THE UNIVERSITY OF ILLINOIS LIBRARY 3r/.3Z a £5^ Return this book on or before the Latest Date stamped below. Theft, mutilation, and underlining of books are reasons for disciplinary action and may result in dismissal from the University. University of Illinois Library JUL 28 m 1 2 13 L161— O-1096 NOTES AND OBSERVATIONS UPON THE EDUCATION OF THE DEAF, REVISED INDEX Education of D^af Children : JOSEPH CLAYBAUGH GORDON M. A., Ph.D., Piofessor of Mathematics, etc., in the National College for the Deaf, IVashington, D. C, U. S. A. THE Lisrarr/ " ? 8 -^^^ JNP^EBSrv OF ILLn!^ 3 V O L T A BUREAU Washington, D. C. 1S92. r Gibson Brothers, printers and bookbinders, washington d. c. Washington, D. C, June 30, 1892. Hon. John Hitz, Superintendent of the Volta Bureau. Dear Sir: In penning the foil owing JSfotes and Ohser- vations while the revised edition of the Index to Edxication of Deaf Children was passing through the p^ress, I have touched, upon a numher of topics after a desultory fas/don, and at the same time some matters v^orthy of systematic treatment have been omitted eyitirely. Chief among the omissions is the extremely important suhject of the early home-training of young deaf children , a point upon which., I am, glad to say., the Yolta Bureau is prep)ared to render valuable assistance to p)arents. Another important omission is a tvord of caution against indisc7n'minaie intermarriages of the deaf. Tlere^ again, the Volta Bureau is prepared to furnish a special pam- phlet of j'ddicious counsel vjhich meets the approval of men of science, a great m,any educators of the deaf, and, hest of all, that of an ever increasing numher of the deaf them- selves. Though I have endeavored' to write in a dispassionate ivay, I wish it to he understood that the Yolta Bureau assumes no responsibility for the views expressed in these pages. Yours truly, J. C. GO ED ON. 709555 The Koyal Commission upon the Condition and Edu- cation of the Blind, the I>eaf and Dumh, &c., appointed by command of her Majesty, Victoria, Queen of the United Kingdom of Great Britain and Ireland. The Eight Hon. the LORD EGERTON OF TATTON, Chairman. The Right Hon. and Right Rev. the LORD BISHOP OF LONDON, D. D. The Right Hon. SIR LYON PLAYFAIR, K. C. B., LL. D., M. P. The Right Hon. ANTHONY JOHN MUNDELLA, M. P. The Right Hon. SIR HENRY JOHN SELWIN-IBBETSON, Bart., M. P. Admiral SIR EDWARD SOUTHWELL SOTHEBY, K. C. B. BENJAMIN ST. JOHN ACKERS, Esq., Barrister at Law. THOMAS RHODES ARMITAGE, Esq., M. D. WILLIAM AUCHINCLOSS CAMPBELL, Esq., LL. D. EDMUND CHARLES JOHNSON, Esq. ROBERT McDonnell, Esq., M. D., F. R. S. {died Usiy G, 1889). SIR WILLIAM TINDAL ROBERTSON, M. P. CHARLES FEW, Esq. {died April 4, 1887). WILLIAM WOOD ALL, Esq., M. P. The Rev. WILLIAM BLOMEFIELD SLEIGHT, M. A. The Rev. CHARLES MANSFIELD OWEN, M. A. LIONEL VAN OVEN, Esq. CHARLES EDWARD DRUMMOND BLACK, Esq., Secretary. iv TABLE OF CONTENTS, Page. List of Koyal Commission, _ _ _ _ iv Notes and Observations, ----- vii Introduction to Education of Deaf Children, xviii Progress of Speech-Teaching, - - - - xxvi Radical Changes in Methods in France, - - xlvii Employments of the Educated Deaf, - - li Statistics of American Schools for the Deaf, 1891, ix Institutions and Reference-Libraries having " Education of Deaf Children," - - Ixxv Explanatory Note, ------ cxii Analytical Index, - - - - - - 1 Publications of Volta Bureau, . . - 89 V NOTES AND OBSERYATIONS. The Analytical Index which follows has been printed in its present form for the convenience of readers seeking information concerning the education and instruction of deaf children, and advantage has been taken of the op- portunity to include in the volume these random notes upon topics of special importance. The references are to a large and costly work entitled Education of Deaf Children, which was prepared for the press under the editorial supervision of the writer. Ar- rangements have been made for the distribution of this work of reference upon a liberal scale, so that it may be accessible at convenient centres throughout the world to readers interested in the welfare of the deaf. In an appended list will be given the names of a large number of libraries in which the book may be found and in which the work will be accessible for reference by readers desiring to consult it. It is proper to add that the work has been presented to these libraries by the Volta Bureau and distributed through the co-operation of the Smithsonian Institution for the increase and diffusion of knowledge. Education of Deaf Children contains the evidence pre- sented by Dr. E. M. Gallaudet and Dr. Alexander Gra- ham Bell before the late Koyal Commission of the United Kingdom upon the Condition and Education of the Deaf, etc. The larger part of the Exhibits presented by these vii Notes and Observations. eminent friends of the deaf has also been incorporated in this book. Much of this matter was extracted from the American Annals of the Deaf, a veritable storehouse of valuable information not readily accessible to readers in general. In addition, the work contains original papers prepared expressly for it, and not to be found elsewhere in print. This original matter includes an analytical study of 50() verified cases of deaf children of deaf parents in the United States, genealogical charts, an exposition of Visible Speech with special reference to the instruction of the deaf, a discussion of certain features of the U. S. Census of 1880, and considerable statistical matter. The principal feature of Education of Deaf Children is the evidence of President Gallaudet and of Dr. Bell. Both of these distinguished witnesses crossed the Atlantic and appeared before the Eoyal Commission in response to urgent invitations from the British Government. President Gallaudet is a pronounced advocate of the use of the sign-language in the education of the deaf, under certain limitations, however, which have been generally admitted in theory, and almost as generally disre garded in practice by " sign " teachers. President Gallaudet recommends a general scheme of instruction, the aim of which is to include " every method which can be shown to be of real service to any sub-class of the deaf." This comprehensive scheme is named by President Gallaudet the " combined system." Since the adjournment of the Royal Commission a new school for the deaf has been organized at Preston, in England, in which, largely in consequence of President Gallaudet's evidence, the "combined system" will be employed. To Notes and Ohservations. ix understand the precise meaning of this term, as used in various discussions and by different persons, requires care on the part of the reader. Dr. E. A. Fay notes not less than ten varieties of methods, differing in matters of detail, all of which are practiced in America under this designation. Dr. Bell, though regarded as a champion of the oral method of instruction, appears in this work as a free lance. Taking upon himself the thankless yet extremely impor- tant office of a critic, Dr. Bell finds that the prevalent methods in current use fail in important respects, and grave dissatisfaction is expressed with their results, especially, where the sign-language is made the basis of instruction and communication. It is needless to add that Dr. Bell's testimony exerted a marked influence upon the Hoyal Commission. In the course of his evidence, Dr. Bell sets forth a method of instruction and makes a number of suggestions worthy of the careful consideration of educators of the deaf. The statistical exhibit of employments of deaf adults, compiled for this book and printed at the conclusion of these notes, indicates the beneficent results of the educa- tion afforded by our schools in general and by the College. The deaf in America are, with rare exceptions, law-abid- ing, temperate, industrious, capable, and useful members of society. In their endeavor to do their duty they pass through life almost unobserved, yet forming a segregated class among their fellow-men. Familiar to them and to their friends is a roll of names of deaf persons deserving distinction for talents, genius, and attainments of a high order. X Notes and Ohservations. The progress in the amelioration of the lot of the deaf and dumb within the past century has been known and appreciated by none so well as by their instructors, who alone realize the obstacles in the way. Gratifying as the attainments of the deaf are, to those charged with the re- sponsibility of their education, yet, to them, is the retro- spect fraught with that discontent which promises greater achievements in the future. The polemic literature of the day affords conclusive evidence of the unsatisfactory results of the education of the deaf as ordinarily conducted. None but superficial observers can be satisfied, from an educational point of view, with the attainments of the generality of deaf-mutes who have gone forth from our institutions. Yet a great deal has been accomplished for the deaf, and, in this land of opportunity, they share in the general prosperity to a large extent whether they are educated or not. Since the opening of the first school, in 1817, at Hartford, in the State of Connecticut, 31,253 pupils have received instruction in the 62 public and 15 private and denomi- national schools for the deaf in the United States. These schools have a present attendance of not less than 7,849 pupils. Tuition is practically free to rich and poor alike. Maintenance at school, with the exception of clothing and travelling expenses, is usually provided. Clothing is generally provided for the indigent. The railways grant reduced rates of fare for transportation of pupils to and from their homes for the summer vacations. In general, attendance at school is not compulsory, but parents are encouraged everywhere to send their deaf children to school. The current expenditures of the public schools for the deaf, exclusive of outlay for buildings and grounds, exceed one million five hundred thousand dollars annually. Notes and Ohservations. xi The educational programmes, or courses of study, usually laid down, considering the point of departure where the education of real deaf-mutes must begin, generally cover too many formal subjects of instruction. They include the ordinary studies of the primary, "grammar-school," and even " high-school " grades for hearing children, in addition to workshop-practice, in many schools, in the rudi- ments of various " trades." The average duration of school- life is probably short, notwithstanding the general liberality of the laAvs and the attractions of institution-life. In many schools, pupils are permitted to remain from eight to ten years, and, in some schools, twelve years or longer. In the New York Institution, according to Mr. F. D. Clarke, seventeen years is the limit. After the completion of an elementary course, recommended pupils from any school for the deaf in the United States are eligible to a five-years' course of higher instruction in the National College for the Deaf, at Washington, upon passing entrance exami- nations of an elementary character. The deaf may be roughly divided into two classes w^hich possess peculiar interest from the psychological point of view : those who never could hear words, and those who once had this power but lost it through disease or acci- dent. The former class is known as the congenitally deaf, the latter, as the adventitiously deaf. A pseudo-classifi- cation includes children who are assumed to have received no benefit from their hearing before its loss in early life in a third class, the quasi-toto -congenitally deaf. It is impossible to determine the proportion of pupils in our schools at the present time who were born deaf. Many institutions do not report statistics upon this point. The following tabulation is based upon figures- given, in comparatively recent reports : xii Notes and Observations, NUMBER AND PER(JENT. OF THE CONGENITALLY DEAF. Name of School. Total enrollment coiiHi(lcr6d« Number deaf from birth. Percentage deaf from birth 147 37 25. 1,88G 490 26. 350 92 26.2 Ohio 461 123 26.6 (G3 years) 2,348 r,82 29. 521 157 30. 272 88 28.5 28G 87 30.4 307 108 oo N. Y. Inst, for Improved Instruction... 184 05 35.2 100 46 46. " (recent 100) 100 41 41. [United States Census, 1880] 22, 473 12, 155 54 In contrast with these figures, the Margate, England, Institution, in 1889, reported 71.3 per cent, born deaf, out of a total of 350 cases, and fifteen European countries report 3,465, or 67 per cent., as born deaf, out of 5,171 cases reported. Though the exact proportion of adventitious, or " ac- quired," cases of deafness in our schools is unknown, it appears probable that in recent years about 66 per cent, of the pupils were not born deaf, and a large percentage of these acquired colloquial language, as commonly used by children at least, before the loss of their hearing. Undoubtedly the majority of these are fit subjects for special schools ; but it must be remem- bered that upon this foundation it is comparatively easy Notes and Observations. xiii for special teachers to build up scholarship of a fair, and even a superior quality, for which but little credit is due to the method of instruction or to the ability or effi- ciency of instructors. The temptation is very great to gauge results by the exceptional and brilliant cases from this group. The munificent provision made under legis- lation which is liberally construed, the attractions of in- stitution-life, and the influence of public sentiment, all combine to draw into our schools pupils of superior at- tainments, who in other lands would neither enter deaf- mute schools in youth nor be known as deaf-mutes in adult life. This class, in America, affords not a few examples of masters of written English, capable of writing the ver- nacular with a vigor and ease of diction which is worthy of admiration. The attainment of this remarkable facility in writing idiomatic English is in part the result of assid- uous, and even excessive, practice and drill in sentence- forms to an extent unattempted and undreamed of in composition-writing in the ordinary education of hearing persons ; the cultivation of the habit of reading books also contributes to this result. Members of this class, though handicapped in many of the employments of adult life, have within their reach the whole world of literature, and almost the entire domain of science, upon the same terms as their hearing brethren. (^Whe n we turn to that class of the deaf for whose bene- fit special schools in general were primarily organized, and for whom they are an absolute necessity — the deaf-born and those deprived of hearing in early infancy — the fact has been long known, though not fully realized, that we find but few, indeed, who have gained the ability, in pass- ing through our schools, to do three important things, to wit : to read ordinary books with profit and pleasure ; to XIV JVotes and Ohservatiojis. compose even a page of idiomatic English concerning ordi- nary matters ; and to comprehend clearly our language as used in business and the occupations of life.* The great majority of real deaf-mutes, of fair capacity and willing- ness to learn, remain, through no fault of their own, foreigners, in varying degrees, in the land of their birth, hampered in their intercourse with others and cut off from the means of self-improvement. ^jExceptions to this rule are conspicuous through their very rarity. Even intelligent and educated adults of this class have been known, who, in case of illness in the family, were unable to understand the usual inquiries of a physician, or to follow his explicit directions. Is there no remedy available ? I am not one of those * This statement has been challenged as too sweeping ; but from my personal knowledge, and after extensive inquiry, I have not felt justified in modifying it. I desire to receive the names and addresses of the congenitally deaf, out in the world, who can stand, satisfactorily, the three tests named above, with as full particulars as possible in regard to the method of language-teaching pursued in their education. Cases belonging to the hypothetical, so-called " quasi-toto-congeni- tally-deaf" class are excluded from this inquiry, which relates exclu- sively to those whom we have every reason to believe never possessed the sense of hearing. I agree in the main with Dr P. G. Gillett, the head of the Illinois Institution and the educator of more deaf-mutes than any other man in the world, who says : " My observation has shown me, and quite to my satisfaction, that it is impossible to tell how soon mental development commences after birth, on account of the reason that the hearing of the child may have been present at the time of birth. I am quite convinced that there is a large amount of mental growth and mental invigoration that is brought about before the child orally gives the manifestation of that mental growth. * * * But this, I am positive, is True, that we have a great aid in instructing our pupils who have been able to hear even for a few months, even if they should lose their hearing before they commence to speak." Since all other classes of the deaf will be apt to receive superior train- ing in schools reaching a high average of attainment in language with pupils deaf from birth, I prefer to limit the present inquiry to this class of real deaf-mutes. J. C. G. Notes and Observations. XV who entertain a poor opinion of the ability of the con- genitally deaf to acquire and to retain a fair command of our h\nguage. To say nothing of individual cases which may or may not be exceptional, and of proficiency else- where of which I am not personally cognizant, I have seen, within the last year, impromptu conversational English used by deaf-born pupils of the Northampton, Roch- ester, and Philadelphia schools, iii a manner to lead me to hope that the day is near at hand when the deaf-born, in general, will go forth from these schools, and from many others, able to comprehend the full force of our language, prepared to use it in the in- tercourse of life, and fitted to go forward in the inde- pendent acquisition of knowledge. Indeed, rare minds among them may carr}^ the golden key to the paradise of literature. These results seem to be within the reach of all earnest and intelligent teachers willing to avail them- selves of improved methods of language-teaching. These methods were not fully developed, nor widely known, when the late Dk. Haevey Prindle Peet, in his report upon European institutions, penned this despondent para- graph : "In fact, all teachers of the deaf and dumb in all countries, and under all systems, have been forced to ac- knowledge, with pain and humiliation, that after their best efforts have been bestowed, they are able to show a few ex- ceptional cases only, of deaf-mutes from birth, who have obtained the ability to read books with the ease, pleasure, and profit which well-educated persons associate with the idea of reading." A' In no other department of education is the responsibil- ity of the teacher so great as in the education and instruc- tion of deaf children, and in no other department are con- flicting theories so sharply defined, so vigorously attacked, xvi Notes and Ohservations. or so tenaciously maintained. Education of Deaf Chil- dren might with propriety have been styled " Voices from America," containing, as it does, replies from three-fourths of the heads of schools for the deaf in America to ques- tions propounded by the Commission. One object of this work has been to present to the world an impartial record of the opinions of those charged with the responsi- bilitj of directing the education of the deaf in America, The claims of the ^' pure oral method " were not set forth before the Commission by any American advocate of that method, and therefore do not appear in this work. Readers desiring a full exposition of the " pure oral method," now prevalent, generally throughout continental Europe, and practiced in a few schools in America, will find a full account of this method in the chapters devoted to the subject in a recent work entitled "Education of Deaf-Mutes," by Rev. Thomas Arnold, of Northampton. England. It is worthy of note that the Royal Commission, after one hundred and sixteen sittings, in the course of which forty-seven experts, representing almost every method or theory; of instruction, were examined, and after a per- sonal inspection of British and continental schools of every description, adopted the following compromise, among others, and recommended : That every child who is deaf should have fhll opportunity of being educated on the pure oral system. In all schools which receive Govern- ment grants, whether conducted on the oral, sign and manual, or com- bined systems, all children should be, for the first year at least, instructed on the oral system, and after the first year they should be taught to speak and lip-read on the pure oral system, unless they are physically or mentally disqualified, in which case, with the consent of the parents, they should be either removed from the oral department of the school or taught elsewhere on the sign and manual system. Two members of the Commission did not sanction this JVoies and Ohservations. xvii recommendation because the oral method was not recom- mended exchisively, while two others dissented for the reason that it was deemed by them too strong an endorse- ment of that method. For the various theories and methods of instruction now current in America, with the exception above noted, readers are referred to the pages of Education of Deaf Children, in which may be found information upon many questions of importance not only to the deaf and their friends, but also to educators in general, to men of science, and to all who have the welfare of humanity at heart. J. C. GOKDON. National College fok the Deaf, Kendall Green, Washington. D. C, U. S. A., May 16, 1892. xviii JSotes and Ohservations, INTRODUCTION TO "EDUCATION OF DEAF CHILDREN.'" This book has been printed, through the liberality of the Volta Bureau, to signalize an educational movement of international interest. The object of the movement referred to is, to secure provision for the elementary education of every deaf child in the United Kingdom, and incidentally to promote the greatest efficiency practicable in the instruction afforded. In furtherance of this end, a Commission created by the Crown in 1885, with special reference to the blind, was instructed, January 20, 1880, to enlarge the scope of in- quiry, and was empowered " to investigate and report upon the condition and education of the deaf and dumb." This Commission endeavored to examine the whole field of deaf-mute instruction with characteristic British thoroughness and energy. Schools upon the Continent were visited, and in London the Commissioners held one hundred and sixteen sittings, calling before them for ex- amination forty-three persons as experts specially inter- ested in the welfare of the deaf, and deemed capable of giving information of value upon the subjects of inquiry. The complete report of the Commission forms a great work of 1,574 large octavo pages in four volumes, which was presented to Parliament in 1 889, upon the conclusion of the labors of the Commission. The direct evidence in this volume has been extracted from the third volume of the Report of the Royal Com- mission. It includes the testimony of President Edward Holes and Ohservations. XIX Miner Gallaudet, Pli. D., LL.D., and of Mr. Alexander Graham Bell, Ph. I)., M. D., etc. Dr. Gallaudet, Presi- dent of the National Deaf-Mute College, and Chairman of the Standing Executive Committee of Conventions of American Instructors of the Deaf, a]:)peared before the Commission in November, 188(j. upon the invitation of the British Government communicated through the Sec- retary of State. President Gallaudet appeared as the accredited representative of the profession in America. His evidence, witli the accompanying exhibits, is found in Part I. of this volume. Eighteen months later, in June, 1888, Dr. Bell appeared, on the invitation of the Boyal Commission, and testified, incorporating in his evidence replies obtained by him from seventy-five per cent, of the heads of schools in America to special points upon which information was sought by the Commission. Dr. Bell's evidence, etc., appears in Part II. of this work. The Table of Contents and the Index to this volume indicate in some measure the magnitude of the labor of love undertaken by President Gallaudet and Dr. Bell. The variety and importance of the subjects discussed by these eminent men make it inexpedient to attempt to give an epitome of their evidence, or a critical estimate of the value of the matter presented by them. It is sufficient to say that every intelligent friend of deaf children who reads this book will not only be the wiser for the reading, but will be stimulated to greater efforts for the welfare of the deaf. To readers unfamiliar with the deaf, and with the his- tory of deaf-mute instruction, who may note antagonistic views in these pages, the writer would say that the art of instructing the deaf is still in its youth, if not in XX 'N'otes and Ohservations. its infancy. Though philosophers had demonstrated " the practicability of this extraordinary art " and a hun- dred instances, or more, of instructed deaf-mutes had flashed their feeble rays of light along the ages, the learned John Bulwer, contemporary of Milton, and But- ler, and Bacon, met with no encouragement whatever in the earliest effort on record to found a school for those " originally deafe and dumb." Referring to his project, Bulwer says : " I soon perceived by falling into discourse with some rationall men about such a designe that the at- tempt seemed so paradoxicall, prodigious, and Hyperboli- call, that it did rather amuse than satisfie their under- standings." Indeed, more than a century followed, in which Dalgarno, and Wallis, and Holder, of Oxford, and Deusing, and Van Helmont, and Amman, on the con- tinent, wrote apparently upon the sand before the first enduring schools were established by Braidwood, De L'fipEE, and Heinicke, who groped their way in darkness along an unbeaten path. Living octogenarians may have known persons who were the first pupils in the schools of these pioneers. The problems which have confronted all laborers in this field are many and difficult ; and though able and well- equipped minds have been devoted to the solution of them, few, if any, fundamental principles have been es- tablished, "~and definite methods of procedure have not found general acceptance. The education of the deaf has not passed yet beyond the experimental stage. J Though methods and systems may be sharply differentiated, I am persuaded, from personal observation, from conversation with instructors, and from a study of the literature of the subject, that the instruction of the deaf is in a state of transition and of progress which renders the shibboleths Notes (ind OJmrvatioitt}. xxi of the past, vague, and of doubtful utility aside from the historical interest which may attach to them. ^he teachiiio- of language, as the key to knowledge, rightly holds the foremost place in the instruction of the deaf. In this branch, radical reforms are steadily making progress which have not been subjected as yet to statisti- cal inquiry. Subordinate to language-teaching, though holding a ]nore prominent place in current thought and discussion, is the teaching of speech. Figures are at hand to illustrate the progress of this phase of improve- ment in the education of the deaf in the United States. In 1887, the total number of deaf children under instruc- tion was 7,978, of whom 2,556, or 32 per cent., were taught articulation ; in 1891, four years later, 9,232 deaf children Avere under instruction, of whom 4,245, or 46 per cent., received instruction in articulation. In the former year, out of 577 teachers, 171, or 29.6 per cent., were en- gaged in teaching speech ; in the latter, out of 686 teachers, 258, or 37.6 per cent., were teachers of speech. The reader is referred to page 259 in Part III. for inter- esting tables which more fully illustrate the growth of speech-teaching in the United States. The returns of pupils taught by speech are incomplete. The number reported for 1891 is 963, or 10.4 per cent, of the entire number of deaf pupils attending school. 