or in years, months and ilays, according to a formula devised by
Prof. I. L. Peet, the instructor of the class; and simibir results were obtained for other rates
by first solving the (juestions at six per cent, and then increasing <ir diminishing the value
found, in proportion to the excess or deilciency of the proposed rate, as compared Avith six
per cent.

The claas also wrote upon their slates, from the dictation (jf their instnictor, numbers of
immense magnitude suggested by the examiner, the dictation being made by a method of
manual numeration original with the instnictoi-, and capable of conveying numbers extending
to twenty, thirty or more places of ligures, with all the rapidity and precision of speech.

In what has already l)een said of these arithmetical performances, it is to be understood
that the statements are true of the majority of the class, and not in every instance of all of
them. Some would occasionally look puzzled, or frankly say, I can't do that ; but the in-
stances of entire failure were not frequent. These remarks must be understood to apply in
like manner to all the examinations following.

Algebra was the subject taken \ip next in order. The first exercises proposed were ele-
mentary, such as .the i-educticm of algebraic expressions to their simplest equivalents the
multiplication and division of simple and conqiound quantities, S:c. Problems were then
proposed involving equations of the Hrst degree, containing two or more unknown quantities.
These were stated with readhiess and solved by various modes of elimination, fis rapidly as
they usually are by good scliolars among those who hear. Most of the problems and exercises
of the text bcjok, which had been used in the instruction of the class, bemg numerical, the
examiner wrote upon the slate two ecjuations entirely literal, embracing two unknown quan-
tities, and re(iuired the reduction of these. This was effected at once by dillerent members
ui the class by different modes of elimination, in a manner entirely satisfactory.

Only one member of this class had attended to ecpiations above the first degi-ee. Some
examples in <[uadratic8 were given to this one and readily resolved, the equivalent answers
being correctly interpreted. The same pupil, a young man of an uncommonly clear head,
performed some examples of involution and evolution by logarithms, being the only member
of the class who had attended to that subject.

Chemistry was tlien taken up. In this examination, as in the examination in Algebra

and in all of those succeeding, a difierent question was assigned at the same time to each
member of the class, a method quite practicable when the questions, as in this case, have been
prepared in writing beforehand, and the answers are necessarily written also. Quito a large
range of topics could thus be covered in a brief time. The questions related to the nature
and properties of the elementary and compound substances found in the inorganic world and
the modes of separating and preparing them. The reactions which occur in various chemical
processes wore represented by means of the symbols which constitute the algebra of cheniistiy
and the etiuivalcncy of value between the original and ultimate formulse pointed out.

The class were found to be quite familiar with the equivalent numbers representing the
elements, and by means of these they promptly solved quest* ons relating to the actual weight
of any given element present in a doterminate amount of any compound. Thus, to the
question, how much potassium is contained in a pound of saltpetre ? the answer was returned
promptly by nearly every member of the class, 2,703 grains. The method pursued was to
write the symbol of the compound, find its total numerical value by replacing the letters by
their equivalent numbers, and to make of this the denominator of a fraction — the numerical
equivalent of the element whose quantity is required being made the numerator. This frac-
tion being then multiplied by the weiglit of the given compound, expressed in grains or any
other convenient denominati»n, furnished the answer. Questions of this kind were solved
BO readily that it seemed uiniecessary to multiply them.

• Thus far the examination, though interesting to the examiner, failed to excite his highest
jnterest. His own experience in deaf mute instruction had taught him that the exact sciences
as arithmetic, algebra and geometry, or those which deal with matter, as physics and chemis-
try, present no peculiar difficulties for them. The sense of hearing is not a ciiannel in the
least necessary for conveying ideas upon those subjects, unless we except from them experi.
mental acoustics. It is otherwise, however, with the mental and moral sciences, and those
which are allied to them, iis rhetoric, logic and theijretic graunuar. In regard to these, the
habits of mind conseciuent iipou the possession of language as an instrument of thought from
the earliest period of life, afford t<,) the hearing a great advantage ; and their familiarity with
many abstiMct ideas, thougli they may not liavo made tlioui sulijects of direct contemplation
or of sustained thought, is an advantage of scarcely less impoi'tance. Evidence of excellence
in those studios will, therefore, bo a better proof of success in the instruction of the deaf and
dumb, and of the pi'oliable ability or fidelity of their teachers, or of the methods employed
in their instruction, than would be afforded 1)y any proficiency in the sciences of .natter or
of measurable quantity. It is, therefore, a result highly gratifying to the examiner that he
• is able to express himself satisfied, to the extent of his anticipation, with the performances of
the class in mental and moral philosophy, logic and granunar.

