IMAGE EVALUATION TEST TARGET (MT-3) y. A 1.0 I.I 1.25 ■ 50 "^^ Iffl^^H •^ 1^ 112.2 lio 11112.0 1.8 U ill 1.6 % c> ■^% ru^ •fe"- 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 872-4503 l/^ CIHM/ICMH Microfiche Series. CIHM/ICMH Collection de microfiches. Canadian Instituta for Historical Microreproductions / ^nstitut Canadian da microraproductions hiatorlques \ \ Technical and Bibliographic Notes/Notes techniques et bibiiographiques The Institute has attempted to obtain the best original copy available for filming. Features of this copy which may be bibliographically unique, which may alter any of the images in the reproduction, or which may significantly change the usual method of filming, are checked below. L'Institut a microfilm^ le meilleur exemplaire qu'il lui a ete possible de se procurer Les details da cat exemplaire qui sont peut-^tre uniques du point de vue bibliographique, qui peuvent modifier una image reproduite, ou qui peuvent exiger une modification dans la m^thode normaie de filmage sont indiquAs ci-dessous. Coloured covers/ Couverture de couleur a Coloured pages/ Pages de couleur D Covers damaged/ Couverture endommagie D Pages damaged/ Pages endommagies D Covers restored and/or laminated/ Couverture restaurie et/ou pellicul^e D Pages restored and/or laminated/ Pages restaur^es et/ou pelliculdes D Cover title missing/ Le titre de couverture manque E Pages discoloured, stained or foxed/ Pages ddcolorees, tachetAes ou piquees D Coloured maps/ Cartes giographiques en couleur n Pages detached/ Pages ddtachees D Coloured ink (i.e. other than blue or black)/ Encre de couleur (i.e. autre que bieue ou noire) 0Showthrough/ Transparence D Coloured plates and/or illustrations/ Planches et/ou illustrations en couleur □ Quality of print varies/ Qualit^ inigale de ('impression D Bound with other material/ Reiii avec d'autres documents □ Includes supplementary material/ Comprend du materiel supplementaire D D Tight binding may cause shadows or distortion along interior margin/ La re liure serree peut causer de I'ombre ou de la distorsion le long da la marge intdrieure Blank leaves added during restoration may appear within the text. Whenever possible, these have been omitted from filming/ II se peut que certaines pages blanches ajoutiftes lors d'une restauration apparaissent dans le texte, mais, lorsque ceia itait possible, ces pages n'ont pas iti filmies. □ Only edition available/ Seule Edition disponible D Pages wholly or partially obscured by errata slips, tissues, etc.. have been refilmed to ensure the best possible image/ Les pages totalement ou partiellement obscurcies par un feuillet d'errata, une peiure. etc., cnt m fWtr.ies A nouveau de facon a obtenir la meilleure image possible. D Additional comments:/ Commentaires suppldmentaires; This item is filmed at the reduction ratio checked below/ Ca document est filmi au taux de reduction indiquA ci-dessous. 18X 22X 10X 14X 26X 30X J 12X 16X 20X 24X 28X 32X er e ta are. 1 Th« copy fllm«d hmrm haa baan raproducad thanka to tha ganarosity of: Semini-y of Quobec Libr-;ry Tha imagaa appaaring hara w tha baat quality posaibia conaidaring tha condition and lagibility of tha originai copy and in icaaping with tha fiiming contract apacificationa. Original copiaa in printad papar eovara ara filmad baginning with tha front covar and anding on tha laat paga with a printad or illuatratad impraa- sion. or tha bacic covar whan appropriata. All othar original copiaa ara filmad baginning on tha first paga with a printad or iliustratod impras- sion. and anding on tha taat paga with a printad or illuatratad impraaaion. Tha laat racordad frama on aach microficha shall contain tha symbol -^ (moaning "CON- TINUED"), or tha symbol y (moaning "END"), whichavar appliaa. Mapa, plataa, charts, ate, may ba filmad at diffarant raduction ratios. Thosa too larga to ba antiraiy inciudad in ona axpoaura ara filmad baginning in tha uppar !aft hand comor. laft to right and top to bottom, aa many framas aa raquirad. Tha following diagrams illuatrata tha mathod: 1 2 3 L'axampiaira film* fut raproduit grAca i la gdnirositi da: Siminaire de Quebec BIbliotMque Laa imagaa auivantaa ont 4ti raproduitaa avae la plua grand soin. compta tanu da la condition at da la natta'4 da l'axampiaira film*, at 9n conf ormit / avac laa conditiona du contrat da filmaga. Laa mcamplalraa origlnaux dont la couvartura en papiar aat imprimte sont filmte an commandant par la pramiar plat at an tarminant soit par la darnlAra paga qui comporta una amprainta d'imprassion ou d'illustration, soit par la second plat, salon la cas. Tous las autras exemplaires origlnaux sont filmto en commen^ant par la pramlAre page qui comporta una empreinte d'imprassion ou d'illustration at en terminant par la darnlAre paga qui comporta una telle empreinte. Un daa symbolea suivants apparaitra sur la darnlAre image de cheque microfiche, selon le caa: le symbols -^> signifie "A SUIVRE", le symbols y signifie "FIN". Les cartea. planches, tableaux, etc., pauvent dtre filmte i dee taux de rMuction diff Arents. Lorsque le document est trop grand pour dtre reproduit en un saul cliche, il eat filmA i partir de Tangle sup^rieur gauche, de gauche d droite. et de haut en baa. en prenant le nombre d'imeges nteessaire. Les diagrammes suivants illustrent la mAthode. y^ 1 2 3 4 6 6 ^JjJfJ? '^IT'^-JF'^f^-' •wn.wwtstr.ry^mr't sai iW: »'*^S atote imt e tsmti OBiaesta n, « i i i i i w'iBm fefBipiW REPORT ow IXTSTIT-CJa?I03STS rOB THB DEAF AND DUMB AND THE BLIND IN EUROPE A9D nr THB UNITED STATES OF AMERICA. WITH APPENDICES AND SUGGESTIONS FOR THBIR ESTABLISHMENT IN THB PROVINCE OF ONTARIO. THE REV. DR. RYERSON, %V SVPKRIMTBNDRMT OF KDOOATKU? FOB OStXttlO. • i^O^ TORONTO: DAILY TELfWiRAPH FHINTINO HOUSE, CORNER OK KING AND BAY STRBBTB. 1808. ii »^ ii iw i MiM i M i >rWiiri«S i tfiira i i>irir't»aingin i ir'»r»«'t;('at!o:,- ov w.w Mt:TE3. I M-ill no^v give a brief skecdi of the origin and jirogres.s of institutions for the education of the Deaf and Dumb. For many ages the condition of this class of human beings seems to have been confcid- €^ed hopeless, at least so far as their instruction is concerned. In the gospel nigrrative no intimation is given of any attempt ever having been made to instruct tiie Deaf mA Dumb ; and it is mentioned as a thing unknown since the world was made, and •• entirely miraculous that the Dumb should speak. The eai-liest mention in history at efforts to teach the Deaf and Dumb is made by the Venerable Bede, (in his Ecclesiasti- <5*1 History of England) who states that John of Beverly, Archbishop of York, endea- vored about G50, to teach a poor Deaf-mute, whom he had received, to use articulate language. Notwithstanding the legendary character of a part of the narrative, it appears that this charitable prelate employed some of the very moans of instructioni which are now used in schools for the Deaf and Dumb. After the lapse of nearly a thousand years, mention is made of Pieri-e de Poince, of Spain, a Benedictine Monk, who died in 1584, having attempted to teach a Deaf-mute to writd and speak; and Paul Bonnet, Secretary of the Constable of Castile, in a volume dated 1620, explains the method which h^ had pursued in teaching the Constable's brother, a Deaf-mute, to write and speak. In 1669, the Parliament of Toulouse made valid the written will of a bom Deaf-mute, who had learned (how or by the instruction of what master is unknown) to express himself by writing. Jacob Rodrigue Per^ira — a Jew, and grandfather of two distinguished French financiers still living — came from his native country of Estremar dura in 1 734, and established himself at Bordeaux as teacher of the Deaf and