365 of these were in the New England States where they formed 64.7 per cent, of the whole number of pupils, and 72.1 per cent, of the pupils receiving instruction in speech. The following table, presenting the statistics of speech- teaching in the United States by geographical groups, has been compiled from the returns tabulated by Dr. E. A. Fay, in the A^nerlcan Annals for January, 1892 : xxii Notes (in<1 Ohservatiom. Statistics of Speech-Teaching iti Schools for the Deaf in the United States for 1891, arranged in Four Territorial (Jroupn. Number of Schools. PnpiLs. Teachers. Territorial Groups. hole number. umber taught Articulation . ?r cent, taught Articulation. hole number. [•ticulatiou teachers. ?r cent, of Ar- ticulation teachers. S 564 506 89.9 62 49 79 Middle States, Maryland, and District of Columbia 16 2,648 3, 830 1,793 1,307 68.6 215 115 53.5 Central and Western States and Territories 32 34.1 262 70 26.7 19 2,190 649 29.6 147 24 16.3 75 9,232 4,255 46 686 258 37.6 Much of the progress indicattMl Ml)()ve may be of a superficial character, but/ the schools of the future will realize substantial benefits from {\n\ intelligence, independ- ence, and zeal whicli cliaracterize the workers in many of our schools wdio have already broadened and deepened the education of the deaf along various lines to an extent unattempted and undreamed of in other lands. American readers will be interested in knowing that tlie evidence presented by President Gallaudet and Dr. Bell exerted a marked influence in England. A copy of the official summary of the recommendations of the Commis- sion may be found in Part III. of this volume. A bill founded largely upon these recommendations, but apply- ing to Scotland only, was introduced into the House of Lords by the Marquis of Lothian, President of the Scotch Educational Department, on the 22d of May, 1890. This bill passed both Houses of Parliament, received the Royal assent, and has become a law\ A bill draw^n up by the government to make better pro- Notes and Observations. xxiii vision for tlie elementary education of the blind and of the deaf in England and Wales was introduced by Vis- count Cranbrook, the Lord President of the Council, into the House of Lords, and it was ordered to be printed July 1st, 1890. This bill, subsequently amended, passed the House of Lords but did not reach the Commons. A copy of this bill will be found in Postscripts, Part TIL Taking advantage of the public discussion and criticism of the original bill a new bill was introduced into the House of Lords the succeeding winter and passed, but w^as not presented to the House of Commons. Assurances have been given that the government will for the third time bring this measure before Parliament at the coming session and that a vigorous effort will be made to render operative by legislation the following recom- mendations : Substantial subsidies to existing institutions of approved standing, the founding of new institutions and day-schools if necessary, capitation grants Avith pro- vision for maintenance in necessitous cases, compulsory attendance, governmental inspection with reports upon " the knowledge of written language, speech, and the gen- eral efficiency of the schools under whatever system," non-interference with methods of instruction so long as the result in w^ritten or spoken language is satisfactory, and saving clauses respecting the rights and obligations of parents in regard to choice of school, religious train- ing, and contributing to the support of children according to ability. Notwithstanding threatened opposition from several as- sociations in no way connected with the education of the deaf, tliere is reason to believe that the perfected measure will command the support of well-informed friends of the deaf and of philanthropists without regard to party affilia- tions. Partisan opposition is apprehended from party xxrv Notes and Ohser rations. men having at best a superficial acquaintance with the subject of deaf-mute instruction. The main grounds upon which opposition is anticipated are the fear of sec- tarianism and the fear of exclusiveness in the manage- ment of institutions. Outside of the few schools organized and maintained expressly in the interest of some particu- lar creed or cult, sectarianism is practically unknown in schools for the deaf either in Great Britain or in the United States. The fear of exclusiveness in the management of schools may not be altogether groundless. In America examples of fossilized corporations are not unknown. But there is need of caution in the application of a remedy, and too great care cannot be exercised in devising safeguards against the introduction of party politics under the cloak of " popular control." The efficiency of a few schools in America has been seriously impaired by the operation of vicious laws. These laws made it possible for " practical politicians" to secure the conti-ol and management of cer- tain State schools as a reward for partisan services. The baneful effects have been fully realized in widespread demoralization in but few cases. But even in cases where partisanship has been held in abeyance, trustees have been selected whose highest conception of duty has found expression in a balance-sheet more creditable to an alms- house or a prison than to a highly specialized educational establishment. The spectre of sectarianism need occasion our British friends no alarm, but vigilance must be exercised to shut out partisanship and incompetency from all possibility of controlling schools for the deaf. It is to be hoped most earnestly that Parliament will be aroused from its lethargy, and, in response to the appeals of an enlightened and ever-growing public sentiment, that Notes and Ohservatlons. XXV it may be led with wisdom to legislate for the welfare of deaf children for whom no provision is assured by law, and thus to remove a reproach which rests upon the British government alone among the great powers of the world. It may be noted that Postscripts, Part III., contains matter not submitted to the Commission nor heretofore printed. Here, in connection with a series of charts of Visible Speech, may be found, for the first time in print, an exposition of Visible Speech, with special reference to the application of the system to the teaching of deaf children. The latest available statistics of schools for the deaf in the United Kingdom, Germany, and in the United States, are also given in this part in the pages preceding the index. The editor's acknowledgments are due to Harper & Brothers, A. S. Barnes Si Co., Wm. Wood & Co., and to the publishers of the " American Supplement to the En- cyclopedia Britannica," for courteous permission to use copyrighted matter appearing in the Exhibits. Acknowl- edgment is due also to the authors of papers which have been taken from the American Annals of the Deaf. In the preparation of these pages for the press I have been kindly assisted by A. W. McCurdy, Esq., by the Hon. John Hitz, Superintendent of the Volta Bureau, and by others who, though unnamed, have rendered services none the less appreciated. J. C. GORDON. National, College for the Deaf, Kendall Green, Washington, D. C , January Ist^ 1892. xxvi Notes and Ohservations. PKOGKESS OF SPEECH-TEACHING. In view of the general interest in speech for the deaf, I have brought together in these notes the formal action in reference to the subject which has been taken by the most important bodies of educators of the deaf, along with memoranda of important reports of foreign tours of ob- servation by Americans. In 1843, Horace Mann, Secre- tary of the Massachusetts Board of Education, accom- panied by Dr. S. G. Howe, of the Perkins Institution for the Blind, made a tour of Europe. These gentlemen were deeply impressed by the excellence of certain German schools, and Mr. Mann included in his seventh report an account of the " German " method, which he declared to be superior to Ww, silent method at that time practiced in America to the exclusion of all others. An effort to ob- tain a charter for an oral school in Boston, in 1843, was thwarted, but, in the American Asylum, a selected class for practice in speech was promptly organized. In consequence of Mr. Mann's report, other observers were sent abroad on behalf of the American institutions. Mr. Lewis Weld, representing the American Asylum at Hartford, published in 1845 the result of his observations in Europe. In the same year, Eev. GeorCxE E. Day, D. D., representing the New York Institution, made an elabo- rate report, in which he stated his conclusions as follows : " That in spite of the peculiar difficulties, even a deaf-mute from birth, by unwearied pains and the expenditure of much time, might, to a cer- tain extent, be taught to articulate in English, I have no doubt, and where parents have the necessary leisure, I would by no means be under- stood as dissuading them from the attempt, but. as a regular p(irt of a ftgstem of public education, iLs introdnctioii, into our institutions, I am persuaded, would he a. serious ini>,fortune to the came of deaf and dumb instruction. That there are a few, usually reckoned among deaf-mutes, consisting of those to whom hearing, or the power of speaking, partially remains, to whom instruction in articulatimi is desirable, is self-evident.' N^otes anil Ohservatwns. xxvii In 1852, the New York Institution published a report of an extended tour b}' Harvey Prindle Peet, LL. D., wlio visited a number of schools abroad in 1851. Dr. Day's report of a second tour, made in 1859, indi- cates an advance upon his former opinion that the intro- duction of articulation as a regular part of a system of public instruction would be a serious misfortune. In this report he admits that a class — "Variously estimated at from one-fifth to one-tenth of the whole num- ber," consisting of •' semi-mutes, mutes who became deaf after having once learned to speak, and now and then those who possess special apti- tude, mentally and physically, for this kind of work, may be taught, with more or less advantage, to articulate mechanically, and to read upon the lips and says, further, '* While the teaching of articulation and the labial alphabet should be confined to the proportionally small number of so-culled deaf-mutes who are specially qualified to receive it, no pains on the other hand should be spared in faithfully laboring to teach this pecul- iar class to speak and to read upon the lips." In all these reports the criticism of the general results in the foreign schools was so unfavorable upon the whole, and the commendation of oral methods so carefully quali- fied, that even the guarded recommendations fell upon leaden ears. As a result, American instructors were gen- erally averse to the serious consideration of teaching the deaf and dumb to speak, and only feeble and sporadic attempts were made to modify, in any respect, the system developed in America, which was believed to be " in the highest degree adapted to relieve the peculiar misfortune of the deaf-mute, and restore him to the blessings of so- ciety." Dr. Harvey Prindle Peet, the highest recognized authority in his day, gave voice to the general sentiment, in declaring that " artificial articulation is useless as a medium of thought and reasoning, while its value as an in- strument of communication is in most cases less than that of several other methods." xxviii No ten and Observations. Notwithstanding active and determined opposition on the part of a few, Dr. Howe, Mr. Frank B. Sanborn, and Hon. Gardiner Greene HyBBARD (father of a little girl who had lost her hearing), with others, began, in 1864, and continued to urge upon the legislature of Massachu- setts the incorporation of an oral school. In the same year a pupil was taught privately by Miss Harriet B. Rogers, and in June, 18f)6, Miss Rogers opened a private oral s(;hool at Chelmsford, Mass. The friends of oral teaching were further encouraged by a liberal donation from J(jhn Clarke, Esq., for the founding of a school, and, in June, 1867, they obtained from the legislature an act of incorporation for the Clarke Institution at Northamp- ton, Massachusetts. This was accomplished only after a long struggle in which the original friends of the move- ment Avere aided by Governor Bullock, Hon. Thomas Talbot, Hon. Lewis J. i)u])LEY, and by many persons prominent in private life. Not the least interesting feat- ure of the contest was the aid rendered to the movement by many of the deaf themselves. Among these were Mr. Amos Smith, Mr. Philo W. Packard, Mr. George Homer, and the deaf-mute poet and artist, Mr. John Carlin. Or- ganization was promptly effected, and the school at Chelmsford was transferred to the Clarke Institution, which was formally opened, with Miss Rogers in charge, on the first of October, 1867. The first report of the school states : " This Institution is especially adapted for the education of the semi-deaf and semi-mute pupils, but others may be admitted." The whole amount of Mr. Clarke's gifts to this Institution, including bequests, has been more than $300,000. Of t.his sum, a fund of $256,- 000 has been invested in stocks and bonds. In March, 1867, an oral school was opened in New York city under the instruction of Mr. Bernard Engelsmann. Notes and Observations. XXIX This school, under the name of the New York Institution for Improved Instruction of Deaf-Mutes, was incorporated in 1869, through the efforts of Mr. Isaac Eosenfeld and others, and it receives State aid upon the same basis as the other schools for the deaf in the State of New York. It may be remarked in passing, that in the same year, 1867, that two oral schools were opened in America, the first regular schools employing the oral method exclusively were established in England, by Mr. William Van Pt^aagh, and in Italy (for the new pupils entering the institution at Como), by the late Abbe Balestra, the " apostle of the pure oral method." At the same time only two small schools employing the oral method were in operation in France ; that of St. Hippolyte-dii-Fort, where the oral method had been introduced from Lausanne, and that of the late Mr. Auguste Houdin, in Paris. In 1867, in view of the controversy then at its height in Massachusetts, Edward M. Gallaudet, LL. D., presi- dent of the Columbia Institution, was sent to Europe by his board of directors to make a thorough examination of the schools for the deaf. Upon his return. President Gallaudet published, in October, 1867, a carefully-pre- pared report upon his tour, with conclusions in marked contrast with those announced by the gentlemen sent abroad by the Hartford and New York institutions. President Gallaudet expressed a preference for the silent or manual method "if the whole body of the deaf are to be restricted to one kind of instruction " ; but he main- tained "the practicability of teaching a large proportion j of the deaf to speak and to read from the lips, and advo- cated the introduction of articulation in all the schools of this country." 0 XXX Notes and Observdtums. To the directors of the CV)luuibiii Institution, President Gallaudet made the specific recommendation "that in- struction in artificial speech and lip-reading be entered upon at as early a day as jjossible ; that all papiU in our primary department he afforded opportanHies of engaf/ing in this, imtil it jjlainlf/ appears that success is nnUkely to croum their efforts ; that with those who evince facility in oral exercises, instruction should be continued durin*^ their entire residence in the institution." Further, it was urged that the term of study be lengthened and that pupils be admitted at an earlier age, and " that such additions be made to our staff of teachers as may be needed to secure thorough and effective instruction in this new line of effort." Upon President Gallaudet's recommendation the board of directors of the Columbia Institution invited the prin- cipals of the American institutions to meet at Washington to consider this question and others. This meeting was the first conference of American principals. It is also reckoned as the sixth convention of instructors, because that had been set for 1861, and postponed indefinitely on account of the civil war. FIRST CONFERENCE OF AMERICAN PRINCIPALS, WASHING- TON, MAY, 1868. In the twenty-live years which elapsed between Horace Mann's tour and President Gallaudet's report, notwith- standing the recommendation of articulation teaching un- der guarded restrictions by the representatives of the old schools sent abroad, no fair trial of the oral method was made in any of the " sign " schools in the country. The successful establishment of the Clarke Institution, and of the oral school in New York city, together with President Notes and Observations. XXXI Gallaudet's report of 1867, compelled the authorities of the schools to give oral teaching serious consideration. Fourteen of the twenty-eight schools in existence in the United States in 18()8 were represented at the conference of principals. The new oral schools were not represented, but the work of the young Clarke Institution had been carefully inspected by a few of the principals and received from them hearty commendation. The Conference took action, which was followed by the organization of articula- tion classes or oral departments in the larger schools at the opening of the ensuing school-year. The action of the Conference was as follows : Resolved, That the American system of deaf-mute education, as prac- ticed and developed in the institutions of this country for the last fifty years, commends itself by the best of all tests, that of prolonged, care- ful, and successful experiment, as in a pre-eminent degree adapted to relieve the peculiar misfortune of deaf-mutes m a class, and restore them to the blessings of society. Resolved, That in the opinion of this Conference, it is the duty of all institutions for the education of the deaf and dumb to provide adequate means for imparting instruction in articulation and in lip-reading to such of their pupils as may be able to engage with profit in exercises of this nature. Resolved, That while in our judgment it is desirable to give semi- mutes and semi-deaf children every facility for retaining and improving any power of articulate speech which they may possess, it is not profit- able, except in very rare cases, to attempt to teach congenital mutes articulation. Resolved, That to attain success in this department of instruction, an added force of instructors will be necessary, and this Conference hereby recommends to boards of directors of institutions for the deaf and dumb that speedy measures be taken to provide the funds needed for the prosecution of the work. The second, and fourth of these resolutions were ofi'ered together by President Gallaudet ; the first, and third, subsequently, on behalf of the more conservative mem- bers of the Conference, by Rev. Collins Stone ; after prolonged discussion, the resolutions were adopted as here printed. xxxii Notes and OhsewafJons. Dr. GiLLETT and Dr. MiiiLiGAN voted against the first resolution ; the remaining resohitions were adopted unan- imously. THE FIRST INTERNATIONAL CONGRESS, PARIS, 1878. This Congress, upon the invitation of the French Gov- ernment, was held at Paris, Sept. 23-30, 1878, under the presidency of the late Mr. Leon Vaisse, at that time hon- orary director of the Paris Institution. Owing to insufficient notice the attendance was small, only 54 members being enrolled. These represented Aus- tria, Belgium, France, Italy, Sweden, Switzerland, and the United States. Mr. J. D. Philbrick, superintendent of the Boston public schools, the only American present, rep- resented the Horace Mann school. The other countries were represented by distinguished educators of the deaf. The Congress of Paris appointed an international com- mittee and provided for the calling of the second Inter- national Congress. The following action, which may be regarded as the precursor of the Milan resolutions, was adopted by a vote w^hich was almost unanimous : The Congress, after mature deliberation, while retaining natural signs as an auxiliary of instruction, and especially as the earliest means of communication between the teacher and pupil, is of the opinion that the method of articulation accompanied by reading of speech upon the lips, having for its object the more complete restoration of the deaf-mute to society, should be decidedly preferred to all others — a preference which is justified, moreover, by the general usage of this method, more and more, throughout Europe, and even in America. At the same time, the Congress expresses the opinion that the method recognized by it as genei'ally applicable is not suitable for subjects where intellectual training has been sadly neglected or is completely wanting. It would apply to these, the method of instruction by signs common to all deaf-mutes which permits, in w'hatever degree may be possible, a rapid development of the faculties. Notes and Observations. xxxiii THE SECOND INTERNATIONAL CONGRESS, MILAN, 1880. The second International Congress was called by a duly constituted committee, and the invitations were sent out, in season, along with an elaborate programme of topics for papers and discussions. The organized profession in the United States sent duly accredited delegates to the Congress, which was held in Milan in 1880. In the organization of the Congress, no provision was made for any equitable system of voting according to number of schools, or of teachers, or of pupils repre- sented. There were present 164 active members : 87 from Italy, 56 from France, 8 from England, 5 from the United States, 3 from Germany, 1 from Belgium, and 1 from Switzerland. The main feature of this Congress was the question of methods of instruction, and the floor was occupied not ex- clusively but largely by advocates of oral methods, some of whom had abandoned the use of the language of signs. After three days had been spent in discussion, and several more in witnessing highly successful examinations and exhibitions of pupils of the local sqhools and of some thirty young men and women, former pupils who had gone out into the world, the Congress, amid the greatest enthusiasm, adopted the resolutions given below by a vote of 160 to 4. The minority refused to accept the vote as fair, or as entitled to the weight of a deliverance from an international parliament, in view of the preponderating local attendance and local influence, the lack of equitable representation, the absence of full discussion, the general disregard of parliamentary practice as observed in English-speaking countries, and xxxiv Notes and Observations. for other stated reasons. No protest, however, appears to have been made at the Congress, or filed in its proceedings. It may be said that if Germany and the United States had been fully represented and their votes, uninfluenced by the evidence presented at Milan, had been cast for the methods respectively prevalent in each country, the reso- lutions would, still, have been adopted by a large majority. It must be admitted that the vote fairly represented the practically unanimous sentiment of the Italian teachers as well satisfied with the change from the silent to the oral method which had been effected in Italy ; and further, that the remarkable conversion of the teachers from France, at Milan, has been followed by the gradual aban- donment of the silent method in the land of its birth. In America, alone, have the sign-schools neglected to put the recommendations of the Milan Congress, in their in- tegrit}^ to the test of experiment with even a single class of first-year pupils.* This experiment will be undertaken, * In this connection the experiment made in North Carolina is of pecul- iar interest, though its inception antedates the Milan Congress. Mr. H. A. GuDGEK, principal of the North Carolina Institution from 1877 to 1883, in consequence of personal observation of oral schools at the North and of experiments made in his own school, came to the con- clusion that the oral method was preferable for all deaf-mutes, and so reported to his board of directors some months before the Milan Con- gress assembled. The oral method was accordingly adopted for the new pupils entering the North Carolina Institution in 1880. It was considered impracticable, however, to keep the pupils in the oral class separated from those using the sign-language. In 1884, Mr. W. J. Young, the successor of Mr. Gudgek, reported : " ar- ticulation has been taught for four years with very encouraging success. * * * The more advanced class, ten in number, are now entering their fifth year, and most of them can read lips readily, and express their thoughts by spoken as well as written language. The class is divided into three grades. The pupils in the first grade have made rapid prog- ress. They have oral recitations daily in history, geography, and arith- metic. Those in the second grade can read understandingly the language usually employed in second readers, and are taking their first les.sons in geography. In arithmetic their progress is very encouraging, In the Notes and Observations. XXXV it is understood, with all the new pupils entering the Pennsylvania Institution, in the fall of 1892. The action of the Milan Congress was as follows : I. This Congress, Considering the incontestable superiority of speech over signs (1) in restoring the deaf-mute to society and (2) in giving him a more perfect knowledge of language. Declares, That the oral method ought to be preferred to that of signs for the education and instruction of the deaf and dumb. II. This Congress, Considering that the simultaneous use of speech and signs has the disadvantage of injuring speech, lip-reading, and precision of ideas. Declares, That the pure oral method ought to be preferred. 4c « >|t H< 4< * 4: VI. The Congress, Considering the results obtained by the numerous inquiries made con- cerning the deaf of every age and every condition long after they had quitted school, who when questioned upon various subjects, have an- swered correctly, with sufficient clearness of articulation, and read the lips of their questioners with the greatest facility. Declares : 1. That deaf-mutes taught by the pure oral method do not forget after leaving school the knowledge which they have acquired there, but rather increase it by conversation and reading, which have been made easier for them. 2. That in their conversation with speaking persons they make use of speech exclusively. 3. That speech and lip-reading, so far from being lost, are developed by practice. * * * * * ♦ * third grade original language, spoken and written, is required from each pupil daily." The Board of Directors in the same report say of the oral method : " We shall give the method a full and hearty support, in order to more fully test its efficacy and value." The writer regrets that he has no later report of this school, but from his knowledge of the present authorities of the school he has no doubt that upon the separation of the deaf from the blind and the removal of the former to new quarters at Morgantown, facilities will be aiforded for renewing the experiment under the most favorable conditions. XXXVl Notes and Ohservations. VIII. The Congress, Considering that the introduction of the pure oral method in institu- tions where it is not yet employed should be— to avoid the certainty of failure— prudent, gradual, and progressiA-e, Recommends : 1. That the new pupils should form a class by themselves, in which the instruction should be given by speech. 2. That these pupils should be entirely separated from others too far advanced to be instructed by speech, and whose education will becom- pleted^by signs. 3. That each'year a new speaking-class be established until all the old pupils taught by signs have finished their education. THE THIRD INTERNATIONAL CONGRESS, BRUSSELS. 