Perhaps the character of the examination may best bo illustrated by presenting some
examples of the questions asked and the answers given. Thus, to the enquiry, " What do
you understand by the association of ideas ?" one very intelligent young lady replied ■ " The
association -of ideas is that by which a long train of thoughts is inti-oduccd into the -.iiind by
the observation of a single object f)r circumstance. The most extensive principles of associa-
tion are i-esomblanco or analogy, contiguity or nearness of time or place, and the relation of
cause and effect. A view of the place where we have spent many happy years brings to the
remembrance a gi'eat mnnber of associated thoughts. When we see a wounded 8f)ldier, wo
are nniinded of the cause that made him so, and our tho)ight8 naturally nni back to the past
great war, and the way in which it began."

The (jueHtion, " Wliy do people so greatly differ in respect to the power of memory ?"
elicited, among others, tlie following answers :

1. " It is because some are more particular than others in their observation of tho ob-
jects which arrest their attention."

2. " Because their attention to objects differs. Were it not for attention, memory could
not exist ; and those who command their attention more perfectly than others have the best
memory."

To the enquiry, "What do you mean by attention ?" it was replied by one :

" Attention is the immediate direction of th j mind to a subject we have occasion to con-
sider. It is not at U times equally confined to our command : and in children it is wholly
involuntary. The pe wer of memory may be promoted by increased effort ^f attention. It
guides the mind easily up the ascending steps to success in the knowledge of every subject."

Another said :

" Attention expresses the immediate direction of the mind to any subject. The distinct-
ness of our notions, the correctness of our judgments, and the improvement of all our intel-
lectual powers, depend chiefly on the habitual exercise of this act of the mind. Its surpris-
ing intluenco in improving the perceptive powers is manifest in case of persons who have been
led by their peculiar calling.s, or by necessity, to place iincomuion reliance on a particular
sense."

Another interesting examj>le may be pi'esented in some of the replies to the ques-
tion, " What are the uses of analysis as a mental power l" One of these was the following :

" To distinguish successively the pai'ts of any compound object, so as 'to have a clear
idea of Avhat the object is; and if we have acquired a habit of analyzing, our discerning facul-
ties will be improved and strengthened. Analysis also enables us to investigate causes by
their effects, and discover the means ft)r an end which we have in view. By this instrument
chemists and botanists are enabled to retrace the pi'ooessos of nature, and to leam the com-
position of natural substances."

Another was to this effect :

" Analysis enables us to investigate causes or effects. ' .Iso employ ii ,:. : I'vfui'uiing i\
thing which is otherwise too difficult, so that wo can get clearer ideas of it. .Sir Isaiic New-
ton and other pliih)sophers acquired the solid knowledge of natural philosophy by means "f
analysis. It is far from doubtful that it cidtivates our niinda."

And another :

"Analysis is employed as a mental power in distinguishing the different parta belonging
to an object. By this we find the same quality in difierent objects which may fall under mir
observation. It affords to cheniists and botanists an opportunity of ascertaining qualities in
difierent vegetable and mineral substances. It also supplies us suitable instruments to attain
what we have vLshed. It applies to objects of sense and t<i objects of tliouglit; to invisible
as well as to visible things."

A fourth was as follows :

"Analysis deserves a place annjug the (jperations by which the elements of knowledge are
ac(iuired. Withcmt this our perceptive powers would give us only confused and indistinct
notions of the difierent objects about us. To analyze is nothing more than to distinguish
successively the several parts of any compound subject. Analysis is employed in interpreting
symbolical langxiage and ambiguous sentences. It is by this instrument that naturalists are
able to trace the jjrocesses of nature and find out the (qualities of substances in the mineral
and vegetable kingdoms."