Dumb, combining the employment of mimic signs, maimal alphabet, and speech in his instnie* tions. In 1746, the Royal Academy of Caen requested him to give an account of his methods of instruction, and honored him with the expression of its approbation ; ia 1747, the Journal de$ Savants published an account of the teachings of Per^ira; and in 1749, the Academy of Sciences at Paris added the expression of its high approval gf P&^ira'« method and labors. The Abbe de VEpie, Braidwood, Watson, and GcUlaudet. But the recognized father and founder of Deaf-mute instruction in France, and of the Paris Institution, is the Venerable Abbe de I'EpSe, who seems to have had his attention directed to the subject, and his feelings enlisted in it, in 174^ by meeting with two Deaf-mute sisters, who had been deprived of religious instrae- tion by the death of a priest of the Christian doctrine, Father Vauin, who haA undertaken to initiate them into the dogmas of Christianity by the aid of engravings. The first public exhibition of his pupils was made by Ah be de rEp6e in 1771. He institution founded at Paris '-•y the Abbe de I'Eple was erected into a national estab- lishment in 1791. M. Vaissf, the present director of the establishment, remarks, that " it is only in this century, nnd even in late years, that the subject has obtained aH the interest which it wants. The affecting fact which statistics have revealed, of the existence of more than 20,(K)0 of our fellow citizens affected by deafness, finds at this day its consolation in the foundation, more or less recent, of nearly 50 institutions con- secrated, in France, to the intellectual restoration of those innocent victims of natural defect. After Paris, Boi-deaux and Chamb^ry, which possess establishments— established (relevants) directly bythe State, we see Nancy, Lyons, Toulouse, Poictiers, Caen, Rouen, and forty other towns of our departments, which can, very justly, i-ank their schools of Deaf-routes among the most important of their establishments of public utility."* "•Hiatorinuc et Principes de I'Art D'lnstruire Les SourJs-Muets (1865) pp. 11, 12. 6 In other countries on the continent there have long been Bchools for the Deaf and Dumb — in some instances for more than a. century. There are three in Holland, twenty- five in Prussia, ten in Austria, ten in Bavaria, one or more in each of the minor States of Germany, and twelve in Switzerland — all more or less supported by the State. In Great Britain, the first formal attempt to instruct the Deaf and Dumb seems to have been made by Mr. Thomas Braidwood, senr., who, in 17 GO, established a school in Edinburgh for the education of Deaf-mutes. He was earnest, zealous and pei-aevering in his noble work, an accomplished teacher, and attracted to his undertaking the atten- tion of benevolent and scientific men. In 1783 he removed his school to Hackney, near Ldndon, and continued it until his death, in 1806. He is justly considered the father of British instructors of the Deaf and Dumb. A nephew. Dr. Joseph Watson, was the first, and for 37 years the master of the London Institution, established in 1 792 ; one grandson, John Braidwood, had the cai'e of another school for the Deaf and Dumb, opened in Edinburgh in 1810 ; and another grandson took charge of a school opened at Birmingham in 1814 for the same purpose. Of the eatablishment of institutions for the education of " Indigent Deaf and Dumb children," the following account is given in the Report, 1866, of the Society "for the support and education of Indigent Deaf and Dumb children, situated in Kent Road, Surrey, and at Margate, Kent, established in 1792, and incorporated by Act of Parlia- ment in 1862 :" " The discovery of methods for instructing the Deaf and Dumb in the use of spoken and written language is comparatively of recent date — a fact which indicates how little iheir affliction was heeded in former times, and which awakens the melancholy reflection, that hundreds of these unfortunate beings must have passed to thoir graves ignorant of their God and Saviour, and uncheerod by the consolations to be derived from his Holy Word. This lamentable neglect of the mental and spiritual interests of the Deaf and Dumb arose, most probably, from their case being considered hopeless. However, the time arrived when their condition was to be ameliorated, and they were to enjoy the blessings of religious, moral and intellectual culture. But the rich only, among this afflicted class, obtained at first the benefits of the discovery, thut the Deaf and Dumb would be taught to read and write, to think on words, and to convey their sentiments in language either written or spoken. And it may be recorded, to the honor of thia country, that no sooner had this important truth been established by the successful education given to a few of these unfortunates in the upper classes of society, than an efibrt was made to form a school for the education of tlie poor. This benevolent attempt was commenced by two worthy men, who simultaneously strove to outvie each other in obtaining support to their novel and truly cliaritable undertaking. These individual* were the Rev. John Townsend, and the Rev. Henry Cox Mason, M.A., Rector of Ber- mondsey, Surrey, in which parish the first public school for the gratuitous education of the Deaf and Dumb in Great Britain was opened in the year 1792. A committee wa» formed, and a competent master obtained in the late Dr. Watson, Six pupils wer« ad- mitted during the first year, and as the institution, through the exertions of the com- mittee and other friends and supi)orter3, became more widely known, the number of •andidates for aumi&sion rapidly increased." There are now 23 institutions for the education of the Deaf and Dumb in Great Britain and Ireland. » Turning to the United States, the Asylum at Hartford, Connecticut, has the proud distinction of being the Parent Institution for the Deaf and Dumb in America. This institution completed its fiftieth year the 15th of April, 1867. The report for 1867 reviews the progress and work of the institution during the last half century. " The noble men [says the report] who took an active part in its establishment — who con- tributed so liberally to its funds, and, by their energy and counsels, set it forth so successfully on its course of usefulness, have nearly all passed away. Yet the school they founded Avith so much forethought, and watched over with so much care, still continues to dispense its blessings, and has never pursued its beneficent work more , efficiently and successfully than it is doing at the pi-esent time." Tlie 22 institutions for the Deaf and Dumb in the United States, are the offspring of that at Hartford, established in 1817. The est:\blishment of that institution is traced to the illness of a lovely child in a well known family of the name of Caggswell, in the city of Hartford. The report says : " Had the malady (spotted fever) of little Alice Caggswell been less severiB — had it yielded more promptly to the remedies which skill and the most assiduous care could suggest, the sad condition of the unfortunate Deaf-mutes of the country, without knowledge or instruction, might for a still longer period have failed to awaken the active efforts of the benevolent. When, however, after the elasticity of hsaltli had returned, it became evident that the ear of the beautiful child was closeil to the voice of affection and all the sweat sounds of the outward world, a fountain of sympxthy wai stirred, that, in its abundant flow, went forth to tha aid of thousands wh>3e mute and silent affliction had hitherto appaaled in vain for relief." In 1812, a Cjmmittea appointed