1883. This was the largest of the international Conventions, numbering some two hundred and fifty members, and was remarkable for the number of distinguished educators of the deaf present from all parts of the world. No full or official report of the proceedings has fallen into the writer's hands. The following statement is taken from the London Tim es : The most remarkable feature of the Congress was that, after the lapse of three years, and in a more widely representative gathering, the decision of the Congress held at Milan in 1880 in favor of the pure oral system was accepted and acquiesced in as final, and thus practically confirmed with perfect unanimity. FRENCH CONVENTION OF 1884. This Convention was held in Paris, in September, 1884, and a synopsis of its proceedings was published by Mr. M. DuPONT, of the National Institution at Paris, in 1885. " The teachers present were unanimous in their support of the oral method of instruction." FRENCH CONVENTION OF 1885. This Convention was held August 4-6, 1885, in Paris, under the presidency of Mr. A. Fbanck, member of the In- Notes and Observations. xxxvii stitute. The instruction of arrieres, or backward children, was a topic discussed, upon which extremely important action was taken, to which the reader's attention is di- rected. The following is a summary of the action of the Convention upon the principal subjects presented for con- sideration : The Convention, considering that the pure oral method, after having been admitted in principle at the Milan Congress, has been practiced in fact for four years in most of the French institutions, recommends, in order to insure and develop unity, (1) the preparation of programmes of instruction based upon the results obtained during the normal course of study, both with respect to the average of intelligent children and the average of those of mediocre capacity, or having a limited number of years to pass in school: (2) the preparation of elementary works developing, with precision and adaptation to the instruction of deaf-mutes, the sub- jects of these programmes ; (3 ) visits of instructors from institution to in- stitution during the school term : (4) the establishment of normal courses ; * * * (9^ the formation in existing schools of special classes for backward pupils farrieres), for whose instruction no absolute method shall be imposed: (10) a diminution of the numbers of the large schools : (11) the separation of pupils taught by signs from the others ; (12) rigorous application of the pure oral method ; (13) strict watch of the pupils, (to prevent the use of signs,) and constant practice in such speech as they already possess. SCANDINAVIAN CONVENTION OF 1885. This convention, held in Christiana in July, 1885, in- cluded teachers from Sweden^ Norway, Denmark, and Finland. "A resolution in favor of the oral method was adopted by a vote of 70 to 44." ACTION OF THE THIRD CONVENTION OF AllTICULATION TEACHERS OF THE DEAF, NEW YORK, 1884. The first and second Conventions of Articulation Teachers were held at Worcester, Mass., in 1874. The first was composed of teachers of Professor A. Melville Bell's system of Visible Speech. This Convention pro- vided for the second, to which all teachers of speech, ir- respective of method, were invited. These Conventions xxxviii Notes and Observations. were more of the nature of Teacher's Institutes than of deliberative assemblies. The Third Convention was held June 25- 28, 1884, under the presidency of Dr. Alexander Graham Bell, in the Institution for Improved Instruction of Deaf-Mutes, Lex- ington Avenue, between 67th and 68th streets, New York. More than 200 members were enrolled. The following resolutions were offered by Professor Gordon : Resolved, That the Convention of American Instructors of the Deaf and Dumb be requested to organize a section of the Convention for the promotion of articulation teaching. Resolved, That this request be transmitted to the Executive Committee of the Convention. Professor Gordon said : I will sa}', by way of explanation, that the Convention of American Instructors of the Deaf and Dumb is the only body that embraces within itself all teachers of the deaf and dumb, and that it has had a number of national conventions at which we have considered all matters more or less appertaining to the education of the deaf, and that these resolutions are only in the line of what has actually been our course in the past, especially at the last meeting which was held in the Illinois Institution. During the meetings of the large convention held there, there were infor- mal conferences held by the teachers of articulation who were present, who enjoyed the meetings very much and received great benefit from them. There were also informal conferences with reference to religious instruction and with reference to elementary language instruction and other matters. Now it is proposed to take formal action so that the pro- ceedings, which will be important and of interest, may be recorded as a part of the proceedings of the Convention. The resolutions were seconded by President Gallaudet, who said : I shall be very much pleased, as a member of this Convention, to sus- tain the resolutions which have just been offered, and to urge their adoption. They certainly commend themselves to my judgment as emi- nently wise, and the probable result of the action suggested by these resolutions is calculated to do great good to the cause of teaching speech to the deaf. If I may be allowed to say a word in my capacity as chair- man of the national convention of American Instructors of the Deaf and Dumb, I can certainly say in that capacity that it will give me pleasure, if these resolutions are adopted by this convention, to receive them as Notes and Ohservations. xxxix the recognized organ of the standing committee, to lay them before the committee at a meeting that will probably be held in a few weeks at Faribault in connection with a gathering there of heads of institutions in this country. I am sure that the convention of American Instructors of the Deaf and Dumb is an organization broad enough and catholic enough to receive all who are working in the interest of giving speech to the deaf. That has been the spirit of former conventions ; that will be the spirit of future conventions, and I accept the offering of these reso- lutions as a most gi'atifying assurance of the continuance among American instructors of the deaf of that spirit of harmony of which it has been my pleasure to boast on the other side of the water, and to say to our breth- ren there that in this country we can entertain even wide differences of opinion as to methods, but we can shake hands over the grand system which exists, and which I am happy to say is recognized in the call which came from the Scott Circle in Washington bringing this conven- tion together. I read in the fii-st paragraph that called the convention the words, the "American system of educating the deaf," and I rejoice that that system to-day includes all methods that are believed to be of value to any class of the deaf ; and so I trust that we may go forward in this work in the future harmoniously, each respecting the differences of opinion that exist and working forward for the good of all. I am sure, if I may add this word in seconding these resolutions, that the vast ma- jority of the teachers of the deaf in this country are working on the principle that the fittest must survive ; and, if it be proved in the future, as the result of articulation teaching to the deaf, that a far greater pro- portion of the deaf can be taught to speak well than has been supposed by some of those who have been laboring for the welfare of the deaf, they will be the ones most delighted to accept the proof that such results are possible. We shall go forward, I am sure, with our labors after this convention with renewed enthusiasm for that particular development among the deaf that this convention was called to urge and advance, and I say here most heartily, God speed the cause of giving speech to the deaf, and may He grant that the day shall come when the number who cannot be taught to speak shall be reduced to the smallest possible min- imum. The resolutions were then adopted. THE CALIFOKNIA CONVENTION. The American Instructors of the Deaf assembled in con- vention at Berkeley, California, in July, 1886, and repre- senting all methods of instruction, acted upon the following preamble and resolutions : Whereas, the experience of many years in the instruction of the deaf has plainly shown that among the members of this class of persons great differences exist in mental and physical conditions, and in capacity for xl Notes and Observations. improvement, making results easily possible in certain cases which are practically and sometimes actually unattainable in others, these differ- ences suggesting widely different treatment with different individuals: it is, therefore, Resolved, That the system of instruction existing at present in America >- commends itself to the world, for the reason that its tendency is to in- clude all known methods and expedients which have been found to be of value in the education of the deaf, while it allows diversity and independ- ence of action, and works at the same time harmoniously, aiming at the attainment of an object common to all. Resolved, That earnest and persistent endeavors should be made in every school for the deaf to teach every pupil to speak and read from the lips, and that such efforts should be abandoned only when it is plainly evident that the measure of success attained does not justify the neces- sary amount of labor. This paper was offered by President Gallaudet, who said in conclusion : Mr. President, when I arose I had in mind many more suggestions, especially one in the direction of a question asked by Dr. Noyes as to how it is to be determined who is to be taught speech in our schools. I am prepared to cover that point and one other by a preamble and a couple of resolutions. It is rather unusual for us to adopt resolutions in this convention. Thought and discussion here are free, and we have rarely attempted to bind any one by resolutions ; and we do not attempt to bind closely the opinions of any one. I offer this preamble and resolu- tions in the interest of a sentiment : but it is a sentiment which I think it is worth while to cultivate and strengthen by all the efforts in our power in this country. For it is a matter of great delight to me, as years have gone by, and as convention after convention has been held, that we have been able to bring together in this body of American instructors of the deaf, men and women who have at times held opinions almost vio- lently opposed to each other : those who have been sometimes urging methods and pressing measures that were antagonistic and almost hos- tile'; and it is the glory of this organization that we have worked now for twenty years nearly, with a harmony of purpose and with a friend- liness of spirit that challenges the admiration of the nations of the world. I believe that that very sentiment is worthy of cultivation ; for I see in its prevalence alone, when that sentiment is held to and al- lowed finally to prevail, that the prophecy of my friend Dr. Fay [of Hart- ford] can be fulfilled. If we are antagonistic to each -other — at swords' points— all of the time holding up the merits of rival methods, we reach little good. But here we bring forward our methods ; they differ, and great independence of thought and opinion is allowed. We hear what our friends have to say, and they hear what we have to say ; and we go home with the seeds which they have sown in our minds, which will bear fruit in the future. And so we go forward in the work which I feel to be a grand and noble work with a grand and noble spirit. And so I have ventured to formulate an expression of opinion which I JSotes and Observatiom. xli think this convention certainly, if I have any appreciation of the senti- ment of its members, even those who differ as to method, will be able to unanimously subscribe to. I think it will be a sort of covenant, if they do subscribe to it, each to the other, of mutual respect to those who have their different opinions, and to the desire to give and receive at all points where it is possible. I trust that these resolutions may be adopted by the convention with- out dissent. I should be glad to have them discussed, and any sugges- tions made with reference to them that may seem proper to the members of the convention. I offer this preamble and these resolutions for con- sideration at the present time. x\mendments were offered as follows : Mr. Elmendorf. of the New York Institution for Improved Instruction of Deaf-Mutes. I expected to be able to second these resolutions most heartily; and I can second the second resolution most heartily, with the proviso "that these children who are given to articiilation teachers for trial should be given to articulation teachers who are trained for the woi'k, and not to novices, before saying it is a failure. Dr. GAiiiiAUDET. I accept the proviso. Mr. Elmendorf. Because in my short experience as a teacher I have not onlj' known such things to be done, but I feel it my duty as au advo- cate of the articulation method exclusively to put that proviso in. "With that proviso I heartily second the motion. Mr. Gillespie, of Nebraska. I am in favor of the resolutions, and will offer an amendment to the second resolution : that a general test be made, and that those who are found to have sufficient hearing to distinguish sounds shall be taught aurally. Dr. Gallaudet. I will also accept that. The resolutions, as amended, were adopted by a unan- imous vote. THE ROYAL COMMISSION OF THE UNITED KINGDOM, LON- DON, 1886-'8s. The composition of this Commission and a brief account of its labors with reference to the deaf appear in the preceding pages. At a cost of $230,000, all ques- tions of public interest relating to the blind, the deaf, etc., were investigated with great thoroughness, and the evidence, along with the conclusions of the Commission, was presented to Parliament in a work of 1,574 large octavo pages. In regard to the method of instructing xlii Notes and Ohaervatiouis. the deaf, the Commission adopted the following recom- mendation : That every child who is deaf should have full opportuuity of being educated on the pure oral system. In all schools which receive Govern- ment grants, whether conducted on the oral, sign and manual, or com- bined systems, all children should be, for the first year at least, in- structed on the oral system, and after the first year they should be taught to speak and lip-read on the pure oral system, unless they are physically or mentally disqualified, in which case, with the consent of the parents, they should be either removed from the oral department of the school or taught elsewhere on the sign and manual system. THE NEW YORK CONVENTION OF 1890. The Twelfth Convention of American Instructors of the Deaf assembled in New York, in 1890. At this convention the action of the Third Convention of Articulation Teachers was brought before the Conven- tion by Dr. Bell, who said, — If I am in order, I would like to direct the attention of the Convention to a resolution that was passed by the Third Convention of Articulation Teachers, which met in this city in 1884. The resolution reads as follows : Resolved, That the Convention of American Instructors of the Deaf and Dumb be requested to organize a section of the Convention for the promotion of articulation teaching. Resolved, That this request be transmitted to the Executive Committee of the Convention. This resolution was proposed by Professor Gordon, seconded by Presi- dent Gallaudet, and was carried unanimously. Two years later; the Convention of American Instructors met in Cali- fornia. I was not present upon that occasion, and do not know, there- fore, what consideration the resolution received. So far as the printed proceedings show, the resolution was not brought formally to the atten- tion of the Convention at all. Under these circumstances; I feel that some responsibility rests upon me as President of the Convention that passed the fesolution, to bring the matter to your attention now\ The resolution suggests a change in the organization of this body by the formation of sections for the consideration of special subjects, and the Articulation Convention has asked, unanimously, for a section of articulation, to be devoted exclusively to the promotion of articulation teaching. Nearly all large bodies, dealing with large subjects, have found it ad- visable to consider, in general session, only those subjects that are of Notes and Obsei'vatioiiH. xliii general interest, and to reserve for special sections those topics that are chiefly an interest to specialists. * * * The interests of articulation teaching demand the discussion Vjy spe- cialists, of points relating to articulation work that are of little interest to those not specially engaged in the work. To meet this want, the articulation teachers of America have held three separate Conventions of their own. The last Convention in 1884 was attended by more than two hundred delegates. A committee, of which I am Chairman, was ap- pointed to call another Convention whenever it seemed desirable, but the resolution which 1 have just read expressed the sense of the meeting that it would be better to organize an articulation section of the General Con- vention under its own officers rather than hold separate conventions. I trust, therefore, that the Business Committee of this Convention may give the matter attention. The subject was discussed as follows : Dr. Williams, of Hartford. Now that this subject has come up, I de- sire to say that I am opposed to dividing the Convention. It seems to me that every teacher, who is interested in the subject of deaf-mute education, ought to take a broader view of his profession than to take articulation, by itself, or signs by themselves. I am opposed to taking any particular subject for side consideration. I hope that every teacher here is broad enough to take an interest in every branch of deaf-mute instruction, and I, for one, want to hear all that I can. I want to hear all that is said in the department of signs and in any other branch of instruction, whether it is sign-language itself, or the sign-language com- bined with articulation. I hope we shall not allow any division on these subjects, but that we shall all take an interest in every department, giv- ing our attention to it, and encouraging those who are engaged in any department by our presence and attention, showing that we have an in- terest in all these different subjects. Kev. Dr. Gallaudet, of New York. As a sort of a compromise be- tween these two views, I would suggest that between the sessions of the Convention there might be a reasonable time in which persons could con- sult on these methods— these various methods of instruction. Then they could come into the Convention and give us the benefit of their con- sultation. Dr. E. A. Fay. of Washington. I concur with the views of Dr. Bell. . I believe that it would be a good thing to devote one section of this Con- vention to the subject of articulation, or to divide the normal work into schools, one of which should be devoted to articulation, as was done at the California Convention. I hope some such arrangement will be re- ported by the Business Committee to this Convention. Dr. Williams. It does not make any difference what we call it, a section or division, so long as the section includes the whole Convention. All I desire is that I shall have the benefit of any discussion there may be on the subject of articulation as well as on every other subject. I do not think it would be well to have one section considering articulation, while another section was considering some other subject. I hope we shall all have a chance to hear what is being said in each department. xliv Notes and Ohservations. Dr. J. L. NoYES, of Minnesota. I would like to call upon Dr. Fay, ot Hartford, who has charge of the Normal Department, and ask him if he has any special time or space devoted to the subject of articulation. I think he may be able to throw some light upon this matter. Dr. G. O. Fay, of Hartford. I would say that, in making arrange- ments for this Convention, care was taken to arrange for the presentation of papers and a fair treatment of the subject of articulation as well as the other branches of deaf-mute education. Mr. Greenbebger, of this city, has consented to take the lead in this department of education, and we will have an opportunity of acquainting ourselves fully with this branch. President E. M. Gallaudet. If my memory serves me right, the reso- lution referred to by Dr. Bell was adopted at the Convention of 1884. I cannot remember at this moment, and I have not referred to the pro- ceedings of the California Convention, but I think it must have ])een reported to that convention. I am quite certain that the recommendation embraced in that resolution was taken into account in the arrangements which were made for the Normal School Department. I am certain that at the California Convention time was taken for the discussion of ques- tions and the presentation of papers upon this subject, in which the whole Convention took a very lively interest. My own feeling is like that of Dr. Williams, of Hartford, — that we should take an interest in all the questions of deaf-mute education. If any important feature is to be discussed here, such discussion should be had at times and in such shape that all who are interested can have the benefit of all that is said. * ♦ * We want all we can get here, and we can hardly divide ourselves into sections aud be interested in matters going on in different places at the same time. I really think there will be no difficulty in carrying out the recommendation of the Convention. Dr. Fay, of Hartford, in ar- ranging the Normal School Department, has made a most suitable selec- tion in having so eminent a teacher as Mr. Greenbebger to conduct the exercises of the oral section. We shall certainly carry out the spirit of that resolution, and I hope that Dr. Bell will feel satisfied with this ar- rangement. Dr. Bell. You will understand that I have not risen to ask the Con- vention to adopt this resolution. I simply stated that it was a resolu- tion, emanating from Professor Gobdon, seconded by Dr. Gallaudet and unanimously passed by the Convention. I was simply anxious that it should be brought before this Convention and considered. Dr. E. A. Fay. I move that that resolution be referred to the Com- mittee on Order of Business. This motion was adopted, and subsequently Mr. Ely, Chairman of tlie Committee on Business, reported the following preamble and resolution, which were adopted by the Convention : Whereas, at the last Convention of Articulation Teachers of the Deaf, a resolution was adopted looking to the formation of a section of the Notes and Observations. xlv [Couvention of] American Instructors of the Deaf, "for the promotion of Articulation Teaching : " therefore, be it Resolved, That the oral teachers of this Convention be invited to form a section for the purpose indicated, to be organized under its own officers, the hours of meeting to be determined by the appropriate committee of the Convention, and to be so ordered as to harmonize with the general meetings and with the Normal section. The section was subsequently organized, and an execu- tive committee was appointed with the formal approval of the Convention. AMEEICAN ASSOCIATION TO PROMOTE THE TEACHING OF SPEECH TO THE DEAF. At the same session that the action recorded above was taken, the Convention received with great favor the announcement of the organization of the American Assi*- elation to Promote the Teaching of Speech to the Deaf. The purpose of this society was set forth by Mr. Z. F. Westervelt, as follows : "It is not a pure oral society : its purpose is to include every one who desires to pro- mote the teaching of speech to the deaf, and it hopes, on this ground, ultimately to take into its number all teachers of the deaf and all persons who can be interested in deaf- mute education." This society was incorporated September 16, 1890, under the laws of the State of New York, with Dr. Alexander Graham Bell, of Washington, President, and Mr. Z. F. Westervelt, of Rochester, N. Y., Secretary. It is in a flourishing condition, deriving its income from an endow- ment of $25,000 presented by Dr. Bell, and from the annual dues of a large and rapidly increasing membership. It held its first summer meeting in 1891, at Lake George, N. Y. The programme occupied ten days, and the meet- ing was successful in every respect. The Report of the Proceedings forms an extremely valuable illustrated vol- xlvi Notes and OhservatAons. ume of 437 pages. The second summer meeting has been appointed for a session of ten days at the same place early in July, 1892. The third meeting will be held at Chicago in 1893, probably in connection with the World's Auxiliary of the World's Columbian Exposition. The publications of this society, which include not only tech- nical and professional contributions of extreme value to teachers of the deaf but also much that cannot fail to interest general readers, can be obtained through corres- pondence with the Secretary, J. C. G. RADICAL CHANGES IN METHODS IN FRANCE. The change of base by French delegates at Milan was not nearly so extraordinary as has been commonly sup- posed. It has been tacitly assumed that the " French " and the " American " methods in approved use, until 1880, were identical, but it will be seen that two radical revolu- tions in methods had occurred in France before the Milan Congress, and that the leading French teachers had been engaged for years in building a bridge upon which it was an easy matter to pass from the silent to the oral method of instruction. It will be remembered that the Abbe De l'Epee invented, and the Abbe Sicard perfected, an artificial system of manual signs as a device for language-teaching. These- " methodical " signs, w^hich were never used colloquially, were for words rather than ideas, and were complicated by the addition of manual symbols to indicate the facts and relations of grammatical analysis. By memorizing these " methodical " signs and a written vocabulary, it was possible for a pupil to render an almost ver- batim translation into written language of passages dic- tated in these signs. It is obvious that this could be done as a feat of memory, without understanding at all, in either form, the matter thus translated. Another objec- tionable feature of the method was the ease with which it lent itself to charlatanry in public exhibitions. The weak- ness of this method was soon discovered by acute minds, but it secured so strong a hold through the reputation of its founders, in France, and the authority of Mr. Clerc, in the United States, that it lingered in its strongholds long after its general abandonment. A practical aquaintance with this De l' Epee-Sicard system has so completly van- xlvii xlvii Notes and Observations. ished that it is probable that no living teacher can now recite the Lord's prayer in '* methodical " signs. Saint-Sehnin, of Bordeaux, the real teacher of Sicard's famous pupil, Massieu, who in turn was Laurent Clerc's early teacher, did not escape entirely from the bondage of '* methodical " signs ; but he simplified them and subor- dinated their use to that of the natural signs of the deaf. He used this natural language of signs to develop the un- derstanding, and taught his pupils to translate directly from these signs into written language. Sentence-forms were fixed in the memory of his pupils by mnemonic numbers associated with the various parts of model sentences. SiCARD died in 1822, and was succeeded by the brilliant Bebian, who speedily emancipated himself from the method of De l'Epee and Sicard and made natural signs (the prom- inent feature of Saint-Sernin's method) the sole basis of instruction. By this method, deaf pupils became mas- ters of the sign-language developed from pantomine, and they w^ere taught to translate from the language of gesture into written language. This complete revolution in methods was supported by the authority of the state and it w^as gradually accepted by the great majority of the schools in France. It was introduced into the United States, at the New York Institution, in 1830 by Mr. Leon Vaisse,* an associate of the great educational reformer, * The teachers at New York endeavored to the best of their ability to walk in the footsteps of Sicakd. * * * The year 1830 was, however, the era of a radical reformation. It was during this year that Mr. Vaisse from the Institution at Paris, entered upon his duties at New York ; and that Mr. Peet, the principal, previously for nine years an instructor in the American Asylum, concluded to accept the situation which he has since continued to fill. The system of methodical signs, early, as we have seen, in use at New York [and at Hartford and Philadelphia], was. after the arrival of Mr. Vaisse, gradually abandoned. — F. A. P. Barnard, LL. D., in N. A. Remew, 1834. Notes and Oh^ervatwns. xlix Valade-Gabel, «T,nd afterward tlie distinguished head of the Paris school. Mr. Vaisse in four years' service did not succeed in eradicating the system of methodical" signs taught by Mr. Clerc at Hartford and Philadelphia, and brought from Hartford by Harvey Prindle Peet, a man of iron will, but he implanted the method of Bei',ian and Saint-Sernin, which after many years became the prevalent method in America. This method is the basis of instruction to-day in the majority of the " sign "-schools in the United States. A second revolution in methods, in France, was accom- plished by the eminent J. J. Valade-Gabel. This able disciple of Pestalozzi taught in the Paris school from 182G to 1838, was principal of the National Institution at Bordeaux from 1838 to 1850, and afterward its honorary director, and government inspector of schools not sup- ported by the state. This indefatigable reformer intro- duced into the Bordeaux Institution the intuitive method of teaching language in its written form in 1839. He pressed this method upon the attention of the profession in annual courses of normal lectures from 1839 to 1850 ; and in 1857 his " method of teaching deaf-mutes the French language without the intervention of the language of signs " was given to the world. This great work was received with favor by the heads of schools in France ; later, it was " crowned " by the French Academy, and in 1875 this method received the official approval of the Minister of the Interior. In Valade-Gabel's method, ideas were associated di- rectly with written words, or finger-spelled words, in the presence of objects, actions, occasions, emotions, and qualities, without the intervention of the language of signs. This language was retained, however, in the 1 Notes and Observations. schools as a useful, though non-essential, means of com- munication, and as an accomplishment. This metliod, which was a scientific adaptation of the mother's method of teaching language, substituted the eye for the ear, and writing for speech, and dispensed with the sign-language as an adjunct to language-teaching. This method was adopted outright, or, associated with the older methods, was given the preference in the majority of the schools in France for many years before the Milan Congress. To this intuitive method of teaching written language, instruction in speech, as introduced at Bordeaux in 1839, had been added in many schools, and this mixed method of instruction, without recourse to the language of signs in language-teaching, was familiar to French teachers, especially so to the Brotherhood of St. -Gabriel, who were strongly disposed to make speech, rather than written language, the basis of their method of instruction. The generation of French teachers represented at Milan was comparatively unfamiliar wdtli the language of signs as used by Bepjan and relied upon in America: Though used colloquially by pupils, and in moral and religious in- struction by the teachers, the sign-language, left largely to inferior and uncultivated minds, had decayed in France, and the good brothers of St.