In these replies the simihirities are no less deserving of attention than the differences.
Thoy indicate a recollection of the illustrations which have been emi^loyed in the process of
instruction, and which have necessarily been the same for all ; but the diversity of fonn in
which these illustrations are reproduced shows that they have not been servilely repeated.
One other example only will be given under this head. The following are definitions of
"comparison :"

1. " Comparison is the act of considering two or more objects with reference to each
other. It is one of the most essential faculties nf our nature, for without it we could never
recognise the objects we have before seen ()r known. It isby comparing the sounds wliich they
utter with those made by others, that young children learn to pronounce the woi'ds of their
native tongue. This faculty is improved in a great degi-ee by the study of other languages;
for translations from one language into another require a constant and careful comparison of
the corresponding words in each-"

2. '• When the mind contemplates two objects with respect to each other, the act is de-
nominated comparison. By it we gain a knowledge of the qualities of things which are found
to exist in nature. Without it we could not have an accurate idea of the objects presented
to our view. Children practise this act, without being conscious of it, in their earliest efforts
at speech. It is by constantly comparing the sounds which they utter, that they leam their
mother tongue.''

Lugic was the subject taken up next in order. In this the performances were peculiarly
interesting, evincing clearly the great value of this study as a menial di.sciplino for the deaf and
dumb. The undersigned is compelled to regret that the pressing nature of his duties, and the
necesity of presenting this report within a limited time, oblige him to bring the present and
tlie remaining topics within a much narrower space than he could have desired. As before, it
is thought most satisfactory to illustrate by example.

The following explanation was given of the nature of a syllogism :

" All reasonii-g priiceeds by ciiniparisou, and two comparisons are necessary to make a
conclusion. The subject and predicate to be proved must be separately compared with some
thii'd term or common measure, and from tlieso comi)arisons we infer their agi'oement or dis-
agreenu'Ut. Thi;> process, Avlien expressed in word.s, contains three distinct propositions, and
has beeii termed sijUuijisin."

Numerous examples of syllogism were given, of whicli however only smcIi are herewith
l)resented as were founded on suggestions throuu out Ijy the t-xaminer, and which could not
therefore have been previously before the minds of the i)Upils. Thus it was ob.sorvnl that
the Htiiily of natural tilings 1ms, in rightly disposed minds, a religious influence, and is there-
fore a profitable study ; and it was re(iuired to present this argument, which is, in fact, an
enthymeuie, in syllogistic form. The following appeared with slight verbal variati<jn3 upc)ii
nearly every slato : .

" \Vhate\or turns men's thoughts towards God is profitable.

" The study of luiture turns our thoughts to G(jd. •

"Therefore the study of nature is profitable."

The following was then written by the examiner, as an instance of concealed enthyuieme ;
and it was required first to develop the enthyuieme, and secondly, to present the completo
syllogistic argument:

"The vastness of the ocean makes it difficult of conception."

Inces.
pas of
rin ill
lated.
Ins of

each
luever
li they
tlieir
aages;
son of

This occasioned some pause, but on asking successively in signs the questions, "What
i#it which is said to be difficult of conception V and, " What reason is implied in the pro-
position for the difficulty 1" the enthymeme was produced :

" The ocean is difficult of conception because it is vast."

And then the syllogism :

" Everything which is vast is difficult of conception.

" But the ocean is vast.

" Therefore the ocean is difficult of conception."

The common adage, " Honesty is the best policy," was then proposed as the conclusion

of a syllogism. This led to the question, why honesty should be advantageous. Several

reasons were suggested, and on each was founded an independent syilogism. It was then

-demanded that the entire argument should be embraced in one comprehensive syllogism.

The following is an example of the results :

"Whatever is attended with fewest risks, is in conformity with God's law, is approved
by the best men, is most certain to secure success, and is accompanied by one's own self-
approbation, is the best policy.

The undersigned hazards little in saying that few classes of equal number of hearing
pupils with which he has been acquainted have given evidence of a more profitable use of
their opportunities, or shown more intelligence or readiness in their responses, than was shown
by these piipils in their examination upon logic.