by the Ganeral A^iOJiation of CDnneoticut to investigate the subjest, reported thit there were 8t Djaf-mutes iu that Stito, and upwards of 400 in New England, and 2,000 in the United States, where there are now 13,000. The public mind was thus prepared for some action on the subject. " On the first of May, 1S15 (says the report), a company of seven gentlemen met in a private parlour in this city (Hartford), to take the subject into consideration. After consultation, they decided to send abroad a competent person to acquire the art of instruction, and establish a school for the education of Daaf-mutea iu this country. The sum necessary to defray the expense was soon subscribed, and the Reverend Thomas H. Gallandet was fixed upon as the proper person to undertake the responsible mission. A more fortunate choica could not have bean ma do. Graduating with the second honour in one of the most noted classes of Yale — distinguished for his proficiency in English literature — particularly eminent in mathemithical science, with attractiva social qualities, polished address, and devoted piety, he entered with characteristic ardour upon the new enterprise." Mr. Gallaudet visiteil the institutions of the Deaf and Dumb in London, Edin- burgh, and Paris. It is singular tliat the art of teaching the Deaf and Dumb in Great Britain was then regarded as a secret, for the profit of its possessors. Doctor Watson, of the London Institution, \vsa willing to furnish an assistant to go to America, and inaugurate the system there, but would not consent to communicate his mysterious art to • stranger for that purpose, unless he would enter and remain in the institution for I' three years, on the " usual terms," except Doctor Watson saw fit to release him before that time as duly qualified. The " usual terms," besides the fees, required thirteen hours confinement daily with the pupils, with the labour of their supervision in and out of school. Mr. Gallaudet declined, and went to Edinburgh, where Mr. Kinniburgh, the head of the Edinburgh school, received him very cordially, " but could render him no assistance, having placed himself under bonds of a thousand pounds not to commu- nicate his art to any person for seven years, and of tliese, three still remained." Under these circumstances, Mr. Gallaudet accepted the cordial invitation of the cele- brated Sicord, (who was exhibiting at his levees to the nobility and gentry of London, the results of the language of sigtis, instead of words, in teaching the Dejif and Dumb) to accompany him to Paris, in order to obtain the requisite qualifications for his contem- plated work in America. This is view'ed in the report above quoted as " most provi- dential and fortunate, as it led to the immediate adoption of si/pis — the medium now used in all the institutions for the Deaf and Dumb in America, and most of those in Europe." All say [says the Report] this result was providential and fortunate, for it proved that although instruction by articulation was the only mode of educating Deaf Mutes, practised in England at that time, yet this method was found, after faith- ful trial in the English schools, to be so unsatisfrctory that in the course of a few years they began, with one exception, to abandon it, substituting in its place instruction by signs. Of the twenty-three schools now existing in tlie British Isles, twenti/-two use signs, and one articulation, as the medium of instruction." During Mr. Gallaudet's few months' sojourn in Edinburgh, he had much inter- course with the celebrated Scotch philosophei-s, Dugald Stewart and Thomas Brown, the former of whom expressed his decided conviction of the superiority of the language of tigns over that of articulation as the instrument of teaching the Deaf and Dumb, and the latter said to him, one day, " If I were not engaged in my duties in the University, I know of no pursuit in which I could take more delight than in the instruction of the Deaf and Dumb." Mr. Gallaudet reached Paris the 9th of March, lc?16, and applied himself so assid uously to the object of his mission, under the instruction of M. Sicord, tliat on the 9th of the following August, he took his departure for America, bringing with him Mr. Laiii'ent Clerc — daaf and dumb from his birth — one of tlie most distinguished pupils of Sicord, and who had been employed ten years as a teacher in the Royal Institution for the Deaf and Dumb in Paris. They employed the first eight months after their arrival in America in visiting various parts of the country, and exciting an interest in the.r work and in raising funds to promote it, Mr. Gallaudet's assistant, «rho possessed a thorough knowledge of both English and French, proved to be so intel- ligent, and so skilful in the language of signs, as to excite much interest and astonish- ment. About $12,000 were obtained before opening the school, which took place the 15th of April, 1817. The Report says : — " The number of pupils at the opening of the school was seven, which was increased before the close of the year to forty-one, render- ing necessary the employment of three additional teachers. Of these forty-one pupils, fifteen were from Connecticut, eiglit from Massachusetts, four from New Hampshire, one from Rhode Island, two from Vermont, two from New York, three from Pennsyl- vania, two from Virginia, three from Maryland, ahd one from Ohio. The impression him 9^ WAB at first quite general, that one institution would suffice for the wants of the whole country — up to this time the census having made no enumeration . of the number of Deaf-mutes. The mistake, however, was soon apparent, and in 1818, the New York institution was commenced. The Pennsylvania school followed in 1 820, and that of Kentucky in 1823." An endowment from the State was obtained in 1819 ; and in 1825, the institution, under the corporate name of the "American Asylum at Hartford for the Education and Instruction of the Deaf and Dumb," was adopted by the Legislatures of Massachu- setts, New Hampshire, Vermont and Maine, for the education of their Deaf-mutes. In 1835, the Legislatures of South Carolina and Georgia, and of Rhode Lslaud in 1842, came into the same arrangement — paying to the institution one hundred and fifty dollars per annum for the education of eiich pupil. Schools for Deaf-mutes to the number of twenty-four have since been established in the various States ; all of them deriving their systems of instruction, and many of them their heads, from the piirent institution at Hartford. Though the buildings of this institution have been enlarged again and again since its first establishment, other institutiong, especially those of New York and Ohio, have been established on a much larger scale, and at a vastly greater expense. IV DESCRIPTION AND METHODS OF TUE PRINCIPAL INSTITUTIONS FOR DEAF MUTES. After this brief sketch, I proceed to notice some of the principal institutions in Europe and the United States, for the education of Deaf-mutes, together with their methods and subjects of instruction. 