-Gabriel and their associates at Milan, standing upon the bridge of Valade-Gabel's in- tuitive metliod, consented, not entirely without misgivings, to throw aside the staff upon which they had been wont to lean, and thereupon passed over from the silent to the oral method. PAKTIAL STATISTICS OF EMPLOYMENTS OF EDUCATED DEAF PERSONS IN THE UNITED STATES WITH CENSUS RETURNS FROM ITALY AND PRUSSIA. The employments of the deaf, as returned by the United States census of 1880, were not tabukited. The returns of the census of 1890 are not available at the present time. The statements herein made are gathered together as illustrations and are culled from various sources. No statements are furnished from the United States, with two exceptions, as to the number or proportion of the deaf-born among the cases here reported, nor as to the number of years of training enjoyed. NEW YORK INSTITUTION FOR IMPROVED INSTRUCTION. Mr. S. G. Davidson reports statistics regarding a society in New Y^ork city composed of graduates of the oral school in that city. There are 45 members. Their time in school ranges from 3 to 13 years. The average would be about 7 or 8 years. The proceedings of the society are conducted through signs. Of these 45, 11 were born deaf, 7 lost their hearing at 1 year or under, 14 under 2 years, making 32 who were as good as born deaf. Their occupations are : Shirt cutter 1 Silk weaver 1 Dealer in fancy paper 1 Piano-makers 3 Undertaker 1 Contractor's clerk. 1 Butcher 1 li lii Notes and Ohservations. Engraver Mereautile photographer Insurance clerk Silver-chaser Moulders Clerks Carpenter , F^^r importer and dealer Cabinet-makers Electrical instrument maker Commission-house clerk Lithographers. Bookl)inder Piano-polisher Assistant superintendent of oral school Student Enameller of jewelry Artist Lithograph press-feeder Engraver on wood , Book-pa(;ker Electrotyper Starter on horse-car line.. Cloth sponger Compositor While two are men of leisure. THE CLARKE INSTITUTION. The Clarke Institution at Nortliampton, Massachusetts, Miss C. A. Yale, principal, reports the statistics of 167 former pupils as follows : Occupation unknown... 14 Working in shops and factories 18 Farmers 3 Housekeepers Machinist Laundryman Gunsmith Plumber .... Book-keepers ^ Engraver on wood Engraver on steel Foreman in printing office Chemist Proprietors of local newspapers 2 Carriaue builder 1 Notes and Ohservations. liii Teachers 3 Writers (authors) 2 luveutor 1 Carpenters 3 Now studying in hearing schools 0 At service 3 Transferred to other schools or under private instruction 41 Young women married 8 Insane 1 Discharged as feeble-minded 5 Died y Total 167 THE PENNSYLVANIA INSTITUTION. Ill 1884 the Peimsylvaiiia Institution, Mr. A. L. E. Ckouter, principal, made an exhaustive inquiry into tlie status of recent pupils, and out of SG-i reporting, there were engaged in — Shoe-making 35 Lithography 1 Tailoring , 18 Farming , '. 47 Printing '. 9 Cigar-making IG Dress-making 36 Housework ,. . 72 Weaving 10 Day laborers 35 Various occupations 65 None 16 Included in the " various occupations " were — Clergyman 1 Artists 2 Teachers 2 Postal clerk 1 Skilled mechanics in car-shop 3 Skilled iron machinists. 4 The above statistics relate to 364, out of 497 pupils of the Pennsylvania Institution, who went out from school in the ten years prior to 1884, and who were made the subject of a special report by Mr. Ceouter. Diligent in- liv Notes and Ohscrvations. quiry failed to elicit auy information concerning 183 of the 497. The facts herein contained are condensed from Mr. Crouter's report. Of the 364 heard from, 132 were born deaf, and 232 lost their hearing at various ages ; not less than 105 were 3 years old or older, and must have acquired more or less speech before the loss of hearing. The average period of instruction was 5^ years ; G3 were at school four years or under ; 65, five years ; 176, six years, and 60 for more than six years. 254 were taught some form of employment at school ; 230 were reported as self-supporting ; 69 as partially self- supporting, and 65 as dependent. The reputation of 270 was reported as follows : 111, very high ; 146, good, and 13 poor or worthless. In the use of language, " in many cases there has been much retrogression ; not more than 70 per cent, can fairly be considered able to express themselves intelligeutl}^ either orally or by writing, in their intercourse with those around them, while 30 per cent, are compelled to resort to their natural language [signs]." In the use of language, 115 are rated as very good; 139 as fair, and 110 poor. In penmanship, 96, or 26 per cent., wrote a good, legible hand ; 123, or 36 per cent., wrote fairly, and 136, or 38 per cent., wrote very poorly. Of 76 pupils taught articulation and speech-reading, 46 continue to practice it daily, and with much facility ; 18 practice it to a less extent ; while 9 failed wholly in their attempts to hold intercourse in this way. Mr. Crouter's inquiry and report made in 1884, led to important changes and improvements in the education of the pupils in the Pennsylvania Institution. J^otes and OhserDati.ons. Iv THE AMEKICAN ASYLUM. Dr. Job AVilliams, principal of the American Asylum at Hartford, Connecticut, the oldest deaf-mute school in America, gives the result of a recent inquiry as follows : Occupations of Men. Artist 1 Bakers 3 Basket-maker ... l Belt-maker 1 Blacksmith 1 Boatman 1 Boat-builder 1 Book agent 1 Bookbinders 2 Brakeman 1 Brass-moulder 1 Brass-worker 1 Bricklayer 1 Burnishers 5 Chair-makers 2 Cigar-maker i Clerk in drug store 1 Clerk in post-ofl&ce 1 Clerk in Treasury Department 1 Clergymen, ordained 3 Cooper 1 Clock-makers 6 Clock-case maker 1 Copyist , 1 Cutters in shoe-shop 2 Cabinet-makers 12 Capitalist 1 Car-maker 1 Carpenters 17 Carriage-makers 2 Carriage-painter 1 Cartridge-makers 2 Casket-maker 1 Casket-trimmer 1 Draughtsman 1 Dyer 1 Editors 3 Farmers 70 Firemen 1 Fishermen 3 Foreman in warehouse .. , 1 Ivi Notes and Observations, Foundry mau Furni ture-makers 1 3 Furnitiire-polislier 1 Glass-cutter 1 Glue- maker 1 Hatters 2 Hostler ♦ 1 Ice-dealer 1 Janitor 1 Jeweller 1 Joiners 3 Laborers 7 Lanip-trininier 1 Last- maker 1 Lock-makers 3 Mas(ms 2 Machinists 4 Me(!lianics 20 Merchant 1 Mill operatives 21 Millwright 1 Monument sculptor 1 Nail-makers. 3 Organ-case maker 1 Oy sternum , 1 Pail-maker 1 Painters 8 Paper-ruler (by machine; 1 Patent lawyer 1 Pattern-maker 1 Peddlers 2 Picture-frame maker 1 Piano-case makers 3 Plow-maker 1 Pocket-book maker 1 Printers 5 Quarryman 1 liubber-stamp maker 1 Rule-maker 1 Sash and blind makers 5 Saw-mill tenders 2 Shoe-dealer 1 Shoemakers 20 Shoe-factory operatives 27 Shuttle-maker 1 Spool-turner 1 Stair-builder 1 Stone-cutters 2 Silver metal scourer 1 Tanner , 1 Notes and Observations. Ivii Teachers 1*'^ Tin-smiths 2 Tool-maker 1 Toy-maker 1 Upholsterers 2 Varnisher 1 Wagon-maker - . 1 Watchmaker , 1 Wire-drawers 4 Wood-carvers : Wool-sorters 2 Occupations of Women. Book-stitcher 1 Cartridge-makers 2 Corset-maker 1 Dressmaker 1 Hair-braiders 2 Matron in a school for deaf-mutes 1 Matrons (assistant) in a school for deaf-mutes 2 Mill operatives 27 Seamstresses 5 Shoe-factory operatives 3 Supervisor of girls in school for deaf-mutes 1 Tailoresses 2 Teachers 6 " A large number of the women are married and have homes of their own. Many others live with their parents, and are useful and efficient members of the household. Of these two classes I have made no note in the above list of occupations. THE ILLINOIS INSTITUTION. Dr. P. G. GiLLETT, superintendent of the Illinois Insti- tution, reports in 1882, after careful inquiry, 968 living graduates of that school, and characterizes them as honest, industrious men and women, enjoying the confidence and respect of their neighbors, performing the duties of intel- gent citizens, and bearing their social responsibilities as well as the average of hearing and speaking people. " None of the former pupils are in prisons, jails, or alms- houses." Iviii Notes and Observations. KANSAS INSTITUTION. Mr. S. T. Walkek, superintendent of the Kansas Insti- tution, says: From an incomplete survey of our own [former] pupils, I find them engaged as follows : Farmers, or working at farming 72 Slioemaking 31 Carpenters and cabinet-makers 30 Printers 21 Laborers 17 Artists 5 Stock-raisers 2 Bakers 2 Draughtsman 1 Milliner 1 Dressmaker 1 Barber 1 Shipping clerk 1 Clerk 1 Housemaids 3 Teachers ; 2 Stone mason 1 Dairyman 1 Government clerk 1 Editor of a Kansas newspaper 1 Tailor 1 Coal miner 1 Miller's assistant 1 THE NATIONAL COLLEGE FOR THE DEAF. Professor A. G. Draper reports the occupations of the graduates of the National College for the Deaf as follows : Unascertained at this writing (of whom one died soon after graduat- ing) 4 Foreman of a daily newspaper 1 First assistant postmaster of a city, and editorial writer 1 Clerk to a recorder of deeds 1 Official botanist of a State 1 Deputy recorder of deeds in a leading city 1 Teachers [of the deaf] 34 Teacher, and principal of a leading institution [for the deaf] 1 Teachers, and founders of schools [for the deaf].. 5 Teacher, founder of a school, and principal of an institution [for the deaf] 1 Notes and Observations. lix Teacher, principal of a leading institution, authority in microscopy, merchant in iron and steel 1 Teachers, and editors of papers for the deaf 4 Professors in the college [for the deaf] 2 United States examiner of patents, and attorney in patent law 1 Clerks in United States departments, and teachers 4 Clerk to the Librarian of Congress, and teacher 1 Clerks in the United States departments, custom-houses, and post- offices 8 Editors and publishers of county newspapers, and general printers. 2 Bank clerk 1 Farmers and teachers 2 Ranchman 1 Teacher, and fruit-grower 1 Insurance clerks 1 Expert in the finishing of lenses 1 Publisher of a paper for the Methodist Publication Society 1 Teachers and missionaries among the deaf 3 Architect's draughtsman 1 Architect 1 Practical chemists 2 Partner in wholesale milling and flouring business 1 Total , 89 Ix Notes and Observations. oo c« < W H •< Q H C/2 Q DC H H S5 P FO HE to H 'A O o O o O CO W Q 2 CC < O o t3 M 5 P w 1 < o H 2 < H < J D CQ o ift in lo « :c -o ?o tc «o TIKIO jo O^BQ * °° OOa0aOQOCC0O0OQO«0CODO0OO00t» 00 oooooO^GCcoaccoxoojo 2 5 W ;i t-l ^ tL r! o : S a) o -§1 S >> 2 a: -J3 ir; -rt oj .5 -rt Ti o .-5 t: £ , t; - i; . . -f^ Notes and Observations. Ixi 1 1 Ah 33 c:: C35 O «2 5D t- a 2 ° 1 « aii m 10 1 X X 00 c ^.§£-.llslg--".ll"g^'". t- C- C~ t- t- 00 X' 30 « 00 00 GC' X '-/j 00 00 'GC 00 05 05 05 'X '» 00 «' 00 00 00 00 X' 00 CO X •/■' X) X X X X rx> X 5 a: ;i3 • CO CO ^ .2 T3 .2 -2 a? . W § ^ N S S >^ I tote ^ CO o X3 -iS -3 5 a 5' ^ - X j" ^ -J M ^ cc ^ a ^ a« ° g •a a a 5 -rH^ , a CO O o _g 23 a . jH^a ce g es H O cu a a OS ^ CD q (14 H -i< H CC 0 0 p H 0 CO >^ Z < 0 w H tn < 0 0 0 W 0 H CO 2 0 ME BLI W H < H CO < D < No. OF Instri-ct- OKS.t rH rH 0 « «o «os looeo-*!?- coe5«o ec^(NOto eo eo 03 w rH ^ ?h t-t- o> oor^ oo«»ot-c rH •OM oioqAi 00 5D«0 iHiHOSOSlO OOt-00 l« tOSl t-00« tH iH CO tH (N « iH i-( i-H tH rH t- OS » iH 00 (M d rH rH rH rH rH rH C» 1 NO. OF PUPILS. Uft^SUI pDAIOO -9.1 oABq I'ciox 2,513 3,291 2,449 1,090 2,472 647 1,835 2,247 457 277 1,191 I-H «o 0 : «o OS 0 -OS 00 I-H in : •^0 ' 0 0 00 15 t- • OS 50 0 00 -n 00 CO : 03 «o 10 la la •1681 OJCI Ift woo 00i-HTH?Ot- OOCCt- 0 0"*iHO«0 m OS OS OS uj 00 OS «o « 0 00 1- to w 00 os 00 t- os tHC^ -* tH rt ClrHrHlO ^>« rH « tH iH rH d too OS usmiouso ClOO « THtOfHC^iO ^ 03 00 ^ CO 0 03 03 eo «o >a o3 0 OSrH r-( -^00 inC^^^OiM (MOOO 0 ■^'itCl <» t-«0-««) r-( OS »« xot-meo ri r-i oo w t rH : 0 03 3 WrH 0 ^^3-5 V r- 00 00 oc 3 N^c^ 3 ;:j^3 00 t- 00 00 OS 11 00 << o o 00 oj a> OJ QJ a a a a :cq a a -ii O o o) o) a> m a a a a a 3 3 2 3 ^a a PQ KM <5< a a 1 a S I o o lOO S5 3 a ^ o 05 o a 11 WO : om : t- . i-H CO CO rH 1-1 eoeoic coi-i i-h im co rn ■ I 05 »0 t- O 1-H t- I t- CO CO r-l 05 ■* t-OiHC005co-*oDco-*iat:-0 'i* X O) oj a a a 332 H S ^ S ■ 3333 a 3 a 41- a a. '^rfSSS'^'sssaagag'S'^saS'sce ^Hf-iOoofHtHOoooiSoiS^iioo^S OOOOOOOOQOoSoSOOOOSO > o Z> ^ oo a) S :3 a O ^ 01 O i3 ,a boa 3 =s 'c O _ •a o ;2 -3 •a ^ O! « . ^ p (B s a a > Ph a s si! a ? a _, 01 v.^ a O) a) 1^ Op -S^rH- 2§§ O -a -tj" • ; O 02 O 03 O ■ O 8 ao^ !Oo.-S ■a «2 a : ? =£ i ,a cs aj : o J -a -a-S ^ "S ^ a o 'o ,5 «0>0 ^ 0^5* a ^ » -3 II • 7 a; fti^ SD II o f; o a >h" * II ^ 5 S bcW s s .a II a -3 tea ;=! ,.a r; 1 a i o ^ 2 r -So H ^ a; ^ o «u Si* II ^•"-S 11 S^i^" .a=2M6§a a a ". .r. aj oj .a M a cs ^a !B " rH o o -2 H.a M a . a a lo 'os 1 c-j ^ .3 2 >o a; ■C r2 S t» s . y s 11^ U l^H-l.lii ^§1 1? la a II 3 d ^5^^ a .at-D a -H .a s .a r 1 o ^ a ii H t- ^ ^ o3 • ^ ^ a. a 5 a s "2 a> ^ ' a) " ^- >S o S a ^ ^ o s II II • .a P3 w S a ^ ^ ^ -as Ixiv Notes unci Observations. S to •HPi0.i9 put? o o o o >o o c» O O O <5> o ^ i?r o o o o < lO o o ira < ao «o 00 i-i ( ;§iss r C<5" ih'ih" ■fj.odclns ao J 'spttiiojS pnu sSnipiinq .;o oii^t?a ) O 00 1-1 i O CI Oi > O IC lO • lO O »0 iH CSi-^OOCOr-IOOCOOOOOl^rH I- o o o> 'X o o 00 c o o in L- t-0tOOCMOOOC0C0i-l''/j-*05 lo « o eo « I « «5 C» i-l « O I OC tH rH (M >n l-H I lO ■* O i-c , I « CO «0 i-l Ttl ( oooooooooooooooinooQO ooooooooooooooot-oooo O 0_ 0^10.0. 0. rH^OO 0^0^0,0^0. o_o_o.o, o'^cT o'co'cT o'r-ro^irro''o"in'"o'o' o'os' irTo'o'cT lOiOict-lOiC'MlOt-Ot-lCOOi-ii-iC^OOSO in (M t- CO o < p. ma 3 c3 ce , cc 8 ^ a CO CO o +^ o a''^ ai 02 a> a^ a 3 t; « a 1-5 a a * " _ O Oi ) C CO III a a s-i .a CO a £ a >. , ? a .i3 Q !^ „ .e3a-lac5SGJO?-lcBa."f^^i i-5Hi-:iHsHc»a2a!ajccHi-:]j»HnccHHa5r5?= a 8 8 i-s cc 05 0; ^ : a ^ o o ia.2 1-4 03 ■* »o 'a a ■3c;a ro5 o a cs -So O ^5 • CO a M 4) 1^:1 I CO 10 to I Kotes and Ohservattons. X ao ® : o ( o o o c lO o o « ^ to o -* i3i ii "S"^ C^^ T-H_ 0_ 05_( x' r ri' cT x' x'c o : OS 8 : « X o^io_ o o o o g? §•§ o> to X rH e» rH (N t- 5© kti O < CO I « a li; 1—1 §2« o o S o o o rH 50 O O t- r-l ccco 302 ft • .3 0^0! a o eS o ^ a 0) OJ o ft J? > 3' o o O -k^ O ai o . g «a o a « --a '* 2 o oQ cu a ■ ^ r' '.a a _, a a""^ 2_o o S a a 5 ai-s o 2- B >>a ^-1 a c3 -w o a-^oaaa§^§ .2 au-a.s.s.s':! ^.3 02 Gob m 02 P a a ^ a 53 , " " 'a Hgl^lJP^Sl-sP^^-^o(2l-s|^P^lJ^-^o2E^ H :5 CO ' 02 -a « ''•^ Ixvi Notes and Ohservdtioihs. •a 3 C «-» c o u 05 1, H -«! H 02 < 1 Q W P DC H w H O CO CO J o O O O td o X 02 o CO P4 H -«1 < o t> o2 PM ft < -0 O o H M H 2 u O H < Q H 1 CO PQ < D CQ < Snmsdo a 3 •? CO So' 2 Is. 3 > ' .2 G B -rev . o) ^ 3 5 ^ «3 H a i 05 U > . CO oj fH • v2 ■£ "bS I' > QC « Irt >^ 00 X •l-OCODOCOOOOCCOO )«O0QO00aD(»«00 -S- " =5o ^ 3 5 to ^-o^ a o g o I g .j^ ^ 2 2 g ^ o J^O +i eS a ^ a 0-2 1 5^1 III a 5 OS c ■ « a oj o g o oj o o « o a o a « -S ft C5 « 000 0 iH 0 C 0 0 1-1 0 0 0 rH 1 CO 0 ioo 10 o-*i««<*aoc«-* rH 1 NO. CQ 1 H [ m H ■ — — «oieg«aeoood«e 00 0 00 d W CO so t- rH IH rl ^ o S -2 ° rs CS g o o| , . ra a - ^- 4; ^; o o o ai C5 CO Q iz; Q ^ CQ ^* a « O 05 C5 « ?5 CO i-H r-( o ^co: ^a; 00 ( 0; 42 II §11 5 §1 o||| I 2^* S lililllll ce QC ^ a c ^ 5 a i= S - a ir« CO •«i< 10 ?o t- I to . S to .0 r; 2 gcOMWH ^ -IJ ^ II ^1 m 7^ « =s S ?i (X)ip-li-l CD T-H t— 00 c: X CO t- C O ^ X Ttl Oi LO — LO X LO X CD X rJH I-H LO CO rH O tH CD CO O) O 03 C3 <^ ■— ' I-H H rl ^. S S ^ ^ Q rHCqco^'LOCD«>x'cio 00 05 (M ■f. f. 1 0.2 so e _, C3 3 «^ QC -X T-ir-lT-lT-tT-See Day-Schools. of speech and sju'ech readiug, (rallaudet, I, 13,460, 33 ; A\ A. Fay, I, ()9 ; Milan ConcenUon, I, !()() ; Bell, II, 21,583, 28; Miss 3f. K Barrett, II, 121. Adventitious deafness, Causes of, tabulated, II, 21,487, 18; II, 91, 92, 93, 127. Adverse Statistics relatiug- to deaf children of deaf parents, Effect of analysis of, II, 21,612, 30. Advice as to unsuitable marriages, I, 13,353, 19; 13,392, 29. >See Classification of the Deaf into four groups as a Guide to Marriage, II, 21,473, 16. Advisability of early education, II, 70. African Race, Deaf mutism in, I, 44; Mind in, I, 13,501, 36. After-life of pupils, I, 13,320, 25. Advocates of pure oral system opposed to use of manual alphabet, II, 21,719, 40. Age, Effect of, upon development of voice, I, 13,146, 8. Proper school, I, 13,144, 8 ; 13,416, 30. of f)upils at leaving school, II, 21,840, 51. , Proper, for taking up technical instruction, II, 21,843, 51. of occurrence of deafness, II, 21,422, 10; 21,487, 17; V. Massachusetts 7'ables, III, 228-247. an element in examining results of instruction II, 21,585, 29. Statistics of, II, 21,487, 17; 91, 92, 93, 127; III, 228-247. Ages of deaf-mutes, Classified, II, 21,487, 17; II, 127. Aggregation of deaf-mutes in certain communities, I, 50, Aid, Governmental : How it may be given, Bell, 11^ 21,937, 60 ; should be no discrimination between day-schools, and institutions, Bell, II, 21,768, 43; necessar}^, Gal- laudet, I, 13,367, 28 ; 13,309, 24, and prix^ate benevolence, I, 13,366, 28 ; II, 21,740, 41, 4 Analytical Index to Aid, Governmental, should depend upon certain resultfi obtained, II, 21,748, 42. Objections, I, 13,265, 20. ■ State, to day-Kchools in Wisconsin, II, 71. to various schools, see Table, 1, 74. Aids to hearing. See Auricular instruction. Alarms of war, a cause of deafness, I, 45. Alcmaeon, Opinion of, II, 155. All grades of mental ability reached by the combined system, Williams, [, 82. Allen family. The, II, 21,454, 18 ; Chart, opposite p. 12. II. Alleviation, The greatest jiossible, Gallaudet, I, 13,425, 31. All pupils are not taught to speak. Why, I, 13.359, 27. should have the opportunity to learn to speak, I, 13,500, 3(> ; action of California Convention^ I, 13,141, 7 ; recotmaendation of Royal Commission^ ni, ? 9. 234; of Milan International Con., I, 106. Alphabet, Universal, devised by Prof. A. Melville Bell, II, 21,868, 54 ; Dalgarno. Glove, and Manual alphabets, see these titles, and Finger-Spelling. Alternatives, Choice between, I, 13,444, 32. Ambiguity in speech-reading, II, 21,568, 26 ; 11, 158. of the term " combined,"' II, 21,573, 27 ; 21,655-21,662, 33 ; 21,715-18, 40 ; 21,822-5, 49. of the designation oral method," II, 21,705, 39. Amendment to action of California Convention, Desirable, Jliss E. Garrett, II, 117. American Annals of the Deaf, see Annals. Asylum, Sketch of, I, 54. delegates at Milan represented 6,000 pupils, I, 13,522, 38. lady, Case of, Gallandet, I, 13,473, 34. Manual alphabet, I, 13,273, 21. with plates, Gordon, I, 94-97. opinion upon Milan Convention, I, 13,306, 24. pupils are not all taught to speak, Why, I, 13,359, 27. — - — system, An, G. O. Fay, 1, 79; Greenberger, II, 170. Education of Deaf Children. 5 American teachers, Ability of, Gitllaudet, I, 13,259, 13.263, 19. BelL II, 21,791, 45. Amorous relationships formed leading to marriage where the sexes are taught together, II, 21,525, 21. A mour propre as affecting the oi-ally taught, II, 21,984, 64; 11, 21,985, 64. vs. 3Iauvais honte, Gallaudet^ III, 210. Analysis of 22,472 cases of deaf-mutes living on 1st June, 1880 : Diagram to face, II, 9. and comparison of statistics for '30, '40, '50, H. F. Feet, I, 45. of the defective classes, II, 134. of statistics of deaf-mutes in Tenth Census, II, 127. Ancestral cause of deafness and other defects, II, 21,450, 13. Ancestry of the Deaf, ISee Ge}iealoylcal inquiry and studies. of deaf-mute population of Chilmark, Martha's Vineyard, II, 21,858, 53. of New-England deaf-mutes traced, II, 21,444, 12. > — Annals, American, of the Deaf, Accuracy of statistics in, II, 21,493, 18. citations: 1, 13,105, 3; 13,106, 13,109,13,111,4; 13,125, 5; 13,256, 19; 13,274, 21; 13,427, 31; 13,470, 34; 13,519, 37; II, 21,472, 15; 21,487, 17 ; 21,492, 18; 21,563,26; 21,599,30; 21,694,37; 11,1^, foot-note, 41 ; 21.812, 47; 21,827, 50; 21,873, 55; 21,983, 63. commended, II, 21,972, 63. described, I, 13,270, 20. presented to the Royal Commission, I, 13,271, 21. Annual cost of educating pupils, I, 13,125, 5 ; in Paris, 13,141, 8; in National College, West Point, and AnnapoHs, 1, 13,236, 16 ; in day-schools, II, 21,767, 43 ; 'dxev'dige per capita cost. 21,737, 21,738, /oo^-no^e, -41. — Anomalous position of institutions in the school-system, II, 21,744, 42. Answer to argument that ''the sign-language is the natural language of the deaf,'' II, 21,983, 63. () Analyticdl Index to Aphorisms from Dalgarno, II, 21,702, 39. Apparent Correlation Ix'tween deafness, blindness, and idiocy, II, WW, decrease of deaf-mutes explained, II, 21,437, 11. increase of deaf-mutes discussed, I, 13,105, 3. Appointments, Political, III, 211; II, 21,846, 51; I, 13,2(58, 20. Apprenticeship, System of, I, 13,280, 22. Argo, Mr. W. K., on auricular instruction, II, 78; on in- termarriage, II, 91 ; on system of instruction, II, 1()(>. Argument quoted from Salt-Lake City 'J'/ ihinie^ p. 100, II, is incorrect, II, 21,023, 31. Armitage, T. R., Esq., M. D., Questions by, 1,13,384, 13,419; 13,421. Arrested development, a common cause of cases of deaf- ness, blindness, and idiocy, II, 21,450, 13 ; assigned as cause of deafness in blue-eyed, white eats, II, 21,448, 12. ArroU, W. A., Esq., Question by, I, 13,350. Articulation, Action of California Convention, I, 13,141, 7 ; II, 21,077, 30. Acti(m of Milan Convention, I, 1(H). Action of R()yal Commission, III, 9, 234. Action of Washington Conference of 1808, I, 59. in American Asylum, Wlll'Kons, I, 85. All pupils could be taught, II, 21,377, 4 ; controverted : GuUandet, I, 13,300, 27; Klnsey, 108; Williams, 86. classes. Proper size of, II, 21,490, 19, Distinction between, and speech-reading, II, 21,575, 27. does not restore the deaf to society, E)nery, II, 114. Early example of, II, 15(>i not used as a means of instruction in the National Cob lege, II, 21,587, 29; how used, I, 13,510, 37. of words before learning elements — case of Bertha, II, 120. Kducation of Deaf Children. 7 Articulation ought to liave a more prominent place, Gallau ileU 1, 104. ■ Percentaoe of pupils taught, II, 71 ; 21,G7G, 35 ; III, Table. UL *259. Poor, better than none, G. (). Fay, I, 79. Proficiency in, a test of results, II, 21,748, 42. Schools, Founding of separate, in certain States recom- mended, (ralldudei, I, 104. should ])e compulsory, II, 21,922, 59. Sketch of, in U. S., Gallaudet, I, 13,133, 6, 57 ; Bel/. ll, 157. Statistics of, II, 21,377, 4 ; 21,379, 5 ; 21,380, 5 {v. cor- rection, 21,497, 19); 21,492, 18; 21,497, 19; 21,806, 46; Table for '83, II, 130; Table for ^88, II, 124; Tables for '84.-'91, III, 259. taught as an accomplishment, Result of, II, 21,582, 28 ; II, 115. teachers. Meaning of increased number of, II, 21,496, 19. the longest, hardest road, Emery, II, 113. ,See Oral Method, etc. Artificial selection, the essential factor in creating new breeds, Breioer, II, 102. Art, Instruction in, I, 13,173, 11 ; II, 21,472, 15. of understanding speech by the eye, II, 157. Artists, Deaf: J. C. Davis, II, 138; ITainphrey Moore, I, 13,175, 11. Association of adult deaf-mutes, a subject for careful con- sideration, II, 21,643, 32 ; beneficial II, 21,919, 59 ; Tendency to, irrespective of method, I, 13,442, 32 ; See Adults, Societies for. - - of deaf-mutes with deaf-mutes, not essential to happiness, II, 21,722, 40. of deaf children with the hearing, II, 21,465, 14 ; 21,469, 15 ; 21,651, 33 ; 21,781, 44; 21,919, 59, 71. of deaf instructed youth with hearing, for technical in- struction, II, 21,4^8, 15. 8 Analytical Index to Association of orally taught, with sign-taught children ad- vantageous, Gallaudet, I, 13,296, 23. Asylums, Idea of, I, 13,477, 35. Attitude of Dr. Bell toward rival systems, II, 21,881, 56. Audiometer, and tests of hearing, II, 21,402, 8 ; II, 140. Two forms of, II, 21,997, 65. and hearing-tube tests compared, II, 142. Audiphone, The, II, 21,402, 8 ; II, 87. Descrijjtion of, II, 21,689, 37. ■ Peculiar utility of, in certain cases, II, 21,689, 37. Substitute for, Clarke, II, 88. Audiphone used in 2 out of 797 cases, Clarke, II, 88. Audition, Very imperfect, utilizable in Articulation teaching, Gordon, II, 85. !Set Auricular instruction. essential to perfect speech, Gillett, II, 171. Aural method, .st^^ Auricular instruction. Auricular Instruction : American. prhLcipah, II, 78-88. Dr. Bell, II, 21,392-21,406, 7; 21,483-21,487, 17; 21,684-21,689, 36; 21,810, 47. h\ J). Clarke, II, 88, 140. ■ Report of Committet o)i, II, 139. E. H. Currier, II, 87. Dr. E. A. Fay, I, 70. Pre^. Gallandet, I, 13,147-13,157, 8-9. /. A. Gmespie, II, 84, 85. Prof. Gordon, II, 85, 139. Miss 3IcCoumn, II, 86. Mrs. Taylor, II, 85. . Age of proper subjects, II, 21,810, 47. Case of Mr. W. G. Jones, II, 21,399, 8. Definition of the method, II, 21,387, 6. Hereditary aptitude for, II, 21,811, 47. — Instrumental aids,' II, e. 78-84, 85, 86, 87, 88 ; 21,400, 8. Modus operandi of. Currier, II, 87-88. Nature of, II, 21,397, 7, and supra. Education of Deaf Children . 