The examination in moral science which followed was deeply interesting ; but the length
to which this report has already extended, and the limited time of the reporter, render it
necessary to pass it over with but a brief notice. The notions of the pupils in regard to the
duty and usefulness of prayer, the reciprocal dtities which men owe to each other in society,
the right of personal liberty, the right of property and the laws growing oxit of it, together
with the moral principles applicable to all business transactions between man and man,
appeared to be very clear and satisfactory. The following definition was given of prayer :

" Prayer is the direct intercourse of the spirit with our unseen and spiritual Creator.
Those who worship Him must worship Him in truth and in spirit. Those who pray to God
every morning and evening undoubtedly receive great blessings from our heavenly Father,
and from the prayer they will do better, or their characters will become good. Without
prayer they would perish ."

The queslon having been asked, "What prayer has God promised to answer?" the fol-
lowing was written as one of the replies :

"When we pray with a consciousness of our obligation to Him, sincere gratitude for all
the favors received from Him, confidence in His veracity, a fixed determination to keep Hia
commandments, a consciousness of our sinfulness, and a soiil at peace with all mankind ; God
has promised to answer such prayer as this."

The examiner inquired of one of the young men why animals should be required to rest
on the Sabbath day, siiice animals have no religious notions ? The following was the answer
given :

"Animals should rest on the Sabbath day because God made it a day of rest to all crea-
tures. If we make animals to work on the Sabbath day as hard as they do on other days it

wears them out ; while those which enjoy one day in seven as a period of rest will accompl jph
twice as much labor."

The following is one of the answers made to the inquiry "What is submission to the
will of God ?

" Submission to the will of God is doing exactly as God commands, and dt)ing it in a
right spirit and with love to him."

Altogether, this examination left a most pleasing and satisfactory impression upon the
mind.

An examination upon the Gospel of St. John showed that every member of the class had
committed to memoiy a great portion of that book. A trial of their knowledge in this res-
pect was made, by assigning to each, at random, a different passage, of about ten verses,
giving the first and last verses of each passage as a guide. The whole were simultaneously
reproduced in Avriting, without the slightest hesitation.

The final exercise consisted in the .inalysis of language, and the reduction, by means of
a system of visible symbols, designed to represent the parts of speech under their various
modifications and infioction?, of every sentence, even the most complicated, to the forni of a
simple ]>roposition, embracing only subject, predicate and cojjula. This exercise, which was
particularly interesting to the examiner, inasmuch as these graphic contrivances for visibly
illustrating the moclianism of language, had occupied much of his own attentiim while en-
gaged in tliis same ediicatiimal field ; but it cannot bo exemi)lificd in this report for want of
tlie necessary characters. Besides the analysis by symbols of sentences proposed to them,
tlie puj»ils also very reiidily constructed original sentences, accoi'diug to grammatical models
symboliciLily rcjjresented ; these models representing, bo it understood, only the grannuatical
rolatii ins of words, clauses and jilirases in the required sentence, and leaving the subject to
l>e selected at pleasure.

As a concluding exercise, though ime which was rather of the nature of an examination
of himself tliiiu of tlio class, the '.uulersigned attenqited to dictate by signs, ccrhatiin, a form
of words entirely unfauiiliar to the class, for the purpose of testing l)y trial how far the sign
languagC'of the schools had clianged Avithin the past thirty years, and how far, also, he might
have forgotten the sigr, language of his own time. Tlu^ sentence was tliis :

" Xtxm w.i.s tli:it nniii, aihl HiIm' us \ :iin,
Who siiil. wiic 1"' iml.'iinc'il In run
His full 1 ai eel- III' life .'i;:;!!!!.
He WdiiM.loall tliatlicliad iluii.'."