1. England. In England, these schools are, for the most* part, private, estsiblished by private individuals — and like other private schools, are expensive, and are for the education of Deaf-mute children of the wealthy classes. The institution best known, and the only one which I need notice, is that at London, called " The Asylum for the support and education of indigent Deaf and Dumb Children," situate in the Kent Road, Surrey, and ftt Margate, Ke';. jstablished in 1792. His Royal Highness, the late Duke of Glou- cester, was the first President of the Society which established this Asylum, and which ifl entirely supported by voluntary contributions ; and his Royal Highness the Prince of Wales is one of the Life Governors. The Duke of Buccleuch is the pi-esent President of the Society, and the Archbishop of Canterbury, the first Vice-President. The annual recaipts of this Society are about £15,000 or f;75,000. The last Report says: — • " The original promoters of this Asylum could only express tlieir warmest hoped of Hi future success. The Committee now (74 years afterwards) have the happiness of proving to the public, how fully their good wishes have been carried out : for, since the formation of the charity, nearly three thoittand Jive hundred Leaf ami Dumb Children have been the object of its compassion, and rescued from that melancholy state of ignor- ance — so little removed from absolute idiocy — in which, without special instniction, they must through life have necessarily remained. By means of the education afforded them Itere, the majority of these children liAve been taught to apeak, to read, to write and to cipher ; and, above all, to acquire a knowledge of those sacred truths which alone 10 can make them " wise unto salvation." Many of those who have left the Asylum have provided for themselves in various spheres of useful industry — through apprentice fees granted by the Committee ; and others are sustaining important stations in life with the highest credit and respectability." The report further states that " Seventy-six children were admitted into the Asylum during the past year, and there are at present 353 pupils under instruction, viz : — 58 at Margate, and 295 in London, who are trained up in all the essential duties of the Christian life. " Thirty-four of the pupils, who had completed their education, have been appren- ticed out by the Committea, to various trades, during the year, making a total of 1,103 children who have been recipients of apprentice fees, amounting altogether to upwards of ten thousand seven hundred j)ound3, since 1812." Applications for admission to this Asylum are made from every part of the United Kingdom ; and with a view to assist that class of Deaf and Dumb whose friends are able to pay for their board, the Managing Commit* ea, under certain regulations, receive children upon pa}Tnent of £20 (or |100) per annum. But all the 353 pupils, with the exception of those on th3 pay list, are cloihzd, as well as eJacntsd, by ths charity of this Society. No child is eligible under the age of eight years and a half, or above eleven and a half ; or wiuiout satisfactory testimony of being sound in intellect; or unless he or she shall have had the small pox, or have been innoculated with vaccine. The election of the applicants (within the number admissible) is by a poll of the votes of the Governors. The period of the continuance of pupils in the institution is from five to seven years. The ordinary branches of education are reading, writing, arith- metic, and the outlines of British history and geography ; and the pupils, who discover a taste for it, are taught drawing. The female pupils are taught, in a IJition, plain needle-work, knitting, marking, and the common branches of household work, and make and mend their own clothes, and also the linen clothes of the boys. Those pupils whose parents or guardians are unable, on account of their poverty, to apprentice their children to some useful trade, are assisted to pay the apprentice fee, vaiylug in amoinit accord- ing to the circumstances of each case. It will be sien that in this, the most public school in England, for the education of Deaf-mutes, there are no workshops attached to the institution, and that the education given is purely elementary — it being for indigent Deaf and Dumb Children, and preparatory to their purauing some useful trade. This is said to be the only school in England for Deaf-mutes in which the pupils are taught articulate language, instead of the language of signs ; but the latter lias to be employed to teach the former. The Report says :— "They are first taught the powers and sounds of the letters of the alphabet, so as to enable them to articulate syllables and words. All the children are taught to speak artificially, and are thus enabled, in fnany instances to be understood by those v;ho are in constant intercourse with them. By this means every pupil of ordinary capacity is made to comprehend what is im- mediately addressed to him, by carefully observing the motion of the lips of the speaker." " Sound is not necessary in addressing a Deaf person who has been thus educated. The value of the education of the Deaf and Duml) lias not been sufficiently appreciated ; tx not being so easily perceptible d\iring the pupilage, as in aftei* life, when, from continued practice of the art, and constant habit of observation, their faculty of speaking and quickness of pei'ception of what is said are frequently astonishing. The voices of deaf persons are often inharmonious and indistinct ; but the want of an agreeable voice <8 not a sufficient reason for the neglect of this branch of education." I think the value of this branch of the education of Deaf-mutes is very much over-estimated in the above passage of the Committee's Report. An immense deal of labour and time ia employed in teaching Deaf-mutes articulate language by the mere mation of the lips ; for of the sounds articulated, they cannot form the least notion. In reply to my enquiries, the Reverend James H. Watson, the excellent and able Princi- pal of the Asylum, told me that about 20 or 25 per cent, of the pupils learned, to some extent, to understand and use articulate language ; but that with rare exceptions, it was those pupils who, by acoidant or disease, had lost their hearing from five to ten years of age, after they hid learned to talk. He called a pupil (doubtless a good sample) to enable me to try the experiment ; but I could not so mouth out my words as to enable the pupil to read them on my lips ; nor could I understand all the words articulated by the pupil, though his articulation was by no means indistinct. The principal, of course, had an advantage in this respect, as he was accustomed both to the artificial utterances of the pupils, and they were accustomed to the very significant motions of his lips and face in speaking to them ; but I observed that neither used articulate language, but the language of signs, in their intercourse with each other, as did the pupils in conversing, one with another. Where the language of signs cannot be employed, I am persuaded, from what 1 have observed and attempted, that conversing with a Deaf-mute by writing is more easy, satisfactory, agreeable and even speedy, than by ai-ticulate language, except between the parents, or relations, or teachers and the pupils. The fact that this is now the only school for Deaf-mutes in England, out of \ipwards of forty, in which i,rticulate language is made a distinct branch of education, and that all the schools for the Deaf and Dumb in America use only the language of signs, may, I think be regarded as con- clusive against the system. In the London Asylum, special attention is given to the religious instruction of pupils. They are each provided with a Bible and Book of Common Prayer, as soon as they learn to read at all, and take a part in divine worship, which is, of course, that of the Church of England. They have daily instruction in the Holy Scriptures ; they are taught the Church Catechism ; and those children who, upon examination, are found fitted, are taken to the Bishop for Confirmation. And every pupil, on leaving school, is presented witli a Bible and Book of Common Prayer. 