9 Auricular Instruction, Number and ratio of pupils capable of receiving, II, 21,403, 8 ; 21,684, 36 ; Table, columns /*, i, k, 78-84; Tables: JVebraska, 85; Voice aitd Hearing School, 87; Arkansas, HH, Photogravure of a class in, to face, II, 8. possibly improves the organ of hearing in certain cases, II, 21,399, 7 ; G^illespie, II, 85 ; Mrs. Taylor, II, 85 ; Miss Mc Cowan, II, 86 ; Clarke, 11, 88. prepares certain pupils for education in ordinary schools, II, 21,842, 51. • Selection of subjects for, II, 21,686, 36. Separate method for, in four schools, II, 21,400, 8 ; Arkansas, Neio York, Nebraska, Miss IMcCowan's Voice and Hearing School, II, 21,484-7, 17. -. Subjects, among the adventitiously deaf, I, 13,467, 33 ; among j3iipil^ hard of-hearing from birth, I, 13,300, 24. Tests of Hearing, II, 21,395, 7 ; 21,402, 8, 85. See titles, Audiphone, Audiometer, Hearing. Aurist, Examination of pupils by, not a general feature of day-schools, II, 21,799, 46. Available means of preventing certain marriages, I, 13,398, ^ Availability, Limited, of speech and speech-reading, I, 13,324, 25. Average cost of education, I, 13,125, 5 ; 13,141, 8 ; 13,236, 16; II, 21,458, 14; 21,737, 41 ; 21,767, 43. rate of speed for writing, tinger-spelling, speech to children, and of reading to one's self, II, 21,813, 47. \ 10 Analytical Index to F>ackus, Mr. Levi S., the first (leaf-mute editor of a iiews- l)aper, I, 55. Backward children [dejjejieres^ arrierefi'], System of instruc- tion for, Klnsey, I, 107 ; Williams, I, 82. Barton, Miss Ellen L., On Auricular instruction, II, 81 ; on Visible Speech, II, 76. Basis of classification of methods of instruction, II, 21,385- 21,887, G. for education of the deaf in Great Britain, Hutton, II, 1 of the conoenitally deaf, II, 21,507, 26. of objections to Dr. Bell's theories, II, 21,(>05, 30. for testing results of education ])roposed, II, 21,937, 60. Bayard, Hon. T. F., On effects of the physical training of deaf college students, I, 18,525, 38. Bebian's theory, 11, 21,827, 50. ^Bede describes finger spelling, II, 194- ; " How bishopp John cured a dumme man, ' II, 156. Begin language-teaching. How to, II, 21,560, 26. Bell, Dr. Alex. Graham : IFoi' subjects omitted <;onsult Index for topic desired, especially references to Part II.] Ability and intelligence of the congenitally deaf, II, 21,589, 29. Articulation, -See titles. Articulation, Oral, and Pure Oral. Articulation and linger spelling, II, 21,675, 35. Auricular instruction, II, 21,686, 36 ; 21,842, 51. Basis of classification of methods of instruction, II, 21,885, 6. Centralization, II, 21,762, 43. >^ee this title. Census of 1880, etc., II, 21,856, 1 ; 21,598, 30. Census of 1890 : Coillinuilicatloil to Senator Hale, II, 197 ; Final Form of Schedule submitted to Hon. Robert P. Porter, II, 203. Education of Deaf Ch ildren. 11 Bell, Dr. Alex. Graham — Continued : Classification of the deaf, II, 21,383-21,388, 5-6. Classification as a g uide to marriage, II, 21,473, 16. Combined system, II, 21,(554, 33; 21,714, 39; 21,822, 49. See this title. Is there a correlation between defects of the senses? II, 134; abnormal phenomena noted, II, 21,450, 13. Conditions of institution life are unfavorable to prac- tice in speech, II, 21,582, 28 ; 21,585, 29; 21,666, 34. On day-schools, II, 21,360, 2; 21,457, 13; 21,464, 14; 21,469, 15; 21,548, 24; 21,585, 29; 21,650, 33; 21,724, 40; 21,760,43; 21,767,43; 21,774, 44; 21,797, 45 ; On deaf classes in the Public Schools, II, 168. Dalgarno s principle, II, 21,563, 25. Defects in three methods of instruction, II, 21,570, 27. Discovery as to vocal organs, II, 21,901, 57. Experience of, as an instructor and educator, II, 21,694, 37; II, 150. Fallacies concerning the Deaf, II, 155. Finger-spelling, II, 21,570, 26 ; 21,668, 34 ; 21,669, 35; 21,673, 35; 21,694, 38; 21,710, 39; 21,719, 40; 21,826, 50. How to teach speech to a child congenitally deaf, II, 21,888, 56. Heredity, II, 21,444, 11; 21,450, 13; 21,502, 19; 21,611,30; 21,625,31 ; 21,640,32 ; 21,802,46; 21,858, 53; III, 214-227. Industrial instruction, II, 21,777, 44. Line-writing, II, 21,909, 58. "Lip" or Speech-reading, II, 21,568, 26; 21,585, 29 ; 21,705, 39 ; 21,836, 50. Lovejoy Family, II, 187. Marriage and intermarriage, II, 21,510-21,522, 20- 21 ; Table, 21,848, 52. See these titles. 1'2 Analytical Index to Bell, Dr. Alex. Graham — Continued: Method of teaching; laiiguii^^e to a very .voiiiig congenital ly (leaf child, II, 150. Method of presenting English woi'ds to the eye of the deaf with rapidity, 11, 21,813, 47. Methods of measuring results, II, 21,579, 28. Missions for adult deaf, II, 21,721, 40. '\Not a pure oralist," II, 21,826, 50; 21,696, 37 ; 21,705, 39. Open Letter to Coniniittee of the Wisconsin Legislatnre, II, f>9. Fer capita cost of education, II, 21,737, 41. Remedial measures to check tendency to formation of a deaf variety, II, 21,457, 13 ; 21,547, 24 ; 21,624, 31 ; 21,641, 32; 21,784, 45. Semi-deaf, Table of, II, 131. Sepai"ation of instruction in written and spoken language, II, 21,576, 27. Sign-language and signs, II, 21,819, 49 ; 21,983, 63 ; see these titles. Statistics of Ai-ticulation teaching, II, 21,380, 5 ; 21,497, 19; 21,806, 46; III, 259. System of inspection, II, 21,678, 36; 21,742,41; 21,998, 65. System of instruction, II, 21,570. 26 ; 21.577, 28 ; 21,584, 29 ; 21,694, 37; 150. Teachers and teaching, II, 21,677, 36 ; 21,754, 42 ; 21,795, 45; 21,907, 58; 21,914, 59; 21,933, 60. Teaching articulation and teaching by articulation, II, 21,922, 59. Summary of general recommendations, II, 21,998, 65. Views upon three broad vai ieties of methods of in struction, II, 21,570, 27. Visible Speech, II, 21,628, 31; 21,868, 54 ; 21,927, 59; 21,946, 61; Charts i-viii, following III, 248. Education of Deaf Children. 18 Bell, Dr. Alex. Graham — Conlini(.ed : Visible Speech as a means of coiiiinunicatinj]? articulation to deaf- nnites, TT, 144; Visible Speech at the Belleville Convention, IT, 189. Visible speech charts ex- plained, III, 248-253. For siibiects omitted above, see titles generally throujjhont the Index, especially references to Part II. Bell, Mrs. A. G., Tl, 21,706, 89; 21,881, 55; 21,984, 65. Prof. A. Melville, Author of Line-writing, II, 21.910, 58 ; Author of Visible Speech, II, 21,868-21,871, 54 ; Author of World-English, II, 21,964, 62. Bell, Ringing of a, to test hearing, II, 21,895-7, ?. Beneficent effect of efforts in favor of oral teaching. I, 13,487, 85. Benevolence, Private, as affected by State aid, I, 13,866, 28; II, 21,740, 41. Bequests and legacies to American institutions, I, 13,366, 28. Berry family, II, 187; chart, to face, 188. Bertha, Case of. Miss Fuller's pupil, II, 120. Berthier on ideas of uninstructed deaf-mutes, II, 182. Best form of external organization, I, 13,115, 4. pay for best results, II, 21,898, 57 ; not practicable, I, 13,265, 20. results. To secure, requires reorganization of both sign, and oral schools, G. O. Fay, I, 80. system, The, Orouter, I, 78. for a five years' course, II, 21,813, 47. Bicycler, deaf. Views of an orally instructed, I, 13,171, 11. Billiard-ball illustration, II, 21,570, 27. Binner, Mr. Paul, on auricular instruction, fl, 82; on hereditary deaf -mutism, II, 98 ; on the pure oral method in America, II, 116; on Visible Speech, II, 76. Biological laws apply to man and brute alike, Bretoer, II, 21,625, 81 ; TI, 108. 14 Analytical Index to Bird, Mr. W. L. {portrait), Poem : The Ocean, I, 90. Birth, statistics of period of, for married deaf-mutes, by decades, II, 21,510, 20. Black, Miss A. M., on auricular instruction, II, 81 ; on intermarriages, II, 97 ; on method to be pursued with a beginner in speech, II, 116; on Visible Speech, 11, 76. Black race in America in relation to education, I. 18.501. 36. Blackboard conversation described, II, 151. Blaine, Hon. James G., Once a teacher of the blind, I, 18,250, 19. Blake, Dr. C. J., Otologist, on auricular training, II, 140. Blank form for Articulation-statistics, II, 74. Blind, Acquisition of foreign languages by the, II, 21,944, 61. Census returns of, in U. S.. II, 134. deaf mutes, II, 21,440, 12, 134. Idiotic, II, 134. Insane, II, 134. • Telephone-work, an avenue of employment of the, II, 21,783, 45. Boarding of deaf children by parents, II, 21,587, 23. out system, preferable to the association-system, II, 21,708, 46. schools, Small oral. Miss E. Garrett, II, 48, 117. ■ Superiority of, Gallaudet, I, 18,249, 18; contro- verted, see Day-Schools. Boards of Charity and Boards of Education, GaWindet, I, 18,110, 4. of trustees should be composed in part of deaf-mutes, Emery, II, 115. Boiling, Col. W.,I, 54. Boot and Shoe Fund, Workings of, II, 21,774, 44. Borie, Urbain, deaf poet, I, 92. Boston Day- Schools, All children well dressed in, II, 21,774, 44. Education of Deaf Children. 15 Boston Day -Schools arrange fur technical training in the Institute of Technology, 11, 21,468, 15. Visible Speech in, II, 145. Bowditch, Dr. H. P., On the ]jossibility of a deaf variety, II, U>2. Boy, A, who heard only through the audiphone, II, 21,689, 37. Case of a bright, sent to school for feel)le-minded, Wil~ lianifi, I, 83. =— How a little, six years old, learned Kii^^lish, II, 21,694-21,702, 37-39. Braid wood, Lines by C. S."], a pupil of, on seeing Gar- rick act, I, 91. Braidwoods, The, founders of [tirstj institution for instruc- tion of deaf mutes, I, 54. Breaking the line of intermarriages. Effect of, II, 21,505, 19. Breeding, Laws of, II, 21,625, 31 ; Bowditch^ 11,102; Brewer, II, 102 ; Brooks. II, 104. Brewer, Prof. W. H., Communication on the possibility of a deaf variety, II, 102 ; Quotation from, II, 21,625, 31. Bright pupils, cases of, transferred from oral schools to American Asylum, Williams, I, 83. Bridgman, Laura, Peculiar phenomena in case of, IT. P. Beet, II, 175; 183; Poem {portrait), I, 90. Brotherhood of St, Gabriel, Conversion of, to the pure oral method, Gallaudtt, I, 107. Brown, Dr. J. G., On auricular instruction, II, 81 ; on best method of instruction, II, 116; on intermarriages in Western Pennsylvania, II, 97 ; on Visible Speech, II, 76. Brown, The, family of Henniker, II, 21,454, 13; Chart, III, in " Ancestry of the Deaf.'" Brooks, Mrs. Frances, Letter from, which led to establish- ment of the first infant school for the deaf, II, 121. Analytical Index to Brooks, Prof. W. K., Communication on possibility of a deaf variety, II, 104. British Government should require teachei-s to be trained, II, 21,()79, ^' Bull's-Eye " illustration, II, 21,888, 56. Bulwer, John, author of Philocophus, etc., II, 157. Burden on tlir people increased. How far, II, 21,528, 22. Burke, Sister Mary Ann, on auricular instruction, II, 80 ; " 1 pupil out of 442 has deaf parents,"' II, 95 ; on Visible Speech, II, 75. Burnet, Mr. J. R., deaf author and poet: The battle of Trenton," I, 89; On a singular observaticm by Dr. Itard, 11, 185. " Burying of the hatchet " in America, (ialhindej . I, 13,140, 7 ; lUlK II, 21,592, 80. California Convention : Articulation, 1, 13,189, 7 ; 13,141, 7 ; II, 21,677, 36 ; Consensus of opinion, I, 13,140, 7 ; II, 21,591, 29. Campbell, Dr. F. J., on the dormitory system. II, 21,980, (>3 ; on separate institutions for girls and boys, II, 21,539, 23 ; Questions by, I, 13,233 : 13,237 ; 13,278 ; 13,471 ; 13,493. II, 21,375 ; 21,381 ; 21,397 ; 21,451 : 21,496; 21,498: 21,512: 21,538: 21,551: 21,639: 21,849: 21,863: 21,872; 21,899: 21,901: 21,939; 21,968; 21,970. Canada, Auricular instruction in, II. 84; Methods of instruc- tion in, 21,578, 28; 122; Visible Speech in, 77. Can all the deaf succeed in acquiring speech and speech- reading ? Galiaudet, I, 13,360, 27; Br. G. O. Fay, I, 13,201, 14 ; Williams, 86 ; Kinsey, 108 ; Bell, II, 21,377, 4. Can older deaf pupils acquire satisfactory speech? II, 21,578, 28. Capacity, Mental, of the Congenitally deaf, II, 21,588, 29. Education of Deaf Children. 17 Carelessness of census enumerators, 1\ Peet^ I, 44. Card Catalogue of deaf-mutes in the U. S., 11, 21,754, 42. Card-racks and cards. Employment of, II, 150. Carlbom, F., a deaf poet, I, 92. Carlin, John, deaf-mute poet and artist [portrait), I, 87 ; " To the Fiie-Flies," I, 87. Case of Dr. Bell's pupil taught by the Dalgarno method, II, 21,694-21,702, 37-39. Miss Gordon^s pupil exhibited before the National Academy of Sciences, I, 18,149, 8. Cases of pupils transferred from oral schools to the Hartford Institution, I, 83. of success under both methods, I, 13,461, 33. Catarrhal disease, a cause of congenital deafness, Jerikiiis, II, 98. Cats, Deafness in blue-eyed, white, II, 21,448, 12. Causes of Deafness, see Consanguinity, Intermarriage of deaf with the deaf, and Heredity. as compiled in census from returns of 9,209 cases, I, 65; II, 21,487, 17, 18; II, 127. Improbable and vague, in many cases, II, 21,492, 18. — Survey of, H. P. Peet, I, 44; E. A. E'ay, 62-65. Cautions to the deaf in regard to marriages, Gallaudet, I, 13,392, 29 ; P'ay, 64; Bell, II, 16. Celibacy advised, Swiler, II, 95 ; M. Hammond, II, 99. Census Returns for 1830, 1840, 1850, 11. P. Peet, I, 43. 1850, 1860, 1870, E. A. P'ay, I, 49; Com- parative table, I, 51. 1870, Mass. State Board of Charities, 9th Re- port : Causes of Error, etc., I, 49. 1880, Accuracy of, Gallaudet, I, 13,105, 3 ; III, 207; Bell, II, 21,355, 1 ; 21,808, 47 ; Wines, II, 21,357, 1 ; III, 212. Analysis of returns for deaf-mutes, II, 21,487, 17 ; 127 ; By States, etc., I, 51. 18 Analytical Index to Census Returns : Causes of deafness, tabulated, II, 21,487-8, 17-18; 127. Exhibit of returns for New England, II, 69, Deaf children of school age, II, 21,360, 2. Deaf-mutes returned incorrectly as idiotic, J^ell, II, 21,479, 16; See I, 49. Duplications, J^J. A. Fay, I, 49; Gallaudet, I, 13,105, 3 ; III, 207 ; Jm, II, 21,357, 1 ; Wines, II, 21,357, 1 ; III, 212; See Mass. Report, II, 49. Massachusetts, for 1880, and 1885, III, 208, 213; 7V/f^,9, III, 228-240 ; IHaf/rams, 111,241- 247. Number of deaf-mutes, II, 21,357, 1 ; 21,487, 17; by States, Table, I, 51; Analytical Table, II, 17; 127. Younger deaf-mutes are not fully enumerated, II, 21,411, 9 ; I, 47 ; 49. Federal and State, when and how often taken, II, 21,978, 63. of 1830, the first to enumerate the deaf and dumb, II, 21,807, 46. questions. Form of, II, 21,383, 6; 21,976, 63. Schedule proposed, II, 201 ; 203. Returns afford a clue to deaf children of deaf parents, II, 21,530, 22. Important improvements in, II, 21,974-7, 63. should be verified by competent observers, II, 21,809, 47. of 1890, Bell,\l, 197 ; 203; (9a/^ai/r76^ and others, II, 201. Certain families exhibit tendency to deafness, Gallaudet, I, 13,253, 19; //. P. Feet. 44; Fay, 63. Certificated teachers, Government grants only to, II, 21,753, 42. Field for, of Articulation, II, 21,917, 59. 4 Education of Deaf Children. 19 Certificates, not degrees, given by State-schools, I, 13,386, of poverty not usually required for free admission to schools, I, 13,249, 18. "Centralisation" promoted by National and State govern- ments, 11, 21,359, 2 ; Effect of, II, 70 ; described, II, 69 ; fails to reach many children, II, 21,359, 2 ; 21,762, 43 ; becomes intolerant, II, 21,366, 3. Cerebro-spinal meningitis, Ej^idemics of, and their effect upon statistics, II, 21,419, 9; 21,420, 10. Chance, Small, of a hearing child in the fifth generation of deaf parentage, II, 21,625-7, 31. Change of views regarding instruction, Fres. Gallaudet, I, 13,308, 24; Br. Bell, II, 21,694, 38. Characteristics of a race of deaf-mutes, II. I*. Feet, II, 176 ; of uneducated deaf-mutes, Fay, I, 66. Inherited, defined. Brooks, II, 104. tend to become inherited, Hyatt, II, 102. Charges against Manual-method schools, quoted, I, 82. Charity, Boards of. Functions of, I, 13,110, 4. in the education of the deaf, II, 21,740, 41. promoted by day-schools, II, 21,774, 44. schools, an improper designation, I, 13,476, 34. Charts of Visible Speech, III, 248-253. Chatelain, S. B., a deaf poet, I, 92. Chelmsford, Miss Rogers' School at, I, 58. Chemist, Deaf, [Geo. T. Dougherty], I, 13,240, 17. Chicago Board of Education, Discussion before, by Br. Bell, Br. Gillett, and others, II, 168. Chief elements producing deaf-mute children, II, 21,548, 24. Child four years old. Experiment with, II, 21,813, 48; Miss Fuller's pupil. Bertha, II, 120. Deaf, should learn a language in two years, II, 21,833, 50. 20 Analytical Index to Children are wilfully deprived of the power of articulation, IT, 21,825, 50. Deaf, of deaf parents, IT, 21,529-21,535, 22, 28 ; Tables, IT, 21,848, 52 ; Revised ,Tables of 506 verified cases, III, 214-227. Children's books are not adapted to deaf children, 6r. O. Fay, I, 79. Chilmark, Martha's Vineyjird, Deaf-mute population of, II, 21,858, 53. Circular of inquiries to heads of American schools, Bell, II, 74. Cities and Villages, Wisconsin law relating to schools in, ir, 73. Civilization, Progress of, defined, E. E. Ttale, II, 138. Clannish association of the deaf, Gallaudet, I, 13,251, 18. Clanship, Papers 2)romoting, Bell, II, 21,522, 20. Claims, Three, for the combined method, Williams, I, 85. Clarke, Mr. F. D., II, 21,187, 17; co-inventor of the audi- ometer, II, 21,403, 8 ; Communication on Auricular Instruction, II, 88; Extracts from report of, on Tests of Hearing, II, 140. and others, Report of Committee on Auricular In- struction, II, 139. Clarke Institution, Account of, I, 58. • discountenances intermarriage, JIubhard, II, 166. Founding of, II, 21,881, 55. has received private aid, II, 21,740, 41. No intermarriages of pupils with pupils of the in- stitution, II, 21,841, 51. Statistics of marriages from, II, 21,526, 21. Statistics and names of married pupils, II, 95. Classification of the deaf, Br. Bell, II, 21,383-21,388, 5-6 ; Or outer, I, 76; JE. A. Fay, I, 60; Gallaudet, I, 13,417, 30 ; 100. of the congenitally deaf, Brooks, II, 104. as a guide to marriage, Bell, II, 21,473, 16. Education of Deaf Children. 21 Classification of methods of instruction proposed by Dr. Bell, II, 21,385-8, 6. of signs, II, 21,560, 25 ; only the fourth class is objec- tionable. Bell, II, 21,570, 11. Class-rooms, Separate, I, 13,127, B. Cleary, Mr. E. P., on auricular instruction, II, 83; on intermarriage of the deaf, II, 100 ; on Visible Speech, II, 77. Clerc, Laurent, II, 21,540, 28. Cleveland, Grover, President of the United States, Letter from, I, 13,353, 27. formerly a teacher of the blind, I, 13,259, 19 ; 13,355, 27. Climate, Influence of, //. P. Feet, I, 44. Clothing, Expenses of, how provided for, II, 21,739, 41. Clue, A, to those able to use speech, II, 21,489, 18. Cogswell, Alice, Dr. T. H. Gallaudet's pupil, I, 54. Collateral defects, II, 21,867, 54; 134. College, National Deaf-Mute : Account of, I, 13,211, 14; 57. Bowling Alley, I, 13,524, 38. Course of Study, I, 13,236, 16. Diplomas, I, 13,384, 29. Entrance-Examination, I, 13,448, 32. Faculty, I, 13,513, 37 ; 13,531, 39. Gymnasium for physical culture, 1, 13,389, 29 ; Effect of gymnasium, bowling, and swimming, I, 13,525, 38. Lectures, I, 13,452, 32. Occupations of graduates, I, 13,240, 17. Organization, I, 13,101, 3; 13,119-123, 5. Relation of President of U. S. to, I, 13,119-122, 5. Routine of daily duties, I, 13,505, 37. Sign-language, little used in class-rooms, I, 13,237, 16. Students from United Kingdom in, I, 13,239, 17. See Columbia Institution. 22 Analytical Iiidex to Columbia Institution, History of, I, 57. Colored pupils, Status of, I, 13,191, 12. Land belonging to, T, 13,275, 21. Oral instruction in, I, 13,333, 26; 13,492, 31. ^S^ee College, National Deaf-Mute. Co-education of deaf with hearing children, II, 21,467, 14. Complete, impracticable, II, 21,458, 14; 21,653, 33. Objections to, Goodman, II, 172. possible in exceptional cases, II, 71. resulted in failure in Europe, GiUett, II, 170. Colony of deaf-mutes, White, II, KM); Flouirnoy, 126. Combined Method, Definition of, E. A. Fay, I, 59; 70. Combined System, Ambiguity of. Bell, II, 21,573, 27 ; illustrati d, II, 21,654-21,663. 33-34 ; II, 21,822, 49. Always includes sign-language, II, 21,714, 39. As applied to Philadel2:)hia Institution, Bell, II, 21,374, 4; Croater, 106; Gallaudet, I, 13,139, 7; 13,141, 7 ; 13,349, 26 ; III, 208. as defined by Br. E. A. Fay, I, 59 ; 76 ; III, 257- 258. as understood by Dr. Bell, II, 21,654, 33 ; 21,718, 40. as understood by the Commissioners, II, 21,715, 40. Comparative value of, Gallaudet, I, 13,427, 31. Forms of, Gallaudet, I, 13,299, 24 ; 13,474, 34 ; 13,502, 36 ; 104; Dr. E. A. Fay, III, 257. Exposition of, Gallaudet, I, 13,291, 23 ; III, 208 ; Fay, III, 257. '■ — in New England, includes oral schools, Gallaudet, I, 108. including pure oral schools, favored by generality of w^ell-educated deaf-mutes in America, Gallaudet, I, 13,474, 34. No place for, in a natural classification. Bell, II, 21,385, 6. schools, Pupils think in sign-language in, Bell, II, 21,825, 49. Education of Deaf Children. 23 Combined System, The True, Exposition of , Croiiter, 1, 76. Used in different senses in America, I^ell, II, 21,573, 27. Vague and unsatisfactory designation, Bell, II, 21,374, 4. Various forms of, Fay, III, 257. schools, Written conversation with young pupils in, impracticable. Bell, II, 21,833, 50. and Aural, Meaning of. Bell, II, 21,824, 49. Commencing with oral language impedes the progress of the congenitally deaf, Bell, II, 21,5G7, 26. Coillllieilts on Dr. Bell's Evidence, Gallaudet, III, 207. on Pres. Gallaudet's Evidence, Wines, III, 212. - — - on Kev. F. W. Winers Keply, Gallaudet, III, 213. Common cause, A, for certain defects, II, 21,450, 12. error. A, in regard to children of the congenitally deaf, II, 21,603, 30. Commissioners of Public Charities in Illinois, Views of. Wines, II, 168. Committee on Auricular instruction, II, 21,487, 17 ; Report II, 139. on Improvement of Census-Schedules, II, 21,975, 63 ; Report, II, 201. on Registration of School-Statistics, Report, I, 52. Communication, Means of, taught to deaf children by three systems, II, 21,579, 28. No restriction should be placed upon, between deaf and hearing children, Bell, II, 21,668, 34. of the generality of the deaf with outer world, by speech or by writing? I, 13,441, 32. Possible means of, I, 102. Companions, Advantage of hearing, for deaf children, II, 21,585, 29. Comparative industry, thrift, etc., of deaf-mutes and others, I, 13,462, 33. 24 Analytical Index to Comparison between deaf, and lieaiing children, II, 21,834, 50. between those born deaf and those born not deaf, I, 13,435, 31. between the Visible-Speech and " German" methods of teaching articulation, II, 145. of census-returns and school-attendance, JI. P. l^eet, I, 48. of congenitally and non- con geni tally deaf po2:)ulation (Di- agram No. 1), to face, II, 9. of congenitally deaf population with population at large (Diagram No. 3), to face, II, 10. of methods of instruction, iJr. G. O. Fay, I, 13,201, 13 ; 79. of oral, and sign systems, II, 21,559, 24. of results, I, 13,172, 11; 13,341, 2f> ; 104; with same pupil under different methods, I, 83. of results in written language, the primary teBt for all schools, Bell, II, 21,748, 42. Competency of non-specialists to pass upon the mental state of deaf children denied, II, 21,482, 17. of teachers decided b}' princii)als, II, 21,792, 45. Competent teachers, Scarcity of, II, 21,677, 36. of Visible Speech, II, 21,890, 57. Competition needed by the State-institutions, II, 21,747, 42. Complete statistics of marriages and offspring from records of Georgia institution, II, 21,529, 22. Composition of California Convention, I, 13,140, 7. Compositions by same pupils under the oral, and manual methods, Williams, I, 84. by backward or dull children, I, 85. by young child, II, 154. Comprehension precedes expression. Bell, II, 21,813, 47. Comprehensive education in its Philosophy and Practice, IJr, G. O. Fay, I, 79. Educa Hon of Dea f Children . 2 5 Compulsory attendance, I, 13,346, 26; II, 21,362, 3 ; II, 21,763, 43 ; and regulations as to distance, II, 21,771, u. reading- recommended, J^ell, II, 21,813, 48. Concurrent speech-reading and "touch-spelling" practica ble, II, 21,694, 38. Condensed history of aural instruction, Gillespie, II, 84. Condition, Mental, of the deaf before instruction, II, 21,827, 50; H. 1\ Feet, I, 69; i^ay, I, 66. of the deaf after leaving school, I, 13,246, 18. Physical, of deaf-mutes, I, 13,376, 28. Conditions producing deaf-mutes are artificial, II, 21,548, 24. that will result in formation of a deaf variety, II, 21,502, 19. of institution-life unfavorable to use of spoken language, II, 21,464, 14. Conferences of Principals of institutions, I, 13,266, 20. Allien and where held, I, 110. Action of Washington Conference, 1868, on Ar- ticulation, I, 13,133, 6 ; 59. Action of Jackson, Miss. [^Faribaidt, Minn. f~\ Conference on Statistical Forms, II, 21,599, 30 ; Re- port of Committee on School-Statistics, I, 52 ; Report of Committee [appointed by the Jackson, Miss., Con- ference] on Recommendations for the Census of 1890, II, 201. Congenital deafness, Causes of, II, 21,441, 11. Classification of, Brooks, II, 104. Difference in diagrams of, explained, II, 21,428, 10. Element of uncertainty as to, II, 21,854, 52. not always distinguishable from non-congenital, II, 21,475, 16 ; a misleading distinction, Eay, I, 62. deaf-mutes, increasing at a greater rate than general population, II, 21,431, 10; 21,435, 11. 26 Analytical Index to Congenitally deaf, The ; as a class lose ground because they do not know language, II, 21,834, 50. Natural capacity of, II, 21,588, 29. use pantomime, II, 21,817, 49. Eye-sight of, II, 21,837, 50. Proportion of, Gallaudet, I, 13,360, 27 ; Fay, I, 61. Connor, Mr. W. O., on auricular instruction, II, 78; or intermarriage, with full returns from Georgia, 98-94; on speech, 107 ; on Visible Speech, 75. Consanguineous marriages as a cause of deafness. Fay, I, 64; Bell,ll, 21,447, 12. in Martha's Vineyard, 11, 21,858, 53. Statistics of 40 c. m. out of 185 families of deaf- mutes in Georgia, II, 7\d>le IV, 94. Statistics of deaf children from 25 families of hear- ing parents in American Asylum, II, 89. Table of statistics from Illinois, II, 93. Statistics from 35 British institutions, II, 21,447, 12. Conscientiousness requires that speech be taught to every deaf child, II, 21,583, 28. Consonants, Intelligibility of speech depends uj)on, II, 21,910, 58. Constitutional provision for universal education in certain States, II, 21,732, 41. Context, the key to speech-reading in English, II, 21,585, 29; 157. Control of day-schools in Wisconsin, II, 71. Convention, Milan ; Acke7's, 1, 13,522, 38 ; not truly repre- sentative, Gallaiidet, I, 13,520, 38. President Gallaudet's paper on, I, 105. Conventions of educators of the deaf, advisable, II, 21,972, 63. Free discussion in American, II, 21,592, 30. Education of Deaf Children. 27 Conventions, Nature of, I, 13,200, 20; When and where held, I, 110; Minute adopted by California Con- vention. T, 3. Resolutions of California Convention concerning oral instruction, I, 13,141, 7 ; Int. Record of Charities and Correction, I, 13,139, 7. Convention, Third, of Articulation-teachers [1884], TI, 21,936, 60; Miss Worcester's Paper, 192. Conventions of deaf-mutes, I, 13,273, 21. of orally-taught deaf, use gestures, I, 13,404, 83. Conversation in dreams of the deaf, It, 21,828, 50. — Mode of, among orally-taught pupils, I, 13,317, 25. with a deaf boy six yeav.^ old, II, 21,702, 39, 151. in writing, impracticable with young pupils in " com- bined ^' schools, II, 21,833, 50. Uncertainty and embarrassment in, depending upon speech-reading, Qallaudet, I, 13,165, 10 ; 13,325, 25. Conversion of French delegates at Milan to the oral method, I, 13,403, 30. Co-operation of parents and teacher, II, 21,724, 40. Cope, Prof. E. D., Communication on the possibility of the formation of a deaf rariety and the conditions necessary to establish it, II, 101. Corn, Fritz Miller's experiment with. Brooks, II, 105. Corporate form of organization, Gallaudet, I, 13,112, 4 ; 13,123, 5. shows best results, I, 13,115, 4. Correlation between defects of the senses, II, 21,449, 12 ; Dr. Bell's paper from Science, II, 134. Cost of education, per capita, I, 13,141, 8; 13,344, 26; in Government-schools at Annapolis and West Point, 13,236, 16; in Paris, 13,141, 8 ; 13,344, 26 ; II, 21,458, 14; 21,737, 41 ; of deaf children of deaf parents, II, 21,531, 22. how returned to the State, I, 13,248, 18. 