The livst line was (.augl> .'ithout difliculty. Tlie second ocoasiomrd a little hesitation
upon the suVtjunctive and the past i)artieiple "ordained"; but these were i)i'ecisely where the
examiner felt himself uncertain. The remainder of the stanza presented no difHculty, though
between the vr<iiil "cai'eer" :ind the nearly e(juivalent "r;vce," it was necessary to give a cati-
tionary hint. Tlij sentence having been satisfactorily written, the exanuner asked, as a con.
eluding questicm, what reason could be given to justify the inqiutation of vanity to the hypo,
tlietici'.l individual spoken of. Of the answers presented, the following, by an interesting
young lady, with a countenance brightly heaming with intelligence, is given from recollection
as a specimen :

" Because he thought himself perfect ; but nobody in this world is perfect, and whoever
thinks himself so is vain."

After the detail into which this report has gone, it will not be necessary to add many
words of connnent. Tlie examples which have been given of the perfonnances of the pupils

will apeak of their attainments for themselves. It will suffice that the undersigned should
express his opinion, as he is very free to do, that this excellent Institution occupies to-day a
higher ground, in point of educational efficiency, than it has ever done before, and is not in
any respect surpassed by any in the world.

F. A. P. BARNARD.

Columbia Colleoe, June 27, 1865.

APPENDIX B.

REPORT OF THE PRINCIPAL OF THE NEW YORK INSTITUTION FOR THE
INSTRUCTION OF THE DEAF AND DUMB ON TRADES. .

many
pupils

To William Niblo, Joseph W. Patterso.v, Avery T. Buowx, Esq'ra,

Committee on Projicrty and the Mechanic Arts :

Gentltuien, — In compliance with the recjiiest of your Committee, embraced in the
extracts from your minutes, in the words following, viz.: "The Committee reipiested Dr.
Peet Id rupoi-t to tliem what trades are carried on in the Institution ; in what manner and at
what hours they are carried on, what materials are used, and any other information pertinent
to the subject, and to add any suggestions he may wish to make," I have the honor to submit
the folkiwing

REPORT.

I. TRADES TArOHT.

The trades taught in the Institution are cabinet-making, shoe-making, tailoring ;md gar-
dening. There has also been a small beginning made in printing. In cabinet-making about
thirty boys are now employed ; in slnje-making about fifty ; in tailoring not (^uite thirty boys
and about twelve girls ; in printing five or six boys. The garden furnishes occasional
employment for a number of boys for whom there is no room in the shops. The girls are
employed in plain sewing, i. e. , the making and mending of their own dresses, and in light
household work, as sweeping beds, and setting and clearing the tables.

II. MANNER OF TEACHING TRADES.

For each mechanical branch there is a foreman or superintendent, who is a man of skill
and exj)erience in his trade, and able to communicate with his deaf-nnite apprentices by
signs and the manual alphabet. The duty of the foreumn is to give his whole time and atten-
tion to tlie instnictiou of his apprentices during the appointed hours. By preparing the
work in the hours in which the pupils are in school, he is enabled to give his whole time
during shop hours to their direct mechanical instruction, and thus one foreman is enabled to
oversee a much larger number of aitprentices than he could attend to if they were required
to labour for a longer time each day.

III. HOURH FOR LKARNINO TRADES.

The shop hours are, before school, from 7.30 to 8.45 A.M., and after school from 4 to «
P.M., except on Saturday afternoons and on the few days, as Thanksgiving, Christmas and
New Year, observed as holidays.

IV. MATERIAL.

The materials used are such as are adapted to the kind of work chiefly done.

The Cabinet Shop is almost wholly occupied with the making and repairing of the plain
furniture of the lustitution, especially of the desks, stools, benches and tables for the school-
rooms and sitting-rooms, and the occasional repairs of buildings and fences. For these
objects, of course, the materials purchased should be and are of a substantial and durable,
but not costly description, as pine, black walnut and white wood. Very little mahogany or
veneering is required. The necessary hardware, as nails, hinges, screws, locks and keys, is
of a plain but substantial kind.

The work done in the Shoe Shop is chiefly to supply our three hundred pupils with shoes,
snd keep them in repair. These shoes are properly made, substantial rather than elegant,
admitting of healthful out-door exercise. Bootees, combining economy, comfort and conve-
nience, are generally worn. The materials used consist chiefly of kip-skin, split-leather, calf-
skin, morocco, and good sole leather. Care is taken to have the shoe thread and other find-
ings of good quality.