2. The Continent of Europe. There are several points of difference in schools for the Deaf and Dumb, as well as the Blind, on the Continent of Europe and in England. In England there is no legislative or governmental provision for the education of these unfortunate classes ; their education is wholly left to individual speculation or voluntary charity ; but in no country are charitable institutions of all kinds so various and princely as in England. On the Continent, as in the United States, while much has been, and is done by private charity for the education of the Deaf and Dumb, their •ducation is provided for by the State as much as that of other classes of children. 1^ in 111 ■ i In England, l)enevolent societies provide for the education of the indigent Deaf :and Dumb only ; in other countries the public proTision is made for all classes of Deaf- mutes. In Eaigland, there are no workshops attached to the schools to teach the pupils different trades, though assistance is given to apprentice pupils after leaving school ; on the Continent and in the United States workshops, with instructors, are attached to .each school. In England the education of Deaf-mutes by voluntary associations, is purely elementary and pi'actical. In other countries, especially in France and in the United States, their education by the State is much moi-e extensive, literary and scientific, besides including that of a trade, and therefore more proti-acted. In Holland and Gennany, as in the London Asylum, teaching the Deaf-mutes' articu- late language still constitutes a charactei'istic feature of their education ; and perhaps the Dutch and German languages are better adapted than either English or French, to indicate words by the lips and mouth without the aid of sound. But, even there, teaching the language oiaigna, teaching to talk and read on the fingers, as well as on the lips, is a necessary part of instruction, and that which the pupils invariably practice among themselves. For the purposes of this Report, it is needless for me to notice in detail the schools .and teaching of Deaf-mutes in different countries ; it will be sufficient, so far as the continent is concerned, to notice that at Paris — the best in France, if not on the continent. The institution for deaf-mutes at Paris, (Itiatitutimi Imp6riaU dea Sourdt-MeueU,) Rue Saint-Jacques 254, was founded in 1760, by the celebrated Abbe de I'Ep^e, and uras erected into a National Establishment by the law of July 29, 1791, for both sexes ; but by an imperial decree of September 11, 1859, it is confined to the education of bojt ; and by another decree of August 8, 1865, that, with other similar establishments of benevolence and public utility, was placed under the special patronage of the Empress, who evinces a great interest in them. The course of instruction is seven years, and is divided into two periods. The first period comprehends four years, and is devoted to elementary intellectual instruction. The second period, which embraces three years, is devoted for those who are destined to live by manual labour, to industrial instruction, in learning a trade, but for boarders belonging to families in easy circumstances, tlie last three years is devoted to higher intellectual instructijn. Religious instruction forms a constant and essential part of their education from the beginning to the end, but according to the wishes of nou-Catholic parents or guardians of pupils. The intellectual elementary instruction includes reading, writing, the elements ture in woodf t&ming, joinery, shoetnaking, and gardening. The superioi instruction embrocea the extension of the elementary studies, espe- cially grammar and the introduction to literature, ancient and modern history, general geography, higher arithmetic, elements of geometry, of algebra, of natural history, of natural philosophy and chemistry, and of common la\r and artistic drawing ; and the dead and living languages, (as taught in the establialimenta of secondary instruction) to- those whose parents and guardians wish to qualify them to take a Bachelor's Degree. The Minittenal Prospectus says, " that in order to facilitate as much as possible i^e relations of the pupils with society, they are all taught to read language on the lipti, (that is articulate language) as far as the aptitude of eadi individual for the mdchaniMA of articulation permits." My own experiment of this was attended with a simils^ result as that in the London Asylum, and I was told by the Director that scarcely more than one in a hundred, except those who had lost their hearing after they h«4 learned to speak, could acquire articulate language to any extent.* Of coui-se many could learn, as deaf mutes do in ordinary life learn, to read many things on the lips uttered by their teachers and those with whom they were in daily intercourse. There is a library in the institution, collections of engravings, natural philosophy and chemical apparatus, a gvmtiasium under the direction of s|}ecial masters, bathtf,. play grounds, &c., as well as workshops. A physician and surgeon dentist ar^ appointed, as are the Director, onipanied are of the most unpleasant kind. In many cases they coniiilctely nioulc! tlu' Iculures tn a ]icculiar east, ami tlie unnatural cDntuuv of the lace tlius produced cannot fail to ;aignient the pain already excited by the jarring and monotonous sound of the voice. Eor the trutii of this, we appeal with confidence to the friends of the pupils educated by the late Mr. Rraidwootl. After years of toil and torture, they returned to their families with an acquisition not very agrceal)le to their aciiuaintances and confessedly useless to themselves." — Lou. Q'-ar. llev., voir xxvi., pp. ^95-6. u n department, or commune, to which the pupiln >)eIong, makev proviflion according to «ircumstance8. Nothing could exceed the air of comfort and happiness manifested by the pupils, •or the completeness of all the details of the arrangements, as well as the excellent workmanship in some of the shops. 3. School* for the Deaf a^d Dumb in America. I will now notice the subjects and methods of teaching in some of the schools for deaf mutes in America. I have in previous pages (7-9) said enough to indicate the methods and subjects of teaching, as well as origin of the parent institution for deaf mutes in America, the American Asylum at Hartford for the Educatio^i and Ingtrttction of tlie Deaf and Dumb. — I will therefore, proceed to notice some of the characteristics of its eldest child, which now far exceeds in extent and importance the parent institution. The New York TnstitHtion for the J nsf ruction of the DeaJ and Dnmb. — This Institution was founded by private benevolence in 1818 — the year after that at Hart- ford — was soon adopted by the State. At the end of 1865, it contained 406 pupils, (several from Canada), 235 males and 171 females,* by far the largest Institution of the kind in the world. By carefully prepared tables of the admissions and dismissal of pupils from 1818 to the end of 1865, it appears that 1,522 deaf mutes had been ttiught in the Institution. If (says the Report) we could only trace the history of uU these individuals, and learn, by following them to their friends and to the community at large, how their lives had been influenced, their happiness increased, their usefulness and fitness for the duties of their respective spheres improved, or rather altogether developed by their training within our walls, then we could present a view of the Institution far more interesting than any mere statistics can alford." As the New York institution may be regarded, in several respects, as a model institution, and is in such near proximity to ourselves, I will give a