28 Analytical Tiulex to Cost of education in a system of day schools, II, 1()9. of buildings and grounds, I, 13,125, 5. Cottage-system, IT, 21,798, 46; 21,971, Country districts, day-schools. Advantages in, ./>W/, II, 71. Courses of study in Am. Schools, Gallaudet, I, 13,173, 11. Cousins, Marriage of, I, 13,254, 19. Deaf-mute children of, II, 21,447, 12 : See also Mar- riages, Consanguineous. Cramer, Mrs. M. A. M., a deaf writer and poet, I, 93. Creator, Idea of, in uninstructed deaf, II, 182. Cretinism aUied to deaf-dumbness, I, 43. Crime, A, not to try to teach deaf children to speak, II, 21,583, 29. Criticism upon conclusions based upon incomplete data answered, II, 21,530, 22. Crouter, Mr. A. L. E., on auricular instruction, II, 78; method of instruction, II, 21,705, 39; oral instruc tion, II, 21,6()1, 21,664, 34 ; intermarriages, II, 106, 91 ; Visible Speech, II, 75. Views of, expressed at California Convention, Gallaiidet, I, 13,140, 7 ; III, 208. The True ( oiiibiiied System, I, 76. Crude signs or any means of communication allowable be- tween deaf, and hearing children. Bell, II, 21,673, 35. Cruel restrictions, Gallaudet, I, 13,165, 9 ; 13,205, 14 ; Miss Fuller, II, 97. Cultivation of habit of reading novels, x^lays, and children's story-books, a rational means of gaining a knowledge of language. Bell, II, 21,813, 48. Currier, Mr. E. H., II, 21,487, 17; Communication on Au- ricular Instruction, II, 87 ; inventor of conico- cylindrical conversation-tube, II, 21,400, 8. Curve, Symmetrical, formed by the congenitally deaf, in diagram No. 1, II, 21,413, 9. Education of Deaf Children. 29 Dactylology, Advantages of, in presenting the English language -to the deaf, Bdl, II, 21.570, 2() ; 21,675, 35; 21,()()8, 34; 21,()(j9, 35; 21,673,35; 21,694, 38; 21,710, 39; 21,719, 40; 21,826, 50. Advantages to hearing-people, Denison, I, 98 ; Origin and Utility of, Gordon, I, 94. ^ee titles Finger- spelling, Manual Alphabet. Dalby, Sir William, Arrested development a leading cause of deafness, II, 21,442, 11. Dalgarno, George, II, 21,563, 25 ; 21,694, 37. Aphorisms from, II, 21,702, 39. Child taught on system of, by Dr. Bell, II, 21,694- 21,702, 38, 39. Touch" alphabet of, II, 21,694, 38; 21,815, 48; 152. Darwin, Dr. George, Researches in Consanguinity, II, 21,447, 12. Davis, J. C, a deaf artist ; engraver on wood, II, 138. Day-schools, Advantages of, II, 21,464, 14; 21,463, 14; 21,527, 21 ; 21,649, 33; 21,724, 40; 21,770, 43; 21,- 780, 44; 21,784, 45; 21,830, 50; 70. and boarding schools. Fay, I, 69. American sentiment is against extension of, Gallaudet, I, 13,192, 12. Discrimination should not be made against, Dell, II, 21,770, 43. Distinct classes of, II, 21,650, 33. Exterior organization of, Gallaudet, I, 13,112, 4. Gymnasium for physical exercise in, II, 21,727, 40. Medical supervision, II, 21,799, 46. Technical training, II, 21,468, 15. tend to become institutions, II, 21,797, 46. occupy a field not open to institutions, II, 21,469, 15. — — preferable to residential schools, II, 21,649, 33 ; 21,760, 43. 30 Analytical Index to Day-schools, Plea for, Emery, II, 108. Public, Deaf classes in : Discussion, II, 168-172. Size of, II, 21,457, 13; 21,464, 14; 21,4G7, 15; 21,528, 21. Statistics of. See tables, I, 72 ; II, 128. Stimulate the acquisition of speech, II, 21,585, 29. Siiiiiniary of advantages, Emery, II, 110. Support, II, 21,7()7, 43. in Wisconsin, II, 21,3()0, 2 ; 21,707, 43 ; 69 ; Extracts from laws, 116. Day-dreams of the Deaf," W. H. Simpson's, Extracts from, I, 92. Deaf, Deaf-mute, Deaf and Dumb : See special title of topic desired relating- to this class. Deafness, Causes of : Arrested develo2:>ment, II, 21,422, 11. Catarrh, Jenkins, II, 98. Cerebro-spinal meningitis, II, 21,416, 9. Consanguinity of parents, II, 21,446, 12. Direct and indirect, Eay, I, 62-65. Hereditary abnormality in nervous system, II, 21,450, 13; hereditary predisposition, 21,441, 11. Maternal impressions, II, 21,443, 11. Scarlet fever, II, 21,419, 10. Syphilis, II, 21,803, 46. The most frequent, II, 21,802, 46. Table of, from census of 1880, II, 17, 18. Uselessness of the classification into " congenital and " non-congenital " in determining adventitious deaf- ness, Fay, I, 62. Deafness certainly runs in families, H. P. Feet, I, 44. Degrees in, from slight to total, II, 21,392, 7 ; See Au- diometer. in blue- eyed, v^hite cats, II, 21,148, 12. is no bar to physical labor, II, 70. is the only defect in deaf-mutes. Bell, II, 21,392, 7. Education of Deaf Children. 31 Deaf Children in institutions, Number of, II, 21,859, ; 21,761, 43 ; 127. Deaf children of deaf parents, II, 21,529, 21,580, 21,581, 22 ; 21,()11, 30. • Tables <>/506 verified cases, II, 21,848, 52. llevtsed Tables oi, III, 214-227. Exhibit to Q. 21,531, II, 143. Earliest instance of, II, 21,438, 1 1 . marry deaf-mutes, II, 21,507, 20. of school -age, with, and without instruction, II, 21,359, 2 ; 21,761, 43. Thirty, out of 73, from 11 families in which parents are not related, Williams, II, 89. dumb and blind, in schools for the deaf, I, 13,281, 22 ; See Dr. Bell's paper on Correlated defects, II, 134. Classes in the public schools, II, 21,812, 47 ; 168. families may be traced through Census-returns back to 1830, II, 21,857, 53. habit due largely to neglect, II, 85. and otherwise defective, I, 46; II, 134. pupils can attend technical schools, II, 21,844, 51. race. How to make a, II, 21,547, 24 ; Scientific testi- mony, II, 101 ; Characteristics of, H. F. Feet, II, 176. teachers, Gallaudet, I, 13,469, 34 ; Bell, II, 21,669, 35. Statistics of, for 23 years. III, 259. relatives, as a basis of classification, II, 21,473, 16. Deaf-mutes, by Prof. E. A. Fay, Ph. D., I, 60-71. Class of, not transmitting deafness, II, 21,473, 16. : Classification into congenital and non-congenital misleading in studying heredity. I, 62. : Congenital and Non-congenital, Diagrams of, be- tween, II, 21,409, 8 ; 21,416, 9. combined with general population, diagram to face, II, 10. " — - — in various countries, I, 13,356, 27. 32 Analytical Index to Deaf-mutes, nearly all marry deaf-mutes, II, 21,507, 20. on governing bodies of institutions, II, 21,847, 51 ; Emery, II, 115. Proportion of, greater in Germany than in U. S., Williams, II, 90. returned incorrectly as idiotic, II, 21,479, KJ. self-supporting as a class, II, 21,471, 15. Deaf-mute Yariety, Conditions requisite to produce, II, 21,- 502, 19 ; 21,547, 24 ; Preventive measures, II, 21,457, 18 ; Quotations from Dr. Bell's Memoir presented to the National Academy of Sciences, II, 21,409, 9 ; 21,- 411,9; 21,410, 9; 21,431, 10; 21,435, 10; 21,457, 13; 21,458,14; 21,510,20; 21,529,22; 21,856,53. Scientific testimony upon possibility of, II, 101- 10(). Tendency to formation of, II, 21,457, 13- Ta- bles of deaf descendants from deaf ancestors, II, 21,848, 52; Jievised, III, 214-227. Deaf-mutisms, Examples of, I, G(>. Death, Ideas of, JL J\ Feet, II, 181. Decades, Birth of 607 deaf children of deaf parents grouped by, II, 21,531, 22. llevlsed Table of 506 verified cases. III, 214-227. Decentralization, Advantages of, II, 21,360, 2 ; 21,363, 3. Desirability of, II, 21,548, 24. Limitations of, II, 21,784, 45. Defect in deaf children is one-sided, II, 21,669, 35. Defects of the combined method. Or outer, I, 76. Defects of senses. Correlation between, II, 21,449, 12; Dr. BelVs Paper, II, 134. Definition of methods, Eay, I, 59 ; III, 257-8. Degeneracy in organs of hearing in Salamanders, Cope, II, 102. Delirium, Experience of deaf person in, II, 186. Denison, Mr. James, on auricular instruction and on Ma- loney's " otaphone," II, 79 ; on Visible Speech, II, 75; The manual alphabet as a part of the public-school course, I, 98. Ed^tcation of Deaf Children. 33 Dental transmission, see Audiphone. Denominational, and Private Schools, Significance of, Gallaudet, I, 13,131, 6 ; III, 208 ; Bell, II, 21,3GG, 3; 21,371, 4; Statistics of, I, 13,130, 6; 75; B, 74; II, 124, 129. Deusing, Anthony, II, 155. Diacritical Marks : Paper by Miss Worcester, II, 192 ; Br. Brown, II, 76 ; Miss Black, II, 76 ; Miss Marij S, Garrett, II, 77; Br. Williams, II, 75. Diagrams : Analysis of 22,472 cases of deaf-mutes, faces II, 9. Comparison of congenitally and non-congenitally deaf, between 8 and 9, II. Comparison of deaf, and general population, faces II, 10 ; Visible Sj^eech, charts, III, to face 248. Difference between institution, and census returns, II, 21,431, 10. The point of, between Dr. Bell and the pure oralists, II, 21,669, 21,675, 35 ; 21,694, 37. Didascolocophus, II, 21,563, 26. Difficulties in the way of early cases of intermarriage, II, 21,523, 21. Difficulty of Introducing Visible Speech considered, II, 21,897, 57. of procuring competent teachers, II, 21,677, 36. Digby, Sir Kenelm, Case of loss of speech through disuse, II, 176. Dinner-bell vs, school-bell, II, 21,395, 7. Directions to parents of deaf children, Miss Mary S. Gar- rett, II, 119. Disagreeable tone of voice, Correction of, II, 21,901, 57. Discovery, Dr. Bell's, to vocal organs, II, 21,901, 57. Discrimination against day-schools should not be made by the State, II, 21,770, 43. Diseases causing deafness. Statistics of. Wines, II, 21,488, 18; 127. and accidents causing deafness, Eay, I, 65. 34 Analytical Index to Disposition to Deafness in certain families, Gallaudet, I, 13,253, 19. Disputed questions discussed amicably in American con- ventions, II, 21,592, 30. Dissatisfaction with institutions, II, 21,365-7, 3 ; 21,371, 4. with oral schools, I, 13,311, 24 ; 84. Distinction between using signs in teaching and in lecturing, Gallaudet, I, 13,205, 14. Diversity of methods, Effect of, II, 21,365, 3. Division of methods according to language of communica- tion, II, 21,718, 40. Dobyns, Mr. J. R., on auricular instruction, II, 79; in- termarriage, II, 95 ; size of classes, II, 107. Visible Speech, II, 75. Doctor, Notion concerning, II, 181. Dogs, Newfoundland, formerly mostly spotted. Brewer^ II, 102. Do orally-taught pupils use speech in adult life *? II, 21,706, 39. Do principals generally discourage intermarriage? II, 21,549, 24. Dormitory plan is subversive of family relation, II, 21,971, 62. Doyle, Mr. T. S., on auricular instruction, II, 78; inter- marriage, II, 92 ; system of instruction, II, 106 ; Visible Sj^eech, II, 75. Double-headed system of internal organization, I, 13,126, 5. Douglass, Hon. Fred., Lines to, I, 92. Dramatic signs. Bell, II, 21,560, 25. Draper, Prof. A. G., Poem by, I, 13,241, 18; 88. Dreaming in spoken language, II, 21,952, 61; in Visible Speech, II, 21,953, 61; on fingers in "combined" schools, II, 21,825, 49. Dull pupils under different systems, Williams, I, 85. Education of Deaf Children. 35 Dumb, an objectionable term, Fay^ I, 60. Census of the, in Mass., Ill, 228. Dumbness, Mlades concerning. Bell, II, 155. clue to neglect, II, 164. Duplications in census returns of 1880, inconsiderable, II, 21,357,1; III, 212. Duty of instructors to advise against unsuitable marriages, Gallaudet, I, 13,398. 29. of the State to the deaf, I, 13,249, 18; II, 168. requii-es that all deaf-mutes be taught speech, II, 21,583, 28. Dwarfs, II, 21,450, 13. Earlier stages of instruction, Reliance upon written lan- guage in, Bell, II, 21,572, 27. teachers. Views of, upon intermarriage of the deaf, II, 21,541, 23. Earliest effort to teach deaf-mutes in the United States, I, 54. specimen of poetry by the deaf [printed in London newspapers and magazines about the end of the year 1768 over the initials " C. S."], I, 91. Eaton, Hon. John, Views of, on early education of deaf children, Emery, II, 108. Eclectic, An, system. Dr. G. O. Fay, I, 80. Economy and Parsimony, Gallaudet, I, 104. Edison, Mr. T. A., Efforts of, to invent an aid to hearing, I, 13,155, 9. Education of deaf-mutes, Early, advisable, II, 70. Average ^^er capita cost, I, 13,141, 8 ; 13,344, 26 ; compared with Annapolis and West Point, 13,236, 16; in Paris, 13,141, 8; 13,344, 26 ; in U. S., II, 21,458, 14; 21,737, 41; of deaf chHdren of deaf parents, II, 21,531, 22 ; estimated for a system of day-schools, II, 169. 36 Analytical Index to Education of Deaf-mutes, Privileges of, more restricted than for hearing children, II, 21,536, 23 ; Emery, II, 108. a question of language-teaching, II, 21,559, 25; 21,566, 26; 694-702, 37-39 ; 21,813, 47 ; 21,837, 50. : A system adapted to all deaf-mutes, not excluding the feebler-minded, Dr. Williams, I, 82. in the United States, History of, G-al- laudet, I, 54-59. See special title for topic desired. Educating teachers, German method of, II, 71. Effect of adoption of oral system exclusively. Pres. G-allaudet, I, 13,340, 26; I, 101; Br. G. O. Fay, I, 80; Kin- esy, I, 108 ; Dr. Williams, I, 82. of making deaf-mutes think in a special language, II, 21,548, 24; 21,552, 24. of old-world traditions upon manual training, jEJ. £J. Hale, II, 137. of slight deafness, II, 21,392, 7. of State aid upon private benevolence, I, 13,366, 28. of tendency to deafness in certain families, I, 13,253, 19. See Hereditary, Marriage, Intermarriage, and other titles bearing upon this subject. Edgerton, Lord, of Tatton (Chaii-man), Queries by, 13,101. 13,178; 13,181; 13,208; 13,220 ; 13,227 ; 13,229 13,234 ; 13,239 ; 13,244 ; 13,279 ; 13,294 ; 13,318 13,374 ; 13,380; 13,420 ; 13,424 ; 13,431 ; 13,454 13,472 ; 13,481 ; 13,495 ; 13,505 ; 13,523 ; 21,355 21,362; 21,369 ; 21,382; 21,385 ; 21,392 ; 21,398 21,405 ; 21,407 ; 21,416 ; 21,417; 21,419 ; 21,438 21,446; 21,449 ; 21,453 ; 21,457 ; 21,461 ; 21,473 21,497; 21,502 ; 21,511 ; 21,515 ; 21,520 ; 21,522 21,524; 21,526 ; 21,533 ; 21,541 ; 21,547 ; 21,549 21,552; 21,559 ; 21,627 ; 21,661 ; 24,674 ; 21,678 21,843; 21,848 ; 21,850 ; 21,854 ; 21,867 ; 21,870 21,882; 21,893 ; 21,903 ; 21,909 ; 21,959 ; 21,963 21,971 ; 21,983 ; 21,988 ; 21,996. Education of Deaf Children. 37 Elements of trades to be taught, in preference to specific trades, II, 21,471, 15. Elimination of artificial causes of intermarriage, II, 21,547, Ellis, Mr. A. J., uses Visible Speech in noting early English pronunciation, II ,21,930, 60. Elwin, Pa., School for the Idiotic, II, 21,449, VI. Ely, Mr. C. W., on auricular instruction, II, 80 ; on inter- marriage, II, 95 ; on Visible Speech, II, 75. Emery, Mr. P. A., on auricular instruction, II, 81 ; on in- termarriage, II, 97 ; Plea for Day-Schools, II, 108 ; Superiority of sign over articulation system, II, 112; Suggestions to Inw-makers, II, 115. Emigration and Climate, Influence of. Table, I, 46. Emotion, Signs of, Bell, II, 21,560, 25. Emotions, The, as affected by the two methods, I, 13,445, 32. Employment of deaf teachers, I, 13,469, 34; II, 21,669, 35. No great difficulty in obtaining, I, 13,199, 13. obtained through school-acquaintance with hearing-pupils, II, 21,469, 15. Endowment of institutions, I, 13,116, 4; 13,125, 5. Possible, for the Columbia Institution, I, 13,275, 22. Engelsmann, Mr. B., I, 58. English language is unphonetical, thus differing from Italian, etc., II, 21,878, 55. , made a school-task, II, 21,813, 48. , more difficult than Italian or German, II, 21,561. 25. is not mastered by the deaf as a class, Gallaudet, I, 13,166, 10. Should we teach, by means of hieroglyphics ? II, 166. Sounds of, are easier than German, II, 21,961, 62. tongue. How to preserve the purity of, II, 71. 38 Analytical Index to Enumerators' returns should be verified by competent ob- servers, II, 21,809, 47. Enunciation, Perfect, possible, II, 21,873, 55. Environment, Ketention of normal, II, 21,458, 14. Epidemic producing deafness, II, 21,416, 9. Errors in Census Returns : Previous to 1850, H. P. Feet, I, 44 ; 1850, one-half the whole number of aged deaf- mutes returned, credited to Massachusetts and Penn- sylvania, II. I*. Feet, I, 47 ; Returns between ages of 10 and 30, assumed to be tolerably correct, II. P. Feet, I, 49. 1850, 1860, 1870, Causes of liability to error, Mass. State Board of Charities, I, 49. 1880, Opinion of Fres. Gallaudet, 1, 13,105, 3; III, 207; Dr. Bell, II, 21,355, 1; 21,808, 47; Bev. Wines, II, 21,357, 1 ; III, 212. See Census Returns. Errors of the deaf in language, Gallaudet, I, 13,158-13,171, 9-11. See Language, also, Bell, Dr. A. G., System of instruction, etc. Everybody, Can, learn to speak? II, 21,576, 27 ; 21,675, 35 ; Kinsey, I, 101 ; 107. Evolution of breeds. Brewer, II, 102. deaf batrachians, Cope, II, 101. sign-language from pantomime, II, 21,560, 25. Examination of schools. See Inspection. of European schools by Pres. Gallaudet in 1867, 1, 13,133, 6. Executive management of institutions, I, 13,125, 5; 13,263, 20; m, 211. Expense of education, 1, 13,141, 8 ; 13,344, 26 ; 13,236, 16; 13,141, 8. Table for 1885, 74. II, 21,458, 14; 21,531, 22; 21,737, 41; Estimated for a system of day-schools, 169. Experience of a lady, II, 21,585, 29; 21,706, 39; 21,984, 64; of a young man under different methods of instruction, I, 103. Education of Dea f C/iildren. 39 Experiment, A suggestive, II, 21,813, 4:7. Experimental years, Use of signs in, I, 13,503, 36. Explanation of geneological chQ.Yi^, precedes Index-title. of Visible Speech charts, Bell, III, 248-253. Extent of deaf-mutism. Fay, I, 61. See Statistics. Exterior organization of schools for the deaf, I, 13,112, 4. Extracts from laws of Wisconsin, II, 73. Eyes and hair not " matched," Significance of, II, 21,448, 12. Blue, and deafness, II, 21,448, 12. of the congenitally deaf, II, 21,837, 50. TJ^acts and Opinions relating to the Deaf, from Amer- * ica, collected by Dr. Bell, and presented to the Royal Commission, II, 74-129. Facts bearing upon the formation of a deaf variety, II, 21,502, 19. Failures to acquire idiomatic use of language under different methods, I, 13,158, 9. Faith without words, St Augustine on, II, 182. Fallacies concerning the Deaf. Bell, II, 155; Headings : Fallacies concerning the dumbness of deaf children, 155. Fallacies concerning the intelligence of deaf children, 155. Why hearing children who become deaf also become dumb, 155. Fallacies regarding the nature of speech, 156. Ignorance the real difficulty in the way of teaching deaf chil- dren to speak, 156. The old fallacy — "without speech, no reason," 156. Articulation-teaching in America, 157. Upon the art of understanding speech by the eye, 157. Fallacies regarding speech-reading, 158. Requisites to the art of speech-reading, 158. Gesture-language, 159. 40 Analytical Index to Fallacies concerning the Deaf, Belh 11, 155 ; Headings : The fallacy that a gesture-language is the only form of lan- guage that is natural to the deaf, 160. The sign-language of our institutions, 161. The fallacy that a gesture-language is the only form of lan- guage in which a congenitally deaf child can think, 161. Why the deaf employ a gesture-language, 162. Harmful results of the sign-language, 162. Why the English language should be substituted for the sign- language as a vernacular, 163. Conclusion, 163. Discussion: Grallaudet, Jl, 164; Hubbard, 165; Bell, 166. Familiarity with language a prerequisite to speech-reading, II, 21,6()7, 34. Family, or non-sporadic deafness, II, 21,473, note, 16. tendencies should be considered by persons contemplat- ing marriage, Gallaitdet, I, 13,392, 29. Families containing many deaf-mutes, II, 21,454, 13 ; 21,530^ 22; 21,858, 53; 133; 136; 186; 187; III, Ancestry of the Deaf, — . False teeth illustration, II, 21,985, 64. Faribault conference, Dr. Bell's advocacy of the manual alphabet, II, 21,713, 39; Report of Committee on Im- proved form of school statistics, I, 52. Fay, Dr. E. A., Deaf-Mutes, I, 60-71 ; Headings : Definition and Classification, 60 ; Extent of Deaf- Mutism, 61 ; Causes : Heredity^ 62 ; Consanguinity, 64 ; Ma- ternal Impressions, 64 ; Scrofula, 64 ; Social Circumstances^ 65 ; Mountainous Regions, 65 ; Diseases and Accidents, 65. Mental Condition and Characteristics, 65 ; Morbidity, 66 ; Mor- tality, 67 ; Marriage, 67 ; Occupations, 67 ; Legal Rights and Responsibilities, 68 ; Origin and Growth of Schools and Meth- ods, 68 ; School-Age, 69 ; Boarding-schools and Day-schools, 69 ; Private Instruction at Home, 69 ; Auricular Instruction, 70; Manual Alphabets, 70; Visible Speech and Line Writing^ 70; Higher Education, 70; Religious Work for Adults. 71. Education of Deaf Children. 41 Fay, Dr. E. A., Definitions of Methods, etc., I, 59; 70; III, 257-8. Letter on Governmental aid, II, 123; on per capita cost of instrnction, II, 21,738, 41. Statistics of schools for 1885, Tables, I, 72-75; for 1888, Tables, II, 128-9. Fay, Dr. G. O., Comprehensive Education in its Philos- ophy and Practice, I, 79; Gallaudet, I, 13,140, 7; 13,201, 13. Feeble-minded, Education of, favored, note, II, 12. deaf. Method adapted to, I, 82; Accej^tance of, by schools, II, 21,636, 32. Feelings as affected by the two methods, I, 13,445, 32. Female teachers, II, 21,782, 45; 21,888, 56. Fessler, Rev. Charles, On auricular instruction, II, 83; on Visible Speech, II, 77. Feuds, Cessation of, II, 21,594, 30. Florida institution uses line-writing, II, 21,963, 62. Flournoy, J . J . , deaf author, Memorial to Congress to estab- lish a deaf-mute State, II, 126. Finger-language. See Finger-Spelling. spelling, Origin and general utility of, Gordon, I, 94. Place of, in instruction, II, 21,576, 28. _ Speed of, II, 21,667, 34. useful in presenting our language to the deaf. Bell, 11, 21,570, 26; 21,668, 34; 21,669, 35; 21,673,35; 21,694, 38; 21,710, 39; 21,719, 40; 21,826, 50. Finger-spelling useful to hearing-persons, Denison, I, 98 ; Gordon, I, 94. First recorded interniarriage. Children of, II, 21,542, 23. Fluctuations in numbers of the non-congenitally deaf, II, 21,414, 9. Freedom as to methods with Governmental inspection of re- sults, II, 21,751, 42. Formation of a deaf variety of the Human Kace, Memoir upon. See Deaf-mute Variety. 42 Analytical Index to Free instruction, generally provided for deaf children, I, 13,216, 15 ; Tuition, board, and lodging are furnished free in the National College to students unable to pay— about 95%— I, 13,217, 15. Recent legislation in Mass., upon, II, 126. passes on railroads for pupils, II, 21,774, 44. Frequency of intermarriages of the deaf, in America, I, 13,390, 29. Frere's books in phonetic type, II, 21,942, 61. Froebel's principle, II, 150. Friendship promoted between deaf and hearing-children, II, 70. Fuller, Miss Angie A., deaf writer and poet, "The Semi- Mute's Soliloquy," I, 88. Miss Sarah, on auricular instruction, II, 81 ; Marriages of pupils from Horace Mann School, II, 96 ; The first Infant School for Deaf-Children, II, 121 ; Visible Speech, II, 76, 145. The Sarah, Home for little children, II, 21,774, 44. Fund to assist graduates in " making a start," I, 13,3G8, 28. Gabriel, Saint, Brothers of, their conversion to the pure oral method, I, 107. Gallaudet, Pres., E. M. [For many topics see desired title in mdex.] General eeferences to Part I : Auricular instruction, 13,147, 8 ; 13,202, 14 ; 13,467, 33. Classification of the deaf, 13,417, 30. Conferences and conventions, 13,266, 20. Day-schools and Institutions, 13,192, 1 2 ; 13,249, 18. Duration of pupilage. Course of study, 13,173, 11. Employment of deaf teachers, 13,458, 33 ; 13,469, 34. Evidence before the Royal Commission, 1-39. Education of Deaf Children. 43 Gallaudet, General references to Part I : Happiness of the deaf promoted by manual method, I, 13,444, 32. Higher education, 13,211, 14. History of the education of the Deaf in the U. S., 54. How shall the Deaf be educated ? 100. Industrial training, 13,181, 12; 13,401, 30; 13,459, 33. Intermarriage of the deaf with the deaf, 13,252, 18 ; 13,392, 29. Isolation of orally educated, 13,165, 9 ; 13,171, 10. Language-teaching, 13,158, 9. See Methods of in- struction. Manual alphabet, 13,273, 21. Methods of instruction, 13,132, 6 ; 13,290, 23 ; 13,309 24; 13,349, 26 ; 13,371, 28 ; 13,403, 30; 13,444, 32; 13,498, 36. Milan Conyention, 105-110; 13,520, 37. Occupations of well-educated deaf persons, 13,240^ 17. Oral and aural training; Eeport of address, 81. Organization, external and internal, 13,111, 4. Physical culture, 13,523, 38. Result of tour of inspection, 1867, 58. Poetry of the Deaf, 87. Separation of sexes, 13,198, 13. , Sign-language, 13,166, 10; 13,201, 13; 13,205, 14; See Methods of Instruction ; Combined Method ; How shall the deaf be educated ^ Milan Convention, etc. Statistics, 13,105, 3 ; 13,288, 23 ; also, II, 21,355, 1 ; m, 207. Teachers and their qualifications, 13,257-13,267, 19-20; 13,469, 34. Value of Speech and Speech-reading, 13,165, 10; 13,171, 11; 13,319, 25; 13,460, 33. 44 Analytical Index to Gallaudet, Citations, Quotations, Etc., in Part II: On combined system (general), II, 21,374, 4; 21,718, 40 ; as illustrated in the Pennsylvania Institu- tion, II, 21,374, 4. The consensus of opinion in the California Conven- tion, II, 21,592, 30. On gymnastics, II, 21,727, 40. Main argument of, in favor of the sign language, II, 21,983, 63. Lectures, viva voce, to audiences of deaf-mutes, II, 21,839, 51. The isolation of the orally educated, II, 21,984, 64. Organization, II, 21,734, 41. Quotation from, concerning experience on an excur fiion, II, 21,984, 64. Ratio of deaf-mutes to general population, II, 21,356, 1. Significance of private schools in the XT. S., II, 21,366, 3 ; 21,371, 4. in Part III : Census results, 207 ; Private Schools, 208 ; What is the Combined System ? 208 ; Amour propre vs. Mauvais honte, 210; Political appoint- ments, 211. Rev. Dr. Thomas, 1, 13,396, 29 ; II, 21,881, 56. Dr. Thomas Hopkins, I, 54. Mrs. T. H., I, 13,444, 32; 109. Galloway cattle, Brewer, II, 103. Gallon's law of regression. Brooks, II, 104. Game of "word-hunting," II, 21,694, 38 ; 151. Games and manly sports, I, 13,413, 30. Gardening for deaf-mutes, I, 13,190, 12. Garrett, Miss Emma, On auricular instruction, II, 82 ; Communication on Conditions necessary to giving every deaf child a chance to learn to speal^, II, 117 ; on small oral boarding-schools, II, 117. Education of Deaf Children. 45 Garrett, Miss Mary S., Directions to Parents of Deaf Children, II, 119; auricular instruction, 11,83; consang uinity and intermarriage, II, 99 ; pure oral system, II, 119 ; Visible Si^eech, II, 77. Gass, Mr. M. T., on auricular instruction, II, 79; inter- marriage, II, 95; Visible Speech, II, 75. " German " and '* French " systems both needed, Kinsey, I, 107. German Articulation-teachers do not object to use of natural signs, II, 21,819, 49. German experience, in method of instruction. Bell, II, 169 ; as to organization, Gillett, II, 170. method, superiority of, under certain conditions, Gal- laudet, I, 108. How to learn, II, 162. Germany, Proportion of deaf-mutes in, greater than in U. S., Williams, II, 90. System in vogue in, does not meet conditions in America, II, 170. Thorough method of educating teachers in. Bell, II, 7 1 . Genealogical information in general schedules of census returns, II, 21,857, 53. Accessible sources of, in New England, II, 21,857, 53. inquiry among families containing three or more deaf children, II, 21,444, 11 ; as to correlation of defects^ II, 21,450, 12; extending to twelve generations, II, 21,451, 13; Manuscript volume of, II, 21,858, 53. Studies, II, 21,530, 22; 21,858,53; 133; 136; 186; 187 ; also, see Chart, facing II, 188 ; and Ancestry of the Deaf, III, . Geological formation of Chilmark, Martha's Vineyard, II, 21,858, 53. George S., Account of, II, 150 ; 21,694-21,702, 37-39. Georgia Institution, Marriage records and statistics from, II, 21,529, 22 ; II, 93. 46 Analytical Index to Gesture -method, Oral system is a, I, 13,455, 33. Gestures, Abuse and use of, I, 13,162, 9 ; See Signs, Sign- language, Combined System, Fallacies, How shall the Deaf be educated ? etc. Gillett, Dr. P. G., all pupils given a trial in articulation in Illinois institution, II, 107 ; on auricular instruction, II, 78 ; on intermarriages of deaf with the deaf, II, 21,549, 24, 92 ; Tabulated Statistics : age of deaf- ness, causes, kinship, marriages, nationality of family descent, II, 92-93 ; Visible Speech, II, 75. Report of address on Deaf-classes in the public schools, II, 170. Gillespie, Mr. J. A., II, 21,484, 17; Auricular class in the Nebraska institution, II, 21,402, 8 ; Condensed His- tory of aural instruction, II, 84 ; Letter on aural work, II, 85. Glenn, Mr. W., on auricular instruction, II, 78. Visible Speech, II, 75. Glove-alphabet, II, 21,694, 38, 152; plate, 153. God and immortality, Idea of, II, 183. Goodman, Mr. L., II, 172. Gordon, Prof. J. C, I, 13,273, 21; II, 21,487, 17; 77. The " American " Manual Alphabet, with plates, I, 94. and others, Keport of Committee on Auricular Instruc- tion, II, 139. Miss Mary T. G., Oral and auricular pupil of, exhib- ited before the National Academy of Sciences, I, 81. Governing bodies, Deaf-mutes, as members of, II, 21,847, 51 ; Emery, II, 115. Governmental aid in Great Britain should be made depend- ent upon results obtained. II, 21,748, 42 ; Objections, II, 21,749, 42 ; I, 13,265, 20. inspection, No system of, in U. S., II, 21,678, 36. Gradation in hearing, II, 21,403, 8. Grade of life determined by choice of handicraft, E. E. Hale, II, 137. Education of Deaf Children. 