The Tailors' Shop, like the other two, is chiefly employed in supplying our own wants.
Most of the clothing of the boys, besides what they bring with them from home, is here
made; and the mending alone, for nearly two hundred young men and boys, furnishes
employment for quite a large number of apprentices. The cloths used are chiefly low-priced
but substantial, such as will wear well, keep the wearer comfortable and look neat. The
trimmings (lining, thread, buttons, &c.) are also plain, but of a durable kind. That both in
the matter of shoes and of other clothing it is highly necessary to study the greatest economy
consistent with comfort and neatness, is manifest when we compare with the present high
prices of leather and dry goods, the annual stipend of tAventy dollars which we receive for
clothing each pupil whose clothing bills are paid, as most are, by the counties.

In the Gardeners' Department the materials are, of course, the manure made on the
premises, to which some additions are made by purchase. Fifteen or twenty acres are under
c\iltivation, and two horsea, five or six cows, and a numbv^r of hogs are usually kept. Tools
and seeds add to the expenses of this department, the return from which is a supply of fruit
and vegetables for the table of the Institution and for the live stock kept. Horticulture is
so nearly skin to agriculture, and so many of our pupils come from farms and return to
farms, that it is a matter of regret that more extended practice in this art cannot be afibrded.

v. OTHER INFORMATION AND SCOOESTIONS — DESCRIPTION OF THE SHOPS.

The Cabinet Shop is a rough wooden stnicture, some rods northerly from the main
buildings, made out of a temporary shed used by the workmen when the Institution was
built. It is too small to accommodate all the boys who desire to work at that healthful and
attractive trade, and is neither comfortable nor convenient, but has at least the advantage
over the other shops of sufficient light and ventilation.

The Shoe Shop occupies two rooms in the basement story of the school-house, on the east
side and north end. The ceilings are too low ; the rooms are not well ventilated ; one is
lighted on two sides only, the other only on one side. Such as they ate, these rooms are not
large enough to accommodate nearly all who wish to learn the trade, or might be advan-
tageously employed at it.

. 55

The rooms appropriated to the Tailors' Siiop correspond in all resi)ects to those iait
described as occupied by the shoe shop, being on the opposite side of the same basement.

Piinting. — The little printing done is done in one of the vacant school rooms. It is pro-
posed when (if ever) we get the means to have a good printing office, to use for that purpose
the rooms in the south-east corner of the basement just mentioned (of the school house).
These rooms are and have been for some years used as a laundry, and the constant sloppiness
of the floors has caused the timbers to decay so tliat the rooms are now unfit for any pur-
pose. I would respectfully suggest that the laundry should be (as was the case in Fiftieth
street) located in a separate building. Those rooms being refloored would then make a
pretty good printing office. Printing is a popular trade with out pupils, and one that offers
a prospect of pretty constant employment ; one also for which considerable work can be fur-
nished by the Institution itself, in the printing of circulars, lessons, reports, &c.

And to quote, as pertinent to the matter in hand, some remarks offered in my report to
the Board last year : " It is mainly f(jr the sake of the young men belonging to the high class
that I am desirous t(j have moans of giving them practice in an employment (as printing),
which, while it affords the means of earning their future suppoi"t, will be more attractive
than mere manual drudgery to the deaf-nnites of more than average intellectual gifts."

I will add that printing is one of those employments that seem best adapted to deaf-
mutes. In most other employments deafness is a disadvantage, but in this it is in some
respects an advantage. Both tlie mental habits of a deaf-mute compositor, and his exemption
from the disturbing influences of conversation and noises in the printing office, make him
less liable to errors in following his copy than one who can hear.

VI. OTHER TRADES.

The circumstances of an institution sucli as ours admit of the successful prosecution of
only a small number of trades.

The additional trades found in some institutions, besides printing, which is perhaps the
most common after those already named, are turning and some branches <.)f the tine arts, as
wood engraving, lithogi-apliy and sculpture.

Bookbinding was, fur a number of years, carried on in our Institution while it was
located in Fiftieth street, usually producing a small cash revenue to the Institution, while
it (lualilied many of our pupils for obtaining a respectable support, and i)laced them in
associ.aticm witli a respectable and intelligent craft. But it is manifest that a trade like
bookbinding, which demands so much room, and enhances .so greatly the cost of insurance
against tiro, could not be carried on in o\u' iiresent buildings.