somewhat minute account of it. It was ^rst established in the City of New York, and continued its operations there until a few years since, when a most bejuitiful site of 37 acres was obtained, and extensive buildings erected by the State, on the east bank of the Hudson River, a few miles from the city. Tlie coui-se of instruction, though formerly five years, now extends over a period of seven years, and in some special cases of laro talent, and with a view to prepare Deaf-mutes as teacliei"s, is protracted to eight years. The course of studies was at first * From the large number of female pupils in the Institution, the directoi'S, at their annual meeting f'^T 1863, appointed a Ladies' Committee. The Report for that year refers .o this arrangement in the following words ;-- "As a large portion of our pupils are females, it hits been deemed advisable to add to our organiza- tion a "Ladies' Committee." At the last annual meeting such a Committee, consisting of fifteen ladies, was appointed. These ladies at once entered upon their duties, and have already raised a sum of money sufficient to supply some pressing wants in that department, which we have been unable to provide for from the ordhmry funds at our disjxjsal. The Directors antiti; -te th:it (Lis Coiinnitt.e will do much to promote the comfort and well-being of our female pupil >,. at J relieve, in a mcnsure, lh« Oftree and anxieties of our excellent matron." purely elemontarj ; but it wan gradually developed and enlarged, nu as to embrace all the subjects of a high English eal of the Instihition for thf. IhuJ and Dumb, New York : Dear Sir : We, the uudersigned, principals of institutions for tlio De-iif and Dutnb in Great Britain and Ireland, desire to adireas you on the occasion of your retirement from the office which you hare held 17 Four aonn of Doctor Peet have become Teachers in this In«titiition ; throe of them died Bome years since in the Work ; and the fourth — a very able and accomplished man — ■ucceflds )iis honoured father as Principal. There are three other Institutions for the instniction of the Deaf and Dumb in the United States which I visited, and of whicJi I think it proper to give a brief notice — one for the State of Ohio, another for the State of Illinois, the third a Na- tional College at Washington. The Ohio Institution was oHtablished at ('olumbus, the Capital of the State, upwards of forty years ago. The old buildings have recently been removed, and new juid extensive buildings have been erected at a cost to the State of !is.')()0,000 — buildings plain and elegant, and most extensive and complete in the minutest details, as far as I could judge from the portions finished at the time of my visit, and from the plans shown me by the Principal. The course of instruction has heretofore been limited to five years ; it is now extended to seven years. The methods and subjects of instruction are similar to those adopted in the New York institution, in which, I believe, the Princi- pal was trained. The number of pupils is between 1.50 and 200. I will give some extracts from the Act of 1H06, relative to the constitution of this Institution, and the mode of supporting j)upils. This stjitute, together with the report for 1865, were kindly furnished me by the then (rovernor Cox, who told me that he wa.s a Canadian by birth ^having been born in Montreal), and felt a deep interest in the pro- gress of Canada. The Act is entitled, " An Act to reorganize the institution for the education of the Deaf and Dumb, and to repeal ccu-tain laws heretofore j)assed." Some of its provisions iire as follows : — for so many years. Wo are engaged in the «an»e work as youiHtll'. With u«, us with you, it is that to which we have deToted our lives. We address you from a distant country : Lut luiity of work and pur- pose may well produce unity of feeling ; and nothing which conccriiK tlie Deaf and Dumb can be foreign to us. We desire to congratulate you on having lived to see .so largelj- of the fruit of your labours. W» recognize the zeal, perseverance and aViility which have given value to your eminent services on behalf of the Deaf and Dumb ; and we trust that in your lotiremcnt, you will possess every comfort and bless- ing which can r.ake happy the close of a most useful and laborious life. .\iigU8t, 1867. DuNX'AN Anderson, Institution for the Deal and Dumb, Olusgow. CuAUi.KS Bakkii, Yorkshire Institution for the Dent and Dunili, Doiuaster. Daviu IJi'XToN, School for the Deaf and Dnmli, Liverpool. Edwabu J. ("HiDLEY, National isociati,on for tlic Kducation of the Deaf and Dumb, Clavt- mout, Dublin. Arthur Hoi'pkk, A.B., T.C.D., General Institution for the instruction of Doaf aud Dumb Children at Edgbaston, near T?ivniingb;im. John Klnghan, Ulster Institution for the Dc.il' iimi Dumb and the Blind, Belfast. William Nkili., Northern Counties Institution far the Deaf and Dumb, Newca.stle-on-Tyue. AsDiiEW Patteuson, Institution for the Deaf and Dumb, Manchester. William UonsoN Scott, M.A., Ph. Doc, Fellow of the Kducatiunnl Institute of Scotland, Institution for the Deaf and Dumb, Exeter. William Slkioht, Institution for the Deaf and Duuib, Riigiiton. Also, Samuel Smith, Chaplain of the Association in aid of the Deaf and Dumb, London. William Stainkr, Lay Pastor of the Adult Deaf and Dumb, and late Educational Superin- tendent of the Infant Duf aud Dumb School, Manchester. 8 "f '!i !ii , i I . j < i; ■il b^ i 1 1* ! A II \ II (( ! i ; 18 "That the institutirn for tlie Ifaf j.nd I i;n;b tLall le placed under a Board of Tnistees, coiiKisting of tliroe nicmlcrs, iwo ot uLcni shall reside in the city of Columbus. Before eatcriug upon their duties, each of the Enid Trustees shall take an omJi to support the I'onstitntion of the United ttates, and of the State of Ohio, and to faithfully and im- partially dicicliarge the duties required of them ly la,w. Immediately after the passage of thia Act, the (ioveruor, hy and with the advice and consent of the ^Senate, shall appoint the said Bo.u'd of Trustees — one to serve for one year, one to serve for two years, and one to serve for three years ; and as their respective terms of service shall expire, their ■uccessors shall be apj lointed ior the ten of three years in the manner herein provided, &c. "The Board of Trustues shall appoint one of its number as Sesretary, whoso duty it shall be to keep a recortl of tlie meetings and proceedings of the said Board, and to attest the same. 'J'lie IJoard shall have power to ajipoiut, and for good cause, remove the Superialeiident. Tliey, with the feuporiiitendeut, shall make such geuer.il rules as they may deem necessary for the successful management of the institution. They shall, upon the nominatiou of the Wupennteudcnt, appoint the teaclieis, stewanl, matrons, physician, masters and mistresses of shops, and Hx the compensation of each, and of the kiuperinte.ident, lo be paid quai-teriy, dic. " The Superintendent shall reside in the institution, and shall have the entire con- trol of all its allaii;-', in all its departments, and shall be responsible to the Board of Trustees fur the o.Hcient mani'.genn.nt thereof, and for the faithful service of nil persons ©m[.loyca ti.erein," cei\etl wlu) is addictetl to immoral habits, or infccud wii'i any contagious or cfVeusive disease.' " I'lipils admitted iuto tin- institution uku, in the tliscretion of the Board of Trus- tees and .'~)UiieiMiu"aileut, be perniiiti'd to remain such a portion of seven years as their progress sh.iU sev.':u to justify. In addition to the time hei-etofore specitied, threo years may lie ull iwel to suc!i jiiq iis as give satiifai-tory t!\ idciu-e of m.irived aiiility, ami jua^ tify the e v.