47 Graduates " of State-schools, I, 13,386, 29. Grant of land to American Asylum, II, 21,359, 2. Grants to aid graduates, I, 13,368, 28. Graphical Charts : Lovejoy chart, II, to face ^ 188 ; Brovm and Allen charts, between^ pp. 12-13, II ; Visible Speech charts, 1-7, III, 248-253. Greenberger, Mr. D., I, 58; II, 170; on auricular instruc- tion, II, 80; on Visible Speech, II, 75. on insufficiency of the German system of teaching artic- ulation for American conditions, Gillett, II, 170. The, system, II, 21,986, 65. Groups of the Deaf with reference to marriage. Table, II, 16. Groups, rather than single letters differentiated in speech- reading, II, 21,568; 26. Growth of Araerican schools from 1857 to 1887, II, 127. of Articulation teaching, II, 21,497, 19. Gymnasium, Bowling alley, and Swimming-pool, Effects of, I, 13,525, 38. in Horace-Mann Day-school, II, 21,780, 44. Gymnastics, Physical, II, 21,727, 40. ale, Rev. E. E., on occupations and trades, II, 21,471, 15. Senator Eugene, communication to, on Census of the Deaf, II, 197. Halifax institution. Recommendation of principal of, as to teachers, II, 21,679, 36 ; Report of, on consanguineous marriages, II, 21,447, 12 ; Statistics of marriages, II, 21,535, 23. Hammond, Margaret, Experience of Whipple Home-school, II, 19 ; recommends celibacy, II, 199. Hanson, Mr. Olof, Translation of poem from the Swedish by, I, 93. 48 Analytical Index to Happiness of Deaf-mutes under the two methods of instruc- tion, I, 13,444, 33. of the intermarried, II, 21,557, 24; Emery, II, 114. Hardy, Mr. A., on auricular instruction, II, 83; on articu- lation, II, 119; on intermarriage, II, 99. Harmful results of the sign-language, II, 162. Heady, Mr. Morrison, deaf, dumb, and blind aathor and poet, I, 93. Hearing-child hears words repeated daily for two yeai'S before uttering them, II, 21,813, 48. Hearing essential to perfect speech, Gillett, II, 171. Improvement and utilization of, II, 21,392, 7 ; II, 140. iSee Auricular instruction. Report of coiniiiittee on, II, 139. of 700 children in public schools tested, ll, 21,403, 8. Partial, Number and j)ercentage of deaf pupils having, II, 21,395, 7. power. Apparent increase of, explained, II, 86 ; 87 ; 88. Probable improvement of, in a few cases, II, 85 ; 86; 88. Teachers, Marriage of, to the deaf, II, 21,558, 24. Statistics of,- for twenty-three years. III, 259. Heinicke's method, Inferiority of, under certain conditions, Gallaudet, I, 108. Hereditary aptitude for auricular instruction, II, 21,811, 47. blindness as a coHateral defect, II, 21,867, 54. character of deafness in Chilmark, and other cases, I, 50. predisposition, a cause of deafness, II, 21,441, 11. Heredity : Analysis of 402 cases of intermarriage of deaf with the deaf, II, 21,848, 52. Scientific experts upon, II, 21,502, 19 ; 101-106. Study of through families having three or more deaf children, II, 21,444, 11. Views of Dr. E. A. Fay, I, 62. See Consanguinity, In- termarriages, Deaf children of Deaf parents, Deaf- mute variety, etc. Education of Deaf Children. 49 Herodotus, Anecdote from, II, 173. Hermaphrodites, II, 21,454, 13. Hieroglyphics, IllustratioD, II, 21,983, G3. Higher education of the deaf, Gallaudet, I, 13,211, 14. Fay, I, 70. Hill, Moritz, author of "Der gegenwartige zustand des Taubstummen-Bildungswesens in Deutschland," on natural signs, I, 103. History of deaf-mute education in IT. S., I, 54, Hirsch, Mr. D., Remarkable i^upil of, I, 13,471, 34. Hindustani reproduced by Visible Speech, II, 21,808, 54. Hoagland family. The, II, 21,530, 22; Statistics of, II, 105. HofTman, Dr. C. W., marriage laws in reference to the deaf, II, 126. Holman family, The, II, 21,530, 22. - Homes " for children, II, 21,796, 45. Home-ties, II, 21,548, 24. Home-instruction, Information relating to, should be dis- seminated, II, 21,973, 63. Homophenes," II, 21,759, 62 ; 158. Hopeful feature, II, 21,548, 24. Horace-Mann School, Intermarriages from, II, 21,526, 21. Hours of School, Table, I, 73. House -work of the institutions, I, 13,189, 12. " Howard Glyndon," [Laura C. Redden Searing, Mrs.,] portrait, author and poet ; Foem, " Which is best ? ' 1, 89. How to compare families of the congenitally deaf with ordi- Dary famihes, II, 21,606, 30. Howe, Dr. S. G., II, 21,881, 55; on Development of relig- ious idea, II, 183. Hubbard, Hon. Gardiner G., II, 21,881, 55; Reply to Dr- Gallaudet, II, 165. Hull, Miss S. E., of Bexley, I, 106; 109; the first to ap- ply Visible Speech to instruction of the deaf, II, 21,931, 60 ; 21,893, 57. 50 Analytical Index to Human race capable of modification by selective breeding, BowcUtch, II, 102. Humboldt, W. von, "Speech naturally inherent in man," II, 174. Hutchinson's teeth, II, 21,803, 46. Hutton, Mr. A. B., ideas of uninstructed deaf-mutes, II, 182. Hutton, Mr. J. Scott, on articulation, II, 84; on con- sanguinity and on intermarriage, with statistics, II, 100; on placin'^ the education of the deaf upon a proper basis, II, 122; see Halifax institution. Hyatt, Prof. Alpheus, On possibility of the formation of a deaf variety, II, 102. Idiocy, Causes of, inter-related to causes of deafness in ^ many cases, II, foot-note, 12. and correlation of color of eyes and hair, II, 21,449, 12. Idiotic deaf-mutes, II, 21,449, 12; II, 134. Idiots and deaf-mutes, liable to be confounded by Census enumerators, II, 21,809, 47 ; II, 135. and imbeciles, 21,450, 12 ; 21,479, 16 ; 21,809, 47. and feeble-minded, Need of provision for, II, 21,357, 2, Ignorance of mechanism of speech. Effect of, II, 71. Popular, of the tendency of intermarriages, II, 21,624, 31. The, of uneducated deaf-mutes, II, 70; S. P. Peet, II, 173. Ill effect of conflicting systems, Crouter, I, 78. Illinois institution, Sketch of, I, 56 ; Size of, II, 168 ; Marriages of deaf-mutes from, II, 21,510, 20. See GiUett, Dr. P. G. Illiterate parents, and day-school i^lan, II, 21,724, 40. Illustrations of Visible Speech, II, 147 ; III, 248- 253. Education of Deaf Children. 51 Imagination as affected by the two methods, 1, 13,445, 32 ; Imitative signs, II, 21,560, 25. Importance of Visible speech, II, 21,633, 32 ; see title. of convention of instructors, I, 13,266, 20. Impossibility of judging of efficiency of teachers by results, I, 13,265,20. Impromptu conversation, Specimen of, II, 151. Improvement in hearing in auricular training, discussed, II, 21,688, 36 ; not due to medical treatment, 1, 13,301, 24; see auricular instruction ; Nature of, II, 21,399, 7. Inaccuracy of Census returns for certain classes, //. P. Peet, I, 46. Incompetent heads of institutions, I, 13,127, 6; III, 211. Inconsistency of certain pure oralists, I, 108. Increase of deaf children of deaf parents, by decades, II, 21,531, 22; Tables, ix-xvi, III, 217-227. of expense from separate oral department not great, Crouter^ I, 78. Indiana institution. Sketch of, I, 56. Indianapolis convention, Views expressed by Dr. Gallaudet at, I, 13,169, 10. Indications of only partial success in education of the con- genitally deaf, II, 21,585, 29. Induction -balance, Principle of, employed in audiometer, II, 21,405, 8. Industrial training, Gallaudet,!^ 13,181, 12; 13,284, 22 ; 13,361, 27 ; 13,400, 30; 13,459, 33 ; Gillett, II, 170 ; Bell, II, 21,468, 15; 21,777, 44; 21,843, 51. Industries requiring greatest preparation apt to be least crowded, E. E. Hale, II, 137. Infant school for deaf children. The first, II, 21,774, 44 ; is on the pure oral plan, II, 21,818, 49 ; History of, II, 121. Infant schools as interfering with home-life, II, 21,830, 50. Infants not debarred from signs, but from the sign-language, 11,21,819,49, 52 Analytical Index to Inferiority of the oral system, Emery ^ II, 112-115. Influence of i^rivate schools, II, 21,371, 4 ; controverted^ III, 208. Influences teiidhi^^ to iiitermaiTia<^es, II, 21,523, 21. Insane Deaf-mutes, II, 21,450, 12; 134; Insane who are otherwise defective, II, 134 ; Insanity among relatives of the deaf, II, 21,450, 13. Inspection of schools, Gallaudet, 13,124, 5; 13,277, 22; 13,280, 22; 13,347, 26; 13,30<), 28; Bdl, II, 21,472, 41 ; 21,748, 42 ; 21,G78, 3G ; 21,; Aiiricnlar instruction, with statistical tables, II, 80, 87. McDonnell, Esq., M.D., Robert, Question by, II, 21,418. McGann, Miss H. E., on auricular instruction, II, 84; on method of instruction in Mackay Institution, II, 123; on Visible Speech, II, 77. Madison (Wis.^^ Meeting of National Educational Associa- tion, I, 13,105, 9 ; II, 21,300, 2 ; Extracts from ad- dress by Pres. Gallaudot, lieM, II, 21,084, 04. Maginn, Mr. F., I, 13,239, 17; 13,450, 33. Magnat, M., I, 106. Maintenance not included in allowance for day-schools, II, 21,773, 44. Majority of children of deaf parents are not deaf, II, 21,535, 23. of pupils do not have the opportunity to acquire sj)eech, II, 21,077, 36. Malformation of vocal organs. Case of, [?] I, 13,418, 31. Maloney's otophone, II, 20, 79; 47, 82. "Man," Words resembling, to the eye of speech-reader, II, 21,508, 26. Manly sports, Participation in, I, 13,413, 30. Mann, Horace, Influence of, I, 13,133, 6; I, 58. Manual Alphabet, Advantages and Convenience of. Bell, II, 21,570, 26; 21,570, 28; 21,009, 35; 21,710, 39; 21,710, 40; Benison, I, 98 ; Gordon, I, 94. Educational value of, II, 21,574, 27 ; 21,711, 39 ; 21,710, 40. ^ Education of Deaf Children. 59 Manual Alphabet, Effect of, to exclusion of signs, II, 21,666, 34. Forms of, Bell, II, 153; Fay^ I, 70; Gallaudet, I, 13,274, 21. General utility of, for speaking persons, Denison, I, 98 ; Gordon, I, 94. History of, Gordon, 1, 94. Kestrictions to be observed in using, II, 21,584, 29 ; 21,673, 35. used to exclusion of sign-language at Rochester, II. 21,574, 27. Wide-spread knowledge of, in U. S., I, 13,411, 30, Manual Method described, Fay, I, 57 ; defined, II, 21,387, 6; III, 257. schools [14] in U. S., I, 13,291, 23; 7, in U. S. in 1891, III, 257; the method first introduced, I, 13,132, 6. Manual [" French"] Method, Utility of, for dull pupils, Kinsey, I, 107 ; Williams, I, 82. Schools neglect speech, II, 21,579, 28. Spelling, Valid objection to, II, 21,570, 26. Margate institution, II, 21,656, 33 ; 21,666, 34. Marriage, Classification as a guide to, Bell, II, 21,473, 16. laws, Hofi'man, II, 21,524, 21. Consanguineous, see Consanguineous marriages. of deaf-mutes ; Analysis of 757 cases, II, 21,848, 52. 1,089 cases from 10 States, 293 cases from Illinois, l,44vS cases collated from deaf-mute newspapers, II, 21,522, 21. Cases from Clarke Inst, and Horace-Mann School, II, 21,526, 21. Cases from Georgia, II, 21,529, 22. reported by heads of institutions, etc.; Alabama, II, 95. American Asylum, II, 89. California, II, 95. 60 Analytical Index to Marriage, cases from, reported by heads of institutions, etc.; Clarke Inst., II, 95. Florida, II, 99. Georgia, II, 93. Halifax, II, 100. Horace-Mann School, II, 96. Illinois, II, 92. Le Couteulx St. Marj^'s, II, 95. Michigan, II, 95. Minnesota, II, 95. Mississippi, II, 95. New Jersey, II, 98. North Carolina, II, 92. Ontario, II, 101. Oregon, II, 97. Rhode Island, II, 97. South CaroHna, II, 94. Texas, II, 95. Virginia, II, 92. encouraged by officers of institutions, Gal- lavdet, I, 13,392, 29. defended, Emery, II, 97; Gillett, II, 92; Swiler, II, 95. Results of, tending to perpetuate the physical peculiarity of deafness, II, 21,528, 21 ; 21,530,22; 607 cases of deaf children of deaf parents, II, 21,848, 52; First recorded case, II, 21,438, 11 ; Meaning of incomplete returns, II, 21.530, 22. Percentage of, marrying hearing persons, II, 21,507, 20. Prof. Fay on, I, 67. Martha's Vineyard, Deaf population of, II, 21,450, 13; 21,858, 53. Maryland school. Peculiar organization of, 1, 13,123, 5 ; Visi- ble Speech in, II, 21,882, 56. Education of Deaf Children. 61 Massachusetts, recent legisliitiou in, II, 126. Census of 1865, I, 49. Census of 1885, Tables and diagrams. III, 228-247. Massieu, Ideas of, II, 179. Mathison, Mr. R., Auricular instruction, 11,84; contro- verts Dr. Bell's views and gives statistics of Ontario institution, II, 101 ; the Terrell family, II, 101 • upon methods of instruction and on day-schools, II, 122 ; on Visible Speech, II, 77. Maternal impressions, Fay^ I, 64. Mayhew family, The, II, 21,859, 53. Meaning of incomplete returns, II, 21,530, 22. of " manual, oral, and combined," II, 21,823, 49. Mechanism of Speech, Few teachers proficient in, 11, 21,677, 36. How to acquire knowledge of, II, 21,871, 55 ; Gor- don, n, 77. should be studied, by all teachers of the deaf, II, 21,681, 36 ; in public schools in U. S., to preserve purity of the language, II, 21,900, 57. Medical men attached to institutions, I, 13,378, 29 ; Exami- nation of new pupils by, I, 13,152, 9 ; 13,305, 24. ■ Opinion of, upon segregation of the sexes, Sir 2\ Robertson, II, 21,981, 63. study of a family through five generations, II, 21,803, 46. supervision, II, 21,799, 46. treatment of diseases of the ear, II, 21,801, 46. Memoir upon the Formation of a Deaf Variety of the Human Race, II, 21,409, 9 ; 21,411, 9 ; 21,416, 9 ; 21,431, 10 ; 21,435, 10 ; 21,457, 13 ; 21,458, 14; 21,510, 20; 21,529, 22; 21,856, 53. Mental condition and characteristics of the deaf, Fay, I, 65. development more rapid under combined method, Williams, I, 85. impressions as a cause of deafness, II, 21,443, 11. 62 Analytical Index to Method and system distinguished, I, 13,141, 7 ; 13,290, 23. The, recommended in America. I, 13,308, 24. Methods of instruction classified according to the language of communication used, II, 21,718, 40. Diagram of, II, 6. Dr. Bell's views upon, II, 21,570, 27. Milan International Congress, Action of, I, lOG ; Consti- tution of, I, 13,520, 37 ; Effect of, in England and America, I, 13,529, 39 ; President Gallaudet's lieport upon, I, 105 ; [For other reports and articles ui)on. See American Annals, xxv, 293 ; xxvi, 75 ; 93 ; 138 ; 163 ; 192 ; xxvii, 146 ; xxviii, 42]. Schools visited, I, 13,484, 35. Misfortunes, Three, resulting from deafness, II, 21,570, 26. Milton, John, on origin of speech, II, 177. Minnesota Conference of principals, I, 13,172, 11. Mischievous effects of certain forms of combined method, Crouter, I, 76. Missionaries and missions, I, 13,321, 25 ; 13,365, 27 ; II, 21,613, 31 ; 21,721, 40. Mixing of deaf children with hearing children at play, etc., II, 21,651, 33. Moffatt on idea of God and immortality, II, 183. Monboddo, Lord, Philosophy of, II, 177. Montaigne, Philosophy of, II, 182. Money point of view, II, 21,528, 22. Monopoly among teachers, II, 21,792, 45. Montreal, Separation of sexes in, II, 21,787, 45. Moore, Mr. Humphrey, a deaf artist, I, 13,175, 11. Moral result of education by signs as compared with the oral method, II, 21,984, 64. sentiment should be aroused against the criminal neglect of speech, II, 21,583, 28. training in institutions, II, 21,726, 40. Morality of the deaf, I, 13,410, 30 Morbidity of the deaf, Fay, I, 66 Education of Deaf Children. 03 Mortality of the deaf, Fay, I, 67. Mothers might do much for deaf children, II, 21,973, OJJ. Mount Vernon excursion. Incident of, II, 21,984, 64. Mountainous regions, Effect of, I/'ay, I, 65. Moses, Mr. T. L»., auricular instruction, II, 78; instruc- tion of the semi-deaf, II, 107 ; Visible Speech, II, 75. Murray, [Dr. A. H.], uses Visible Speech in the Oxford Dictionary, II, 21,930, 60. Muscular improvement of deaf college-students, I, 13,526, 38. TVTack, Mr. James (a precocious deaf poet); Verses and portrait, I, 88. Nardin, Madame E., on Visible Speech, II, 76. National Academy of Sciences, I, 81. College, II, 21,585, 29; 70. See College, National. Nationality of the deaf; See Census of 1850, 1800, 1870. of pupils in Illinois institution, II, 93. Natural classification of the deaf. Diagram of, II, 5. Natural method fails in one particular, II, 21,813, 47. language, Arguments concerning, II, 21,983, 63. pantomime and the sign-language distinguished, II, 21,560, 25. , Place for, II, 21,560, 25. process reversed in the sign-schools, II, 21,813, 48. signs, II, 21,560, 25; 21,819, 49; never given up, II, 21,820, 49; not prohibited in oral schools, II, 21,821, 49. Nebraska institution, Mode of instruction m, II, 21,687 36. Necessities, Three, in the case of the congenitally deaf, II, 21,570, 27. Necessity for greater educational facilities, in IT. S., II, 69; in Ulinois, II, 171. 64 Analytical Index to Nelson, Mr. E. B., auricular instructiou, II, 81 ; Visible Speech, II, 76. Nervous shock, a cause of congenital deafness, I, 45. Nervous system, Hereditary abnormality in the, a cause of deafness, II, 21,450, 13. Newcomb family, The, II, 21,863, 53; 21,867, 54. Prof. S., Communication from, on possibility of the formation of a (leaf variety, II, 103. New- England enumeration more complete than in newer sections, I, 50. New Departure " in teaching Articulation, II, 21,900, 5(S. New-Jersey school: History of, I, 55; Visible Speech in, II, 21,884, 56. Newspapers, Deaf-mute, I, 13,272, 21; II, 21,517, 20; Proper aim of, II, 21,522, 21. New principle, A, of dealing with deaf-mutes, II, 69. New- York institution, II, 21,518, 20; Percentage of tit sub- jects for auricular instruction in, II, 21,403, 8. Original institution in, has been split up into 7 or 8 dis- tinct institutions, II, 21,359, 2. Sketch of, I, 54. for Improved Instruction, Sketch of, I, 58. institutions not State institutions, I, 13,491, 36. Non-congenitally deaf, Majority of, debarred from Articu- lation, II, 21,596, 30. No restrictions should be placed upon communication be- tween hearing and deaf children, II, 21,668, 34. North-Carolina institution, Sketch of, I, 56. Notions of the Deaf aiul Dumb before Instruction, Ur. 11. P. Feet, II, 173. Not practicable to do away with institutions, II, 21,553, 24. Novels and Plays, Use for, II, 21,813, 48; 21,813, 47. Noyes, Mr. J. L#., auricular instructiou, II, 80; consan- guinity and intermarriage, II, 95 ; superiority of the combined system, II, 107; Visible Speech, 75. Education of Deaf Children. 65 Number of children taught by different methods in U. S., I, 13,428, 31. Nurses and Mothers "gabble" to children, at a rate of 200 words per minute, II, 21,813, 4:7. Objections, to Visible Speech, II, 21,955, 61 ; to institu tions (boarding-schools) counterbalanced by advan- tages, I, 13,197, 13 ; to training children for simplest callings, Hale^ II, 137. Objectionable feature of "local homes," II, 21,770, 43. Object of education is to Jit pupils to enter a world of hear- in-g people, II, 21,781, 44. Obligation to provide education, recognized by the States, II, 21,735, 41. Occupations of the deaf, Fay, I, 67 ; of graduates of the CoUege, 13,240, 17. Ohio institution, Sketch of, I, 55. Omissions of deaf-mutes from census-returns, I, 49. " One royal road " to learning a language, II, 21,563, 25. Open Letter to Committee of Wisconsin Legislature, II, 69. Oral and aural training, Case of, exhibited by Pres. Gal- laudet, I, 81. method. Characteristic of, II, 21,385, 6. Definition of, Fay, I, 59 ; Bell, II, 21,387, 6. a vague designation, Bell, II, 21,705, 39. should be a prominent feature of the " combined system," Gallaudet, I, 104. Schools, established in London, II, 21,920, 59 ; in U. S., 1867, 1, 13,132, 6 ; Cost of education in Paris, I, 13,141, 8. included in the " combined system," as in New England and New York, Gallaudet, I, 104 ; 108. ,„ established by law in France, I, 13,374, 28t 66 Analytical Index to Oral and aural training, Reaction against, as an exclusive system, I, 13,371, 28. Results unsatisfactory, I, 170. Inferior in scholarship, I, 80. Unfavorable opinion of pupils, 1, 13,474, 34. Practically selects pupils, I, 13,438, 32. Insufficient for education of all deaf mutes, 13,141,8; 13,371, 28; Kimey, quoted, I, 101. — ' Improvement of, Gallaudet, I, 13,315, 25 ; G. O. Fay, I, 80. recommended trial of, for all pupils, by the Royal Com- mission, III, 9, 254. Introduction of, in U. S., due to Horace Mann, G-al- laudet, I, 13,133, 6. system desirable as tending to increase the independence of deaf-mutes, II, 21,644, 32. to be tested by proficiency of pupils in written language, II, 21,580, 28. unjustly ridiculed, II, 21,820, 49. pupils think in motions of the mouth, II, 21,825, a 49. schools fortunate in having small classes, II, 115. Graduates of, are induced to join adult deaf-mute societies, II, 96. neglect written language, II, 21,575, 28. — : Religious services. Character of, Gallaudet, I, 13,465, 33. select their pupils, Gallaudet, I, 13,438, 32. Ordinary language, the characteristic of one method of in- struction, II, 21,385, 6. Organization of institutions, Gallaiidet, Exterior, I, 13,112, 4 ; Interior, I, 13,125, 5 ; Peculiar organization of Maryland institution, I, 13,123, 5. O'Rourke, Mr. J., Case of, I, 81. Origin and growth of schools and methods. Fay, I, 68. and perpetuation of deafness. Cope, II, 101. Ed\ication of Deaf C/iUdrGn. 07 Origin of language, Br. IL I". Feet, II, 176. of religious ideas, II, 178. Owen, Rev. C. M., Questions by, 1, 13,309; 13,319 ; 13,530 ; n, 21,403 ; 21,690 ; 21,703. Trains are taken to advise against contracting certain mar- ^ riages, I, 13,394, 29. Pantomimic acting to explain reading, II, 21,813, 48. Pantomime, Proper use of. Bell, II, 151 ; 166. Parents may choose either system in New England and New York, I, 13,498, 36. Eelation of, and teachers, II, 21,724, 40. Partial co-education of deaf, and hearing children possible, II, 21,458, 14 ; 70. Patronage and politics, I, 13,262, 20. Payment by results, I, 13,265, 20; II, 21,748, 21,749, 42. Pease, Hon. Richard L., II, 186. Peculiar organization of Maryland institution, I, 13,123, 5. Peet, Dr. Harvey Prindle, Principal N. Y. Inst. (1831- 1867), Gallaudet, I, 55. Census Returns for 1830, '40, '50, 1, 43. Notions of the Deaf and Dumb before Instruction, II, 173. Dr. I. L., I, 54. Mrs. Mary Toles, Verses o^ud portrait, I, 90. Pelissier, deaf author and poet, I, 92. Pennsylvania Institution, History of, I, 55. System of instruction in, I, 77 ; 13,141, 8; com- mended, Gallaudet, I, 13,349, 26 ; Bell, II, 13,141 8 ; II, 21,374, 4; 21,659, 33; III, — . Percentage of deaf able to rely upon speech exclusively, I, 13,325, 25. to population at large, table, II, 11. marrying hearing persons, II, 21,507, 20 ; in- dividuals or couples ? II, 21,512, 20. 68 Analytical Index to Percentage of semi-deaf pupils, II, 131. Perfecting of education, Effect of, II, 21,523, 21. Permanent teachers, how secured, I, 13,260, 19. Pernicious use of the sign-language, 1, 13,167, 10. Peter, the wild boy, II, 174. Philanthropic Societies, 11, 21,613, 31. Philbrick, John D., on Visible Speech, II, 145. Miss Rachel, deaf author, etc., I, 93. Philocophus [1648], 11, 157. Philological Society of Eagland, II, 21,560, 25. Phonetic Alphabet, Prof. A. Melville Bell's Universal, II, 21,868, 54 ; see also Visible Si)eech. books, II, 21,942, 61 ; Supply of, II, 21,882, 56. characters for the blind, II, 21,941, 60. form, essential in teaching pronunciation, II, 21,875,55., writing commended, II, 21,577, 28. Phrases and sentence-forms, not words, needed by the deaf child, II, 21,814, 48. Phonological Institute, I, 13,275, 21 ; II, 21,363, 3. Photogravure of an auricular class, to face, II, 8. Physical condition of deaf mutes a little lower than the average, 1, 13,876, 28. training, I, 13,389, 29 ; Effects of, as measured at the National College, I, 13,527, 39. practicable in day-schools, II, 21,727, 40. Physicians, Aid of, in verifying census-returns, II, 21,809 47. Pictures, Illustrative, to be shown after the text has been read, U, 21,813, 48. Plagiarism from Pelissier, Punishment of, I, 93. Plan, A, to reach all deaf children, II, 168. Play fair, K. C. B., M. P., Sir Lyon, Questions by, II, 21,879 ; 21,914 ; 21,953. Play-hours, Association of deaf, and hearing children in, II, 21,465, 14. Poetry of the Deaf, (illustrations), Gallaudet, I, 87. Education of Deaf Children. G9 Polano, Mr., Mastery of speech and speech-reading by, I, 13,471, 34. Point of difference with pure orahsts, Bdl^ II, 21,720, 40. Political appointments, II, 21,846, 51 ; III, 211. influence avoided in corporate form of organization, I, 13,118, 4. Popular ignorance of the mechanism of speech. Effect of, II, 71. Population returns. Examination of, to find deaf children of deaf parents, II, 21,531, 22. Portland Day-School, II, 21,797, 45. Porter, Miss Sarah H., quoted, II, 165. Post-mortem examinations, I, 13,381, 29. Poverty, Certificates of, not required generally, 1, 13,249, 18. Practicability of separate departments under one organiza- tion, Cr outer, I, 78. Practical probability of the formation of a deaf variety, II, 21,502, 19. Pratt, Mrs. A. C, genealogist, II, 21,450, 13. Preference of deaf-mutes for deaf-mutes, II, 21,555, 24. of pupils, knowing both systems is for signs, Emery, II, 113 ; for combined system, Gallaudet, I, 13,474, 34. Prejudice toward the deaf, I, 13,200, 13 ; II, 21,556, 24 ; 167. Preliminary Home-instruction, II, 21,973, 63. Presentation of " Facts and Opinions " to the Royal Com- mission, II, 21,988, 65. of American Annals, I, 13,271, 21. Preventive measures, Guiding principle in search for, II, 21,458, 14. Principals and teachers, Ability of, II, 21,791, 45 ; Mode of appointment of, 1, 13,261, 19 ; 11, 21,845, 51 ; III, 211. List of, Table, I, 72. express the desire to give all deaf children an opportunity to acquire speech, II, 21,677, 36. 70 Analytical Index to Principals and teachers, Majority of, favor intermarriage of the deaf, II, 21,551, 24. Primitive speech, Efforts to determine, II, 173. Private instruction at home, J^ay, I, 69. Private schools, Classification of, Gallaudet, 13,130, 6. Significance of, Gallaudet, I, 13,131, 6 ; III, 208 ; controverted, Bell, 21,366, 3 ; 21,371, 4. Statistics of, 1, 13,130, 6 ; 73 ; B, 74 ; II, 124; 129. Proficiency in a language depends upon use, II, 21,464, 14. Proportion of adventitious, and congenital cases, I, 61. of deaf-mutes to general population. See Statistics. greater in Germany than in the U. S., Williams, II, 90. of oral graduates able to rely upon speech and speech- reading, I, 13,316, 25. Propriety of separation of the sexes in early school-life, II, 21,785, 45. Proximity with hearing children desirable, II, 21,528, 21. Psammeticus, Experiment of, II, 173. Puberty, Improvement of hearing at, II, (e), 78-84; 88. Public aid to schools, II, 21,730, 41 ; Table, I, 74. opinion. Pressure of, affects growth of oral teaching, II, 21,501, 19. Public and Private schools, List and statistics of, I, 72- 75; 11,128. Pupilage, Duration of, I, 13,172; 11. Pupils acquire a limited vocabulary under any system, I, 13,163, 9. Pupils in American Asylum having deaf relatives. Table, II, 90. Pupil-teacher system, II, 21,759, 43. Pure oralists are not just, Emery, II, 115. Pure oral method: — Gallaudet; cruelty of, I, 13,165, 9. interpreted variously at the Milan Convention, I, 13,298 23; 107. a misleading designation, I, 13,134, 7. Education of Deaf Ch ildren. 71 Pure oral method : — Gallauded ; Schools, in America, I, 13,289, 23. Social isolation of the orally taught, I, 13,109, 10. in combined system schools, I, 13,292, 23. Superiority of signs to articulate speech, Gallaudet, I, 13,202, 14. '.—Bell; defined, 11, 21,669, 35. Increasing demand for, in America, II, 21,372, 4. recommended. Trial of, for all pupils by the Eoyal Com- mission, III, 9, 254. not suitable for all children, II, 21,560, 25. should be adopted for children having natural speech, 11, 21,568, 26. Trial of, in America, II, 21,805, 46. Percentage of pupils taught by, II, 21,806, 46. . See titles Oral Method, Articulation. Purity of English tongue, How to preserve, II, 71. uackery in curing defects of speech, II, 21,917, 59. Quadrennial conventions of American instructors, I, Qualifications of teachers, general and special, 1, 13,257, 19; 13,264, 20; II, 21,754, 42; 21,756, 43 ; 21,791, 45; 21,998, 65. Quality of voice, 11, 21,901, 57. Quickest means of exhibiting v^ords to the deaf, II, 21,570, Quick perception. Bearing of, on method of instruction, I, 13,266, 20. 27. 82. Race of deaf-mutes, Origin and characteristics of an im- aginary, //. 1\ Feet, II, 176. 