Vlt. TRAliES lOR THE GIRLS.

As 1 have already stated, a few of the girls, usually aliout a dozen, are emiiloyed in the
tailors' shops. The rest arc all practised in plain sewing, having tho assistance and direction
of a competent pei'son of their own sex to teach them to make and mend their own dresses.
They also all take turns in the lighter household work. There are, I am hajipy to say, very
few of them who, on leavuig school, will not be able to do their part towards making their
homes comfcjrtaldo and pleasant. In fact, the provision for training tho girls for the active
duties of life is more complete than in the case of the boys, too many of wlnmi, from the
want of room in the shops, ar« left unemployed for a large part of the time.

When we can-ied on book-binding, a number of our female pupils were practised in stitch-
ing and folding books, and some of them still find it a means of independent support.
Though the possession of a trade is less important for the girls than the boys, still I would

suggest that, when our means shall hfippily admit, trades suitable to theii'sex may be advan-
tageously taught to '.uany of the girls.

For instance, iemale compositors are now employed in many printing offices. And I
may add that, during my European tour, I fmuid the girls in some of the institutions of the
Continent, at least in that of Genoa, employed in fine needle work, as embroidery, and in
making artificial flowers. To the plain dress-making carried on at the Institution may, per-
liaps, at some future time, be advantageously added millinery and the making of artificial
flowers and other ornaments, perhaps also the plaiting of straw hats. These suggestions,
however, I fear, cannot be acted on for some years yet.

VIII. HEWING JIACHINIi.S.

There is one sewing nmchiiie used in the tailors' shop and one in the girls' sitting and
sewing room. It would bo advantageous, when our means admit, to have several more ; not
so much, perhaps, for the saving of time in the work ilone hero (a.s we have no lack of hands
to ply needles,) as for the practising our pupils in the uuumgeinent i;f these machines. Some
of them, when they leave the institution, will find such machines at home, and others may
find remunerative employment by working sewing machines in families or in manufactories.

I.\. GEXEKAL KE.MAHK.-^.

P(./(V;/"/ T.whiH'j Tmik

" The plan of teaching trades to our pupils was, after mature deliberation, adopted more
than thirty years ajio, .and has ever since been held to be an essential featiire of our .system
of instruction. The reas(ms have been repeatedly sot forth in our annual rejiorts, and the
plan has repeatedly been approved by the State Superintendent of Education, and virtually
sanctioned by the Legislature. The following extract from a report made to the Legislature
as long ago as January, 1838, by Gen John A. Dix, then the able and attentive Superinten-
dent of the Schools of Now Yoi'k, presents, from the State's point of view, in an admiralily
condensed form, the principal reasons for maintaining the shops as i)art of our system :

One of the most useful features of the system is that, which, by teaching each pupil a
trade, prepares him for supporting himself by the labour of his own hands, and thus render.-!
him independent c.f the aid of his friends and the public. If this was the only beneficial
result of the system it is believed that it would aiii^dy repay the exjenditure u;,ion it. A
large portion of the pupils are of families in extremely indigent circumstances, and without
the advantage of an api>renticeship in some useful art, they would be a burden on their friends
or the public through life, whereas, Ijy supporting them for five years and teaching them a
trade, they not only become independent of the aid of others, but tlie community exc!\ .iges
unprofitable consumers for producers, and in tho end, perhaps, is fully rei)aidfor the expense
which it has incurrred in preparing them for usefulness. (Appendix to the nineteenth
Report, p. 41.) .

"And I add that the maintenance of the shops, thus conclusively shown to be for the
benefit oi the community, is demanded liy no less considerations of duty to our pupds.
Melancholy would be the future lot of many a pupil, if, accustomed here to comfortable
living and the cultivation of intellectiual and refined tastes, he should at the end of hi»
allotted term be sent into the world with no means of support.