>;!Jtatioii tliat tliey miy l)e;'i)ui!> aseful tciciier.s, or o;;cupy o'Jier re;pi)iisiole positions ill life ; provided that nothing li n-jin eoiit.iiuel sh ill be construed to pioliibit the admis^)iun of piijiils wii > art; no!, ri^.idciits of tlici State of Ohio, if liiere siwil lie butficient accommodations for suc'i nou-i-e/ulcnts witliout fxcludint: residents of tlic rotate, up( n till! I ayuieuu of sucli sauis, and iqou sucii terms, as the Truslues may deie;- minc," lie. " A/f pnpl'n (id:iiiU::f lii'u the iii:i'i''t'.io)i, irJii) harr /-(jal rrs'i/cnr.e in. l/ir Sfa.'i\ ti/iall fi.i H'iippor.':' f (if. Ill'' erpjaw of Ikr St.al'',; provitL'd that j)uri'nts aud g\iarilians of such p'.ipiis siiill be re piii-ed tj keep tJiem c imfjrtaijly and neitly clothed, ami to pay tlioir traveliiug and in;idc.ital <'.\]i(!nst'.i," Ac. "Tlr^ Tras'„e3s are h ^reby autli).i;rl an 1 repiired (o enl.u^'c the nv'c'.iani^i.l de;)ari/m,/a..s of the in4Litutiou f.om tiniL- Lo tim.^, by tiio i.itrodu.tio.k of sucii trado.i, us xe I Board of Columbus, to support ly uuii im- passage of lJI iippoint I's, uutl one \nre, their jvi(led,&c. 'Iioso duty i.rd, und to e, lomove il rules aa .'liey .shall, , matrons, icb, and of fmtire. con- e lioard of Jl peihous ate, as the lination to employed ; r ai.f«^ and fiii lial)its, fd of Triis- :rs as their ihreo jcirs y, and jua I'li.ipijiisiule to pioliibit rii sliail he till' rit.iti", nuy (lele;- Lus ol' such » pay tiioir ini'cliu'.ii-;,'.! ! trai!o.'>, iW by experience shall be found to be adapted to the wants of the Deaf and Dumb ; pro- vided that the good of pupils, and the economical management of the iiLstitution Bhall, at All timea, be duly regarded by the said Board of Trustees." Tlie.io e.xtracts fr.}ra the statute portray the character of the initibution, the method of its jjoverunient and management, and the noble liben^.lity of tlio State in providing /ree education for JJeaj' JHutes, tin we]] an for other children of sciijol a^u throughout the yt;itc. The JUinois State hutitution for the education of the Deaf and Dum^, estjibliahed at the handsome town, or city, of Jacksonville, stands, in every rospecl, upon the same footing and is supported by the ytate in the same way, as that of chio at (.'olumbus. The site anu \iu!ldin;;;3 are very beautiful, and the premises include, Ijy a rectiit pur- chase, nearly si.'ity an es The proceeds of the garden and hhojjs aro considerable con- tributions towards tlie support of the institution, thougli instruction and not profit is the design of them. A small farm will now bo added to the other facilities and instru- ments of education in this institution, the excellent and able principal of which (Mr. Philij) G. Gill«t), told mo that he thought agriculture, upon the whole, the niu.-t suitable employment for deaf mutes. The trades taught are cibinet-makuig, .shoemaking. tailoring and gardening. The inlcrnal arrangements of the buildings and shops are very comjdu'.o, and they are kept beautifully clean. Tho black boai'ds on the w.ills of the ciass rooms aro large slates, brought from VVale^ Tho examinations of seve'-al classes excltdi my surprise and admiration. I diuoJ with the teachers and j)upils, and addraisel thc;n — the Prin- cipal iuter[)roting in tlie sign language as rapidly as I spoke. 1 never ad. Irt'iscd a school, the pupils of which seemed more thoroughly to understand and nioie dtH^i'ly intei-cste.l in what was said. In t'lo evening I held a lengtheneil convei'aitro;!. in writing, on slates, witii a dwd'-inute female graduate, now a teacher iti tho institutio'i, on travelling in Europe, and louiul her a j)erc)Ou of remarkable inteiligenco and ucutenois, in both asking and answering questions, as wi.-ll as m making observation;? — iht; rosuik oi" her reading books of Kuropean travel. The numlu-r of |)upl!s in ihis instit ii'on is :;bout 250 ; the State a;ii>ro;iriauou for its support is about >5r>U,U00 per yanmii. Tlit! folK^wii.g aro among tlu- Iciiiis of admis- sion : — " III. Pupils fr im Idinois aro almitteil to all privileges o" Uie inntitrition free of charge; being pr; ■■idcd by the Mtale with b;).iivl, w.ishiiig, fuel, lights, tiilUon, books, andeverythitig in'-wsary, o.icept clothing and ti'.ivelling ex})eusos. " IV. i'rp'ls from other States are admitted to all the above prlvilegv^s on pay- ment of'.. li.)0 ].* i- :.iiKu;:i, xi'iiuli i ., ia all r.ises, r^'.;i;ired in advance." In regard In indigent piij)ils, tlic (oUowing is the humane provision of a l.iw passed in H 57, a id is si ill in 'ore • : " Sec. 10. In all ciis 8 win re the j-.a'"ents of pu I'ls sent to tho institution for the edi!c; tlo I of the deaf and dumb, ami tins educition of the blind, are too poir to furnish them \»itji yood and aaUicieut clothing, or where said pupils aro without parents and 20 'J' ii ' ■r i ! I 111 unable to furnish themselves ■with such clothing, the Judge of the County Court of the countyfrom which they are sent, shall certify the same to the Principal, who shall procure Huch necessary clothing, and charge the same to said county, and present the account, with vouchers, to the Aviditor of Public Accounts, who thereupon shall draw upon the County Treasurer for the amount so charged to the county ; and the said county shall annually assess and collect, by tax, the amount necessary to pay said order or orders j and if said county shall fail so to do, the Circuit Court in said county, shall, on applica- tion therefor, compel the same by mandamus." I think the Principal is fully justified in the following congratulatory remarks at the conclusion of his last biennial report (which I have seen) addressed to the memberi of the Legislature : " This institution, of which ycu, gentlemen, are by law made the guardians, is now upon a broad and liberal basis. It has facilities equal to any Ocher for effecting the highest moral and intellectual culture of its beneficiaries. The appliances for this end here found have never been surpassed by any similar institution of no greater age. There are two institutions of the kind in the United States, and but three in the world of greater mag- nitude. Every citizen of Illinois who has visited it regards it as an honour to our proud and great prairie stat«^. There could be no more fitting exponent of the Christian philantliropy of our people than is found in this and the institutions of a kindred nature located around this beautiful young city." (In Jacksonville, there is not only thiji institution for the education of deaf mutes, but there are also a State institution for the education of the blind, an extensive asylum for the insane, a college, and several large seminaries'). • National Deaf-Mute College at Washington. — In presenting a aummary view of what may be done, and has been done, for the education of deaf-mutes, I must not omit to notice the " National Deaf-Mute College at Wasliington" — as far as I know, the only College proper of the kind in the world. Such an institution deserves more than a passing notice. The following statement • '' its origin and liurtfiil, w'.ierover it ox graduates of tlie ( 'oHegi; arc opened many lioMs of eH'oi-t hilhc.i.i iiiuittain- able to dcs-U'-nuiles iw a class. '•T'lO diiibilily of dvifiievi in'(M';)')ses no obs'ai'!e to suceo-; i in literar'-.' and seit.'U- tiiic pursnils Tie silent voic •, oi' t'lo editor and a.nt'ior may rea-!i a lar.'e- audience and bo ra )re pitent for good tlian t'lo silvery t Migne of t!ie onto!'. Tiie ealm eye and steady hri 1 of tin ai':r)n )ir>r an 1 e'lonisl: m iv gi':lier as nri!;'i t!ii is - ain iMo t ) hu- manity is (!i" qnick ear of t'le d jcio-.' or the nmsician. Tii'; legal lire (if tlie closet is often of m I' ' wdue in the cour'.