72 Analytical Index to Race of deaf-mutes, Influence of, I, 44. Rain and Snow, Explanation of, II, 180. Rates of presenting thouglit by speech, writing, finger-spelling, and silent-reading, II, 21,813, 47 ; Rapidity of manual spelling, II, 21,570, 27 ; 21,669, 35. Ratio of articulation -teachers increasing, II, 21,494, 18. of deaf-mutes to the general population, II, 21,356, 1. Ray, Mr. J. E., on auricular instruction, II, 81 ; on Visible Speech, II, 76. Reaction against the exclusive practice of the oral method, I, 13,371, 28. Reading, Silent, Educational importance of, as the speediest way of presenting language to the deaf, II, 47. should be compulsory, II, 21,813, 48. Recapitulation of advantages of the Wisconsin-bill, II, 72. Recommendations, Summary of, II, 21,998, 65. Relationships, in American Asylum, II, 89 ; in Illinois in- stitution, II, 93 ; in Georgia institution, II, 94. Relationship, Ties of, strengthened by day-schools, II, 21,724, 40. Relative value of methods. How to determine, II, 21,579, 28. Reliance upon speech-reading in earlier stages defeats the end, II, 21,585, 29. Religious instruction, Moriiz Hill, I, 103 ; Gallaudet, I^ 13,127, 6; 13,314, 25; 13,330, 26; 13,409, 30; 13,465, 33; H. F. Feet, II, 184; Bell, 21,369, 3; 21,988, 65. Societies for adults. Fay, I, 71 ; Miss Fuller, II, 96. Repetition of words, Extent of, in acquiring a language, II, 21,813, 47. Repressive legislation not advocated, II, 21,457, 13. Researches of Dr. W. W. Turner, II, 21,528, 22. Restrictions upon use of finger-spelling, II, 21,584, 29 ; 21,673, 35 ; 21,576, 28. Resolutions of N. E. H. G. Society, II, 200. Edtication of Deaf Children. 73 Results, The best, II, 21,574, 27. How to compare, II, 21,579, 28 ; Three tests proposed, II, 21,748, 42. of intermaiTiage, See Marriage and Intermarriage. Reversion to normal type discussed. Brooks, II, 104 ; Cope, II, 101. Rising, F. A., I, 58. Robertson, Esq., W. Tindall, Questions by, I, 13,376; 13,381; 13,422: II, 21,384; 21,422; 21,443; 21,445; 21,783; 21,978; 21,982; 21,987. Rochester institution, Written conversation with young- children practicable at, II, 21,833, 50. Method, and results in, II, 21,575, 27. Rogers, Miss H. B., I, 58; On progress in America, II, 123; Articulation teaching. Table, II, 130. Rousseau, J. J., I, 174. Royal Commission, Recommendations of. III, 254. Runck family, The, II, 21,530, 22; Gallaudet, III, 207. Russian work-shop system, II, 21,468, 15. alamanders, Degeneracy of organ of hearing in. Cope, II, Salaries of teachers, I, 13,260, 19 ; 13,265, 20 ; II, 21,679, 36; 21,967, 62; should not depend on "results," I, 13,265, 20. Sanborn, Mr. F. B., I, 58; Foot-note, I, 49; II, 21,881, 55. Sanchez on Marriage of the Deaf and Dumb (1614), II, 126. Sarah- Fuller Home for little children who cannot hear, II, 21,744, 44; II, 121. Sargent, Dr. D. A., I, 13,527, 38. Scarlet fever, Rank of, as a cause of deafness, II, 21,419, 101. 10. 74 Analytical Index to Scientific testimony relating to possibility of formation of a deaf variety, II, 101-106. Schleswig institution, Selection of teachers for, II, 21,681, 36. School-age in America, II, 21,840, 51 ; Fay, I, 68. School- Board schools, to a great extent separate schools, II, 21,669, 35 ; in buildings with hearing children, II, 21,466, 14. School-hours, Table, I, 73. School-life, Length of, II, 21,536, 21,538, 23. Magazines, I, 13,273, 21 ; II, 518. Schools, Table of, .II, 128. Proper size of, II, 21,457, 13 ; 21,464, 14; 21,467, 15; 21,469, 15; 21,528, 21. receiving State-aid are not inspected by competent per sons, II, 21,742, 41. Scrofula, Fay, I, 64. Secret vice, I, 13,480, 35; II, 21,981, 63. Segregation, Effect of, II, 21,457, 14. Selection, Effect of continuous, II, 21,535, 23. Self-reliance promoted by day-schools, Emery, II, 110. Semi-deaf," Percentage of, II, 21,403, 8; Table, 13U ** Semi-mutes," Prof. Storrs on teaching, II, 77. in the National College, II, 21,588, 29. Senses, Domain of, defined, Gillett, II, 171. Sentence-exercises, Examples of, II, 152. Sentences and phrases are more useful than separate words in speech-reading, II, 21,986, 65. Sentences taught as wholes, II, 152. Separate institutions for girls and boys, II, 21,539, 23. language, Effect of, II, 21,552, 24. Separation of adult deaf-mutes from the hearing-world, Rea son of, II, 21,389, 6. of orally, and sign-taught pupils, not desirable, 1, 13,296, 23. Seven deaf children in one family, II, 21,455, 13. Education of Deaf ChiLdren. 75 Sexes, Both, in adiilt societies, II, 21,621, 31 ; in the same schools, II, 21,61M), 31 ; Separation of, II, 21,971, 62 ; Separation of sexes in day-schools, II, 21,788, 45 ; in institutions, II, 21,789, 45 ; during school Hfe, II, 21,646-21,648, 33 ; 21,539, 23 ; Separation of s. un- natural, II, 21, 785,45. Gallaudet on separation, I, 13,198, 13. Statistics of, II, 21,487, 17. Sex peculiarities, II, 21,450, 21,454, 13. Sexton, Dr. Samuel, otologist, on improvement in the brain tract receiving impressions through the auditory nerve, n, 140. Sheep, Merino, Breioer, II, 102. Shouting, Effect of continuous, in development of hearing, II, 21,399, 7. Siamese twins. Deaf descendants of, II, 21,450, 13. Sibscota, George, II, 155. Sight, Feeble, more common among the deaf than in the normal population, II, 21,838, 51. Signs, Advantage of, II, 21,570, 27; divided into four classes, II, 21,560, 25 ; Language of, reaches the mind of the deaf child quickest, II, 21,570, 26 ; Proper use of, II, 21,560, 25. See Fallacies. Sign-language, abolished in the Western New York Institu- tion, II, 21,574, 27. Abuse of, I, 13,166-171, 10. a special language, II, 21,389, 6 ; 21,391, 7. enables teacher to gauge capacity, Williams, I, 83. eventually a hindrance to acquisition of English, n, 21,570, 26. General advantages and utility of, I, 13,202, 14; Compared with the German method, 1, 13,201-13,209, 13, 14. See under title Gallaudet. harmful to a dull child, II, 21,826. 50. methods defined, II, 21,387, 6. 76 Analytical Index to Sign-language more expressive than speech, Gallavdet^ I, 13,206, 14. in relation to intermarriages, II, 21,525, 21 ; 21,554, 24. in social intercourse, II, 21,984, 64; I, 13,202, 14. teachers quibble about " signs,'' II, 21,819, 49. the mother-tongue of the deaf? Is the, II, 21,812, 47. See Oral, Pure Oral, Combined. Silent World," The: II, 21,519, 20. Similarity of letters in speech-reading, II, 21,568, 26. Simpson, Mr. W. H., deaf poet, Verses by, I, 91. Singular observation of Dr. Itard, II, 185. Six-fingered persons, II, 21,450, 13. Six hundred and seven deaf children of deaf parents, II, 21,530, 22 :— Corrected Tables I-XIV, III, 214-227. Size of schools, II, 21,458, 14 ; 21,464, 14 ; 21,467, 15 ; 21,469, 15 ; 21,528, 21. Skiff family, The, II, 21,860, 53. Sleight, Rev. W. B., Questions by, 13,242 ; 13,416; 13,423; 13,425 ; 13,432 ; 13,455 ; 11, 21,404 ; 21,421 ; 21,431 ; 21,698; 21,807; 21,816; 21,821; 21,825 a; 21,829; 21,839 ; 21,932 ; 21,985 ; 21,990. Snow and Rain, Origin of, II, 180. Social circumstances as a cause of deafness. Fay, I, 64. intercourse of the deaf impeded by the " lip-system," I, 13,411, 30; Br. BelVs answer to Pres. Gallaudet, II, 21,984, 64. Sotheby, K. C. B., Admiral Sir E., Questions by, 1, 13,400, 13,531 ; II, 21,545, 21,548. Soul, Existence of the, II, 180. Sounds, Organic relation of, II, 148. Spanish language. Experiment in learning the, II, 21,813, 48. Spavin, Brewer, II, 103. Education of Deaf Children. 11 Speaking children known to lose their speech in a sign- language institution, II, 21,582, 28. Special advantage in use of Visible Speech, II, 21,902, 62. — — language, defined, II, 21,391, 7; not necessiiry, II, 21,560, 25 ; the chief cause of intermarriage, II, 21,554, 24 ; Influence of, II, 169 ; peculiar characteristic of one method of instruction, II, 21,385, 6. Specialists among oral teachers, II, 21,935, 60. Speech, Fallacies concerning nature of, II, 156. in oral schools, somewhat defective, II, 21,879, 55. inferior to the sign language, Gallaudet, I, 13,202, 14. Intelligibility, not perfection, the proper gauge of value of, II, 21,579, 28. of children becoming deaf in late childhood, II, 21,490, 18. Ordinary, more intelligent to speech-reader than labored articulation, II, 21,585, 29. proficiency in, A degree of, should be a condition of grad- uation, G. O. Fay, I, 79. should be taught simultaneously, but not as an accom- plishment, 11, 21,571, 27. used in many cases in the College, I, 13,237, 16. Speech-reading of lectures and public addresses, II, 21,835, 50; 21,839, 51; III, 210. may be acquired by all who know a language, II, 21,567, 26. Insufficiency of, Gallaudet, I, 13,165, 9. Positions of English elements are not clearly differen- tiated in, II, 21,567, 26. method, II, 21,387, 6. for higher stages of education, II, 21,826, 50. not the only point to be considered, II, 21,666, 34. unsatisfactory as a means of communication, Gallaudet^ I, 13,165, 9. will not teach language, II. 21,668, 34, 78 Analytical Index to Speech-reading, Speed of, compared with finger-spelling and writing, II, 21,667, 34. Sufficiency of, for social intercourse, II, 21,984, 64 ; Controverted, I, 13,165, 9; I, 13,202, 16. Spiritual needs of the adult deaf, an important matter, II, 21,723, 40. Spoken words, soulless and soundless, Emery, II, 113. Sporadic and non-sporadic deafness, II, 21,475, 21,478, 16. Spotted-fever," II, 21,418, 9. Stainer-Home connected with London schools, II, 21,728, 41 ; Emery, II, 109. Stanford, Rev. John, pioneer in attempting to teach a class of deaf childi'en in America, I, 54. St ate -aid, does away largely with annual subscriptions, but not with bequests, in U. S., I, 13,366, 28. Forms of, in U. S., I, 13,112, 4. granted as a right, and not simply as a charity, I, 13,367, 28; 13,477, 35; II, 21,732, 41. • shou\d be granted without restriction as to method of instruction, I, 13,309, 24. Scheme of, Sutton, II, 122. should be coupled with governmental inspection and payment by results, II, 21,998, 65 ; 21,751, 42 ; 21,748, 42. should be without discrimination against day- schools, II, 21,768, 43. should be given to specially and fully trained teachers, II, 21,679, 36 ; 21,917, 59. See, How supported, Value of buildings and grounds, and Expenditures, in Table, I, 74. institutions, Organization of, 1, 13,112, 4. Statistics: Analysis of the Census of 1880, II, 21,487, 17. Accuracy of Census of 1880, I, 13,105, 1 ; II, 21,355, 1 ; III, 207. Census Returns, see Census. Education of Deaf Children. 79 Statistics : ConsanguiDeous marriages as a cause of deafness : II, 21,447, 12; American Asylum, 11,89; 35 British in- stitutions. II, 21,447, 12 ; Georgia, II, 94 ; Table of Illinois statistics, II, 93. Deaf children in institutions, II, 21,359, 2. Deaf children of Deaf Parents, III, 214-227. Deaf childi-en of school-age, II, 21,359, 2. Importance of proper classification, II, 21,598, 30. Number and ratio of pupils capable of receiving auricular instruction, II, 21,403, 8. Number of deaf-mutes in U. S., II, 21,357, 1. of American Asylum, II, 90. of Articulation teaching, II, 124. . for the world, II, 71 ; 169. of congenital deafness, Uncertainty in, II, 21,855, 52. of Illinois institution, II, 92. of intermarriages, see under title. Marriage. of marriages, see under title. Marriage. of muscular improvement in deaf students, 1, 13,527, 39. of offspring of 24 marriages in Georgia, II, 94 ; of in Illinois, II, 93 ; of 127 in New England, II, 89. of period of birth of married deaf-mutes, 510, 20. of pupils taught articulation, '83-87, II, 378; 4, 5. Ratio of deaf-mutes to population, II, 21,356, 1. School, Report of Committee on, I, 52. Table showing growth of American schools, '57 to '87, II, 21,492, 18. Tables for 1885, I, 72-75. 207 deaf children of deaf-mute parents, II, 21,529, 22 ; 506 verified cases, III, 214-227. of Visible Speech, 11, 21,927, 59. Statistics : uniformity in returns. Value of, I, 13,109, 4 ; II, 21,598-21,602, 30. Stature, Galton's study of. Brooks, II, 104. Stars, Origin of, II, 180. Stewart, Dr. Dugald, Discovery by, II, 21,563, 26. Stimulus to acquisition of speech, II, 21,585, 29. 80 Analytical Index to Struggle for existence," II, 21,937, 60. See "Survival of the Fittest." Studies v/hich might be pursued in common by deaf, and hearing" children, II, 21,458, 14. Success of pupils transferred from one system to another, I 13,312, 24. Superintendents of public instruction, II, 21,743, 41. and principals of Institutions, List of, I, 72. Character and qualifications of, I, 13,127, G. Superiority of German method* under certain conditions, GallaudeU I, 108. of pupils in French, and American schools in scholar- ship, I, 79. Supplementing the institution system by small day-schools, II, 21,702, 43. Survival of the fittest," Gillutt, II, 170; T^av/, II, 123 ; Hell, II, 21,747, 42 ; II, 21,937, GO. Sweet, Mr. Henry, uses Visible Speech in Icelandic studies, II, 21,930, GO. Swett, Miss N. H., on Auricular instruction, II, 82; on Visible Speech, II, 7G. Swiler, Mr. J. W., advises (1) celibacy, (2) intermarriage. II, 95 ; on auricular instruction, II, 79 ; on methods of instruction, II, 107 ; on Visible Sj^eech, II, 75. Swimming-pool, at the Columbia Ins citution, I, 13,414, 30. Switzerland, Remarkable statistics of, I, 43. Symbolic signs, II, 21,560, 25. Syphilis, II, 21,803, 4G. System, The, of the future, I, 13,470, 34. Tabular Statements of Statistics : Articulation-teaching in 1883, II, 130; Analytical Table, II, 124; Growth of, '83-'88, II, 21,497, 19; Tables, 1884-1891, III, 259 ; also see Preface, p. IV. Education of Deaf Children. 81 Tabular Statements of Statistics: Auricular instruction, II, 78-84; Arkansas, II, 88; Miss McCowen's School, II, 87 ; Tests of hearing, II, 140-141. Causes of Deafness, U. S. Census, II, 18; Am. Asy- lum, II, 91; Georgia, II, 93 ; Illinois, II, 92. Correlation of Defects, II, 134. Census Returns, 1830, ^40, '50, I, 45-48; 1850, '00, '70, I, 50; 1880, By States, I, 51; Analysis of Census of 1880, II, 127; of twelve countries, I, (>1; Defective classes, 1850, '60, '70, '80, II, 197 ; Period of birth and percentage of the congenitally deaf popu- lation, II, 197 ; Statistical forms for Xlth Census, II, 201. Deaf children of Deaf parents, II, 52 ; III, 214- 227. Deaf Relatives, II, 90-91; 93; 94; 105. Marriages, II, 21; 52; 96. School-Statistics, I, 72-75; II, 128-129; III, 259; also^ Introduction, p. iv; Forms for, I, 52; Pupils transferred to Am. Asylum, I, 85. Visible Speech, II, 75-77. Tarra, Cav. Sac. Giulio, Strictures upon the sign-language, I, 109. Tate, Mr. J. N., on auricular instruction, II, 79; on Visible Speech, II, 75. Taylor, Mrs. W. E. [Miss Plum], Paper on aural work, II, 85. Teachers, Articulation, Statistics of, for 6 years, III, 259. Best, chiefly ladies, II, 21,887, 56. Boarding of, II, 21,969, 62. Competency of, II, 21,752, 42. Deaf, Statistics of, for 23 years, III, 259. Difficulty in retaining, illustrated, II, 21,703, 39. — — Employment of, Gallaudet, I, 13,469, 34 ; Bell, 11, 21,669, 35. 82 Analytical Index to Teachers, Female, II, 21,782, 45 ; 21,887, 50. Few, specially trained in normal schools, II, 21,755, 42. General and special qualifications of, II, 21,754, 42. German method of educating, II, 7 1 . Hearing, Statistics of, for 27 years, III, 259. How to provide, II, 169. Intelligence and capacity of, II, 21,752, 42. Inferior, I, 13,2()4, 20. in America, extremists, II, 21,574, 27. of Visible Speech, Salaries of, II, 21,985, GO. Mistake made by, II, 21,581, 28. Salaries of, gauged by results, II, 21,751, 42 ; 21,749, 42 ; I, 13,265, 20. should be familiar with Visible Speech, II, 21,874, 55. should be selected from the general teachers and spe- cially trained, II, 21,081, 80. should write or S23ell to the congenitally deaf child, II, 21,571, 21. Statistics of, for 27 years. III, 259. Qualifications of, I, 13,257-13,260, 19 ; 13,263-13,265, 20. Teaching articulation and teaching by articulation, II, 21,694, 37. speech to the congenitally deaf, Modus operandi of, II, 21,888, 56. to talk is not education, Emery ^ II, 112. Technical instruction, Age for commencing, II, 21,843, 51. Telephone, Invention of the, II, 21,635, 32. Tennessee School, Sketch of, I, 56. Ten per cent, only of graduates of the National College born deaf, II, 21,585, 29. Terrell family, The, II, 101. Terrell, Mr. P., on auricular instruction, II, 82 ; experience in the Florida Inst., II, 118 ; on inherited deafness, II, 99 ; on Line-writing and Visible Speech, II, 76. Education of Deaf Children, 83 Tests of hearing, II, 21,395, 7 ; see Auricular Instruction, Hearing. of methods, II, 21,366, 3 ; 21,748, 4-2. Thinking in EngHsh not always possible, Glllett, II, 171. Thinking, in a language, II, 21,385, 6 ; without speech, II, 21,826, 50. Three Bears, Story of, how related, II, 21,815, 48. Three forms of exterior organization, I, 13,112, 4. Tilton family, The, II, 21,858, 53. Time required to produce useful results by Bell's system, II, 21,926, 59. Tonna, Mrs. E. (Charlotte 'Elizabeth), I, 91. Tonsils, Diseased, not common, II, 21,908, 58. " Touch " Alphabet, II, 21,694, 37 ; 21,815, 48 ; plates, II, 153. Trades, What kind of, shall be taught? II, 21,472, 15; E. E. Hale's paper, II, 137. Teaching of, I, 13,181, 12 ; 13,187, 12 ; 73. See Indus- trial training. Training College, A State, not advisable, II, 21,795, 45 ; 21,756, 42 ; Training-school at Washington contem- plated, I, 13,258, 19. Gymnastic, in Horace Mann school, II, 21,780, 44,; in National College, I, 13,523, 38. Translation from one language to another not a satisfactory method, II, 21,563, 25. Transportation facilities for pupils, II, 21,774, 44. True, The, combined system, Crouter, I, 76. True method of comparing systems, II, 21,579, 28. Trustworthiness of Dr. Bell's Memoir upon a Deaf Variety, II, 21,531, 22. Truth in all the systems, II, 21,570, 27. Tubes, Hearing, See Auricular Instruction. Turner, Dr. W. W., Researches of, II, 21,528, 22 ; Theory of, II, 21,541, 23 ; Ideas of the uninstructed deaf, II, 182. 84 \nalytical Index to Twins and Triplets, II, 21,450, 13 ; in Allen family, II, 21,454, 13. See charts of Allen and Brown families, II, between 11-12. Two languages required in English-speaking countries, II, 21,576, 27. Uhlig, Mr. D. H., on auricular instruction, II, 99; on Visible Speech, II, 77. Unanimity in recommendations by the Commission, Impor- tance of, II, 21,999, 60. Unconstitutionality of Federal inspection of State institu- tions, I, 13,369, 28. Understanding a language will come through seeing it, II, 21,813, 48. Uneducated deaf, a danger to society, II, 70 ; rarely a burden, II, 70. think in pictures, II, 21,827, 50. Uniformity in statistical forms, II, 21,599, 30. Unique feature in the Horace-Mann school, II, 21,781, 44. power of Visible Speech, II, 21,882, 56. Universal alphabet, Prof. A. Melville Bell's, II, 21,868, 54. Unreliability of Census returns upon points requiring special knowledge in the enumerator, II, 21,808, 47. Unsatisfactory results in certain oral schools, II, 170. Use of speech by orally taught graduates, I, 13,319, 25. Utah, Deaf-mutes in. White, II, 100. Upon a iiietliod of teaching language to a very young congenitally deaf child, Bell^ II, 150. Vacations, Summer, of American schools for the deaf. Table, I, 74. Value of buildings and grounds, Table, I, 74. of conventions of instructors, I, 13,266, 20. Education of Deaf Children. 85 Van Helmont, II, 160. Van Oven, L., Esq., Questions by, II, 21,399; 21,406; 21,437; 21,514; 21,510; 21,544; 21,540; 21,588; 21,640; 21,004; 21,070; 21,080; 21,824; 21,937; 21,940. Variability associated with congenital deafness, II, 21,450, 13. Variety, Deaf, Memoir upon, II, 21,409, 9; 21,411, 9; 21,410, 9; 21,431, 10; 21,435, 10; 21,457, 13; 21,458, 14; 21,510, 20; 21,529, 22; 21,850, 53. Verdict, Effect of a unanimous, II, 21,999, 66. Vermont, Deaf farmer in, I, 13,241, 17. Vernacular of Laura Bridgman, II, 162. "Vestiges of Creation," II, 177. Vice, Secret, I, 13,480, 35; II, 21,981, 63. Virginia Institution, Sketch of, I, 56. Visible Speech, Prof. A. Melville Bell's, II, 21,028-21,035, 31, 32. Acquisition of, by all teachers of the deaf advisable, II, 21,940, 61. advantageous to both classes of the deaf, II, 21,958, 61. and line-writing, Fay, I, 70. as a means of communicating Articulation to Deaf- mutes, II, 144. at the Belleville Convention, II, 189. at the commencement of a child's education, II, 21,883, 56. cannot affect ordinary writing, II, 21,957, 61. compared with the German method, II, 21,950, 61 ; 145. explained, II, 21,808-21,871, 54 ; III, 248-253.- for the blind, II, 21,939, 60. capable of representing all the sounds the deaf child makes, II, 21,902, 62. Illustrations of, II, 21,147 ; Charts, III, 248-253. 86 Analytical Index to Visible Speech is not a kind of second language as as- serted, 11, 21,956, 61. Proper method of using, II, 21,899, 57. Recapitulation of plan of instruction in speech by means of, II, 149. takes no part in contest between systems, II, 21,694. 37. is used in at least fifteen institutions, II, 21,927, 59. Vocabulary of an auricular class, II, 84. Vocal organs, a discovery in regard to, II, 21,901, 57. of deaf children, perfect, 21,669, 35 ; foot-note^ II, 184. sounds of Laura Bridgman, II, 175. Voice may be improved even in mature years, II, 21,905, 58. Relation of, to early practice in speech, II, 21,579, 28. Vox Oculis Subjecta," I, 91. alker, Mr. N. F., on intermarriage, II, 94; on Visible Speech, II, 75. Walker, Mr. S. T., on auricular instruction, II, 80; on the ideal institution, II, 107 ; on intermarriage, II, 95 ; Test of hearing in Kansas Inst., II, 21,395, 7 ; on Vis- ible Speech, II, 75. Watson, Mr. J., on auricular instruction, II, 82; on Visible Speech, II, 76. Weak-minded pupils, II, 21,637, 32; I, 82. Western New York Institution, Results in, II, 21,574, 27. Westervelt, Mr. Z. F., will introduce World-English as a means of teaching articulation, II, 21,964, 62. What kind of Trades shall be taught 'I E. E. Hale, II, 137. What shall deaf children read? II, 21,813, 48. Whipple's, Mr., experiment, II, 21,392, 7 ; school, ./bo^-^zo^e, II, 7. Mr. Zerah C, "Natural alphabet" for teaching articu- lation, II, 21,991, 65. Education of Deaf Children. Hi White cats with blue eyes are deaf, II, 21,448, 12. White, Mr. H. C, Communication on intermarriages, II, 100. Why hearing children who become deaf also beconrie dumb, II, 155. Why " semi-mutes " excel in speech reading, II, 21,837, 50. Wilkinson, Mr. W., on consanguinity and intermarriage in California, II, 95. Williams, Mr. Job, on Articulation-teaching and the com- bined system, II, 106 ; on intermarriages, II, 89 ; on Visible Speech, II, 75 ; A system of education adapted to all deaf-mutes not excluding the feebler- minded, I, 82. Will of Providence, Emery, II, 97. Wines, Rev. Fred H., Analysis of Census, II, 21,487, 17; Accuracy of Census, II, 21,357, 1 ; III, 212; Esti- mate of number of deaf-mutes, II, 21,358, 2 ; Need of provision for idiotic and feeble-minded, II, 21,357, 2 ; on per ca2)ita expense, foot-note, II, 41 ; Remarks at Chicago, II, 168. Wisconsin, Law of, II, 21,360, 2, 3 ; Dr. Bell's open letter, II, 69. Extracts from, II, 73 ; 116. Woodall, M. P., William, Esq., Questions by, I, 13,177 ; 13,179; 13,219; 13,224; 13,228; 11,21,368; 21,415; 21,420 ; 21,426 ; 21,432 ; 21,448 ; 21,452 ; 21,454 ; 21,458; 21,501; 21,518; 21,521; 21,523; 21,525; 21,531; 21,555; 21,575; 21,659; 21,696; 21,701; 21,730. Wood-carving for deaf-mutes, 1, 13,190, 12. Engraving in America: Case of J. C. Davis, II, 138. Women as teachers, II, 21,782, 45. Worcester, Miss Alice, Method of teaching articulation, II, 21,936, 60; Miss Worcester's method, II, 192. Words, how impressed upon the memory, II, 21,564, 26. 88 Analytical Index to Words, Memorizing of detached, condemned, II, 21,814, 48. Works family, The, II, 21,530, 22. World- English as an aid to articulation, II, 21,964, 62. Written form, The, may be kept to itself as a distinct lan- guage, II, 21,576, 27. language should be the basis of instruction for the con- genitally deaf, II, 21,567, 21,570, 27. how best taught, I, 18,42(), 31. Writing should be used for mental reasons, II, 21,665, 34. Speed of, compared with finger-spelling and speech, II, 21,667, 34. (Penmanship) may be taught at home, I, 18,172, 11. \7ale, Miss C. A., on auricular instruction, II, 80; on mar- ^ riages of the deaf, II, 95 ; on Visible Speech, II, 75. Young, Mr. W. J., on auricular instruction, II, 78; on mar- riages of the deaf, II, 92; on Visible Speech, II, 75. PUBLICATIONS OF THE VOLTA BUEEAU. 1883. Method of Teaching Language to a Very Young Congeni- tally Deaf Child, . . Alex. Graham Bell, Ph. 7>., M. D. 1883. Fallacies Concerning the Deaf. An address delivered before the Philosophical Society, of Washington, D. C, with remarks by Dr. E. M. Gallaudet and Hon. Gardiner G. Hubbard, . . . Alex. Graham Bell, Ph. D., M. D. 1884. Deaf Classes in Connection with the Public Schools. Argu- ments by Dr. Alex. Graham Bell and Dr. P. G. Gillett, with remarks by Kev. F. H. Wines and Mr. Lester Good- man. 1884. Deaf -Mute Instruction in relation to the work of the Public Schools. Address and discussion at the meeting of the National Educational Association, held in Madison, Wis., Alex. Graham Bell, Ph. B., M. B., and others. 1885. Practical hints to Parents concerning the Preliminary Home- Training of Young Deaf Children, Joseph C. Gordon, M. A., Ph. B. 1886. Directions to Parents of Deaf Children for their treatment from Infancy in order that they may learn Speech and Lip-Keading. Keprint from Medical and Surgical Ke- porter of June 12, 1886, . . . Mary 8. Garrett. 1886. The Family Instruction of the Deaf in Early Childhood, Harvey Pr indie Peet, Ph. B., LL. B. 1886. Line-Writing Exercises, . Alex. Graham Bell, Ph. B., M. B. 1886 Readings in Line- Writing from standard authors, Alex. Graham Bell, Ph. B., M. B. 1888. On Reading as a Means of Teaching Language to the Deaf. Address delivered before the Sixth National Conference of Superintendents and Principals, April 14-17, Alex. Graham Bell, Ph. B., M. B. 1890. Names and addresses of persons interested in the education of the deaf, with supplement. Compiled 1890, Yolta Bureau. 1891. MaiTiage. An address to the deaf delivered before the Literary Society of the National Deaf-Mute College, March 6, with Appendix on Consanguineous Marriages, Alex. Graham Bell, Ph. B., M. B. 1891. The Combined System of Educating the Deaf. An address delivered at Glasgow before the British Deaf and Dumb Association, Aug. 7th, Edward M. Gallaudet, Ph. B., LL. B. 1891. Helen Keller — Souvenir of the First Summer Meeting of the American Association to Promote the Teaching of Speech to the Deaf (first and second editions exhausted), Volta Bureau. 89 90 1892. The Toy Object-Method, with Explanatory Supplement, Estella V. Sutton. 1892. Education of Deaf Children. Evidence of Edward M. Gal- laudet, Ph. D., LL. D., and Alex. Graham Bell, Ph. D., M. D., with accompanying papers, presented to the Royal Commission of Great Britain. [For public and institution libraries only], . . Joseph C. Gordon, M. A., Ph. D. 1892. Notes and Observations on the Education of the Deaf, with a revised index to " Education of Deaf Children," JosepJi G. Gordon, M. A., Ph. D. Duplicates. The Bureau has on hand duplicate copies of the following works, and a large collection of odd numbers of deaf-mute journals serviceable for exchange. 1879. Vowel Theories. Paper read before the National Academy of Arts and Sciences, April 15th, Alex. Graham Bell, Ph. D., M. D. 1882. Lecture upon Visible-Speech. Delivered before the Ameri- can Association for the Advancement of Science, August 28th, . . . . . Alex. Melville Bell, F. E. I. 8. 1883. Memoir upon the Formation of a Deaf Variety of the Human Race. Read before the National Academy of Sciences, November 13th, . Alex. Graham Bell, Ph. D., M. 1). 1883. Tabular Statement Concerning the Teaching of Articulation in the United States, . . . . . C. A. Yale. 1884. Official Report of the Third Convention of Articulation Teachers of the Deaf, June 25-28, Dwight L. Elmendorf, M. A. 1888. Conditions Necessary for the Establishment, by Selection. of a Deaf Variety of the Human Race, W. K. Brooks, Ph. D. 1888. Facts and Opinions relating to the Deaf. Collected and presented to the Royal Commission of Great Britain, Alex. Gfaham Bell, Ph. D., M. D. 1892. Discussion and Results of Oral Work. Read before the Teachers' Association of the Pennsylvania Institution for the Deaf and Dumb, and printed by request of the Members. Samuel Gaston Damdson. 1892. Sets of Visible Speech Charts, I-VII, prepared expressly for Education of Deaf Children," . Prof . Alex. Melville Bell. 1892. Speech Teaching in American Schools for the Deaf. Statis- tical Charts, . . Alex. Graham Bell, Ph. D., M. D. C-^The Volta Bureau, having for one of its objects the diffusion of knowledge relating to the Deaf, will issue occasional publications pre- senting the views of prominent advocates of the various methods of edu- cating the Deaf. The Bureau, however, disclaims the endorsement of any of the theories expressed by the authors whose works it may publish. Uic Li '^S- ' X:"