"Till quite recently, you will recollect, the lowest age of admission (excei)tin a very few-
special cases,) was twelve years. And our pupils admitted at twelve to fourteen usually-
remained in school till the age of nineteen or twenty. This is still the case with a large pro-
portion of them ; and of the recent admissions of destitute children under the age of twelve,
most will probably remain in school till the age of from seventeen to twenty. The period of

life thiiB spent in the Institution, while it ia the best time for intellectual improvement, moral
development and religioua instruction, is also the best time for educating the hands to
mechanical dexterity, making familiar the riglit quality and use of tools and materials, and
inculcatinji habits of steady industrj- and the manly feeling of self-reliance. The father
would justly be considered ciilpably remiss in his parental duties who should suffer his son
to grow up to the ago of eighteen or i enty without any preparation for the active duties of
life — and the Institution is to its pupils in loco parentis.

" Our pupils, knowing that they must rely on their own skill and industry, not merely for
the gratification of their tastes, but, in the case of most of them, for their daily bread, are
stimulated to careful ettbrts in the acquisition of their trades, compensating in some measure
for the small number of hours which, in the division of time, can bo spared to this depart-
ment.

" Taking this limited time of attendance in view, the degree of proficiency is creditable
and encouraging. For instance, boys who have been in the Institution less than half their term,
•re already able to make a pair of shoes ; and moat of those who continue the whole temi
•cquire sufficient skill in their chosen trade to be able, on leaving school, to support them-
•elves. All have reached a point from which the advance to the status of a finished workman
is easy. Quite a number of our former pupils, practising trades learned here, support not
only themselves, but families dependent on them.

X. CHOICE OP TRADE.S FOB PUPILS.

" In Muigning trades to our pupils, their own wishes and those of their natural guardians
•re, of course, always consi^lted.

From the necessarily limited number of trades offered for their choice, it frequently
happens that a pupil is led by native bent of disposition or by circumstances to prefer some
otker occupation than the trade he learned here. Even in such cases, the time spent in
learning that trade is by no means thrown away. Many of them, for instance, returning to
the paternal farm, will become fa. mors. It is manifestly a great advantage to a farmer to
have a certain degree of skill in any of the trades taught in the Institutions. If here he
practised shoe making, he can make important savings both of money and time by his readi-
ness in mending shoes, harness, &c. If he was a cabinet maker here, his skill in that trade
will stand him in good stead in the way of making or mending farm implements, &c. In
■liort, there is hardly any situation in life open to our pupils, in which a fair degree of skill
in one of the trades here practised may not prove valuable.

XI. PECUNIARY RESULTS.

** No expectations were ever formed that the shops would be a source of revenue to the
Institution. We endeavour, and with a fair degree of success, to make them pay their own
expenses. If their maintenance, however, did involve some addition to our annual expendi-
tures, it would, for the reasons already given, still be a matter of duty to our pupils to main-
tain them.

•

One of the greatest advantages of the system, in this point of view, is that it enables us
to have shoes and clothing of a cheap but substantial kind, more like country customers'
work than the flimsy articles of the cheap kind usually seld in cities. I have no doubt that,
in this way, our pupils are. clothed better and at less expense than they would be if the arti-
cles were bought ready made. As the clothing account of the Institution sums up more than
16,000 annually, it is manifestly a matter of importance to study economy, by providing the
means of having suck articles as are at onoe neat, cheap and durable.

Xn. PRACTICAL CONCLUSIONS.

" From the foregoiinj Btatenients and considerationa it raiulta th»t the most serioui w»nt
of tlve Institution at thi» time is more and belter shop room. How this desideratiim is to be
obtained is a question worthy of grave consideration.

" Of course our pecuniary ability must be taken into account in forming any plans for h»T-
ing better shops. It seems to me this is an object well deserving of the benevolent aid of
individuals and of the Legislature.

" When this object is attained, th« Institution for which we have laboured so long and so
zealously will then have remedied the only deiiciency in its organization and appointments
to render it a model institution of its kind, and will stand forth with no drawback to its char-
•cter and usefulness, a matter of just pride to the City and State of New York."

Respectfully submitted.

HARVBY P.

PEET,

FritkciptU.

iNSTItaTION FOB THB DbaF AND DuMB

Noiemiier 7, 18C4.

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