-iMoni lii:.n the noisy iijijuvd of tlie udvocatt,'." " Minds ;tve found in (Ik^ huge nnmb(^'' of this class bronght nndci- inst; iietion in the country, eaj)a'.ile of tho highest development, and thirsling fur it, co!\seious of their own needs." ^ " Pr ivision is to bo made for thes3, so that whatever may be their futiiro position in life, (whether in the learned professions, or in mechanics, arts, or agriculnii-e,) they may become better men, batter citizens — sxertinj* everywliere the influence of educated and well balanced characters." " ro'yteclinic, A^ricultursd and Maroantile Colleifs levpal a wint of educated men in other than the so-called Innrned professions, and it is nob in the nature of things that t'lis lack is less sensibly felt atnoii;; deaf-mates than witli those who hear and speak. ' " The true source of power and jtric^ross in every community is ednnitecl men, who, th ni^'h th 'y may not o?3upy t'le pnlpit or t'l"^ roUrum, shall preach through their daily conversation to society, the Church, and the St.ite." The (Uritrsc of Sfucfi/ m this reniarkible institution deserves special notice, as also the eaveat of its Directors a<:;ainst a partial, or ontionil co irse of Collegiate studies. " Mii'kcd out by the Faculty for tlio C )ll(!gc», the co irse of study corresponds in general to what is known as the Academ'cvl Cvarsein the best American Collegts; such inndifications, however, have been made as deemed advisable and necessary to adapt it to the peculiar wants of the deaf and dumb.." " In the Mucient languages, while spacial attention is paid to their cmstmotion and analysis, and to the'r etymology in its bevring.s upon onr own tongue, and wliile a tho re ugliness, extent, and va/iety in truislatiou is aimed at, whicli it is believed will enable the student to render any classi'jal au'hor with rea:liues3 and ease, the amount of Latin and Greek mnd. in College is considerably less than in the ordinary course. More time is thus gained for French and Carman, which are made regular studies of the College course, and for the critical stuly of th3 English langaa:e in the history of its origin ami growth, its derivat'ons, analysis, and c")nstruct'or>, an I its matchless liter- ature. To these branches, and the grind jihilological principles underlying all language, a greater prominence than usual is accorded." "A thorough course of instruc',ion in the Na^urll Sj'ences and in Mitl ematlcs is given ; History, Metaphysics and Politic d Scien?o also receive a full share of attention. Art studies are likewise pursiu'd, but those latter are at tlie o:)tion of tlu; student. The aim of e\ery College should be to give its stussavy that all the impor- tant faiviUi'.'s be brou'tht inti efirciso. Wli?n cu'tain ment il end )winents receive a mu :h higher culture than o'h'MM, th 're iia di^tor'/ion in tin in^ellentnd chii-acter. The power-! of the mind are no"; d ivelopo 1 in tlioir fairest jjrojnirtions Iiy studying lan- guages alone, or mathem itics alone, or m",taphysics alone, or natural or ])o!itical science alone, but by a judicious c ombin itioii of these virions exercises, resul.ing in a vigorous maturity of tlie mind in all iti pir's, an 1 (ittin; i'^ ti eigij'j, wi!;h success, in tliat field of iui^lLe-bail liuar in licate.1 by its natural endow.usnts and tastes." •11 W' Y^y..- 1 1 1; I 24 Degrees and Terms of Admisaion. — " The degree of Bachelor of Arts is conferred on all students who Imve sustained examinations in the full College course of foiir yeai-s, and who have paid all their dues to the College. Students not desiring to com- plete the full Collegiate course, are permitted to pursue a selected course of study, extending through at least two years, — the satisfuctory completion of which will entitle them to receive the degree of Bacheloi' of Science." " Camlidates for [Matriculatmi or] Admission to the Freshman class are examined in Arithmetic, English Gi-ammar, History, Geography, Physiology, Algebra to Quad- ratic Equations,''and the principles of Latin construction in their application to any familiar Latin author, regard being had more to the acquaintance evinced with the essential principles of Latin etymology and syntax than to the ainoimt of literatwe read." *' This standard of scholarship rcndei-s it necessary that a student, to be prepared to enter the' College, should have passed through what is termed in institutions for the deaf and dumb, the|High^Class." " Testimonials of good| moral character are required of all applicants for admis- sion." " The chai'ge for board and tuition hi the College is one hundred and fifty dollars for the ac.ulemic year." •' Congress, however, makes provision for the free admission of residents of the District of Columbia, who liave not the niciins of suppoi-ting thoniKelvcs, and for those whose fathers are in the military or naval service of the United States." The President of this College is Edward M. Gallaudet, Esq., A.M., son of the Kev. Mr. Oallaudet, the first Principal of the Am(;rican Asylum at Hartford, and founder of the American system of iustiiiction for deaf-mutes. Mr. Gallaudet and the other Professors of the Wiishington National Ueaf-Mute College, with whom I con- versed, im[)rosscd me a.s gentlemen of superior abilities and attainments, and truly devoted to their laborious and j)hihinthroi)ic duties ; and wliiit I witntissed of the exer- cises in the College strengthened my belief that the prescribed curriculum of instruction is practically and thoroughly taught. I have given this accoimt of the National Deaf-Muto College at Washington, not because I am prepared to reconmaend any tiling of the kind in Canada, but to shew the ex' ^nt to which deaf-mutes may be educated, and wliat is actually doing in this respect ''•■y our American neighliours, in addition to tlieir nol)lc State institutions for the in- Bir tion of the deaf and dumb. "V. PROVISION FOR THE SUPPOIIT OF IXSTITUTIONS FOR THE INSTRUCTION OF THE UEAF AND DUMB. There is nc, legislati\c provision for the instruction of the Deaf and Dumb in Great Britain iind Ir(;Iand. Some are iissisted by the towns in wliich they are established, but most of them are established l)y private individuals ; a few by benevolent Associa- tions and individual legiicies. 1 know not the amount of their receipts and expondi- 25 Arts is conferred Jge course of four it desiring to corn- course of study, wliicli will entitle ilass are examined Algebra to Quad- pplication to any evinced with the 3unt of literature at, to be i^repared nstitutions for the licants for admia- l and fifty dollars !" residents of the es, and for those -. » 3* A.M., son of the it Hartford, and jallaudot and the ith whom I con- ments, and truly ■ssod of the exer- um of instruction Waslminjton, not but to shew the g in this respect tion.s for the in- CTION OF THE Dumb in Great arc established, Dvolont As.socia- ts and expendi- tures, except those of the " London Asylum for the support and instruction of the Indi- gent Deaf and Dumb Children." These amount to £15,000 sterling, or $75,000 per annum." The receipts and expenditures of these institutions in France and other countries (except the three in Holland) are not given in any reports which I have obtained. Of the three institutions of the Deaf and Dumb in Holland, that at Rotterdam is supported entirely by voluntary contributions. It was established as late as 1853, in order to introduce the German mode of instruction by articulate language into the Netherlands. It is only a day school. The number of pupils is 40 ; the number of teachers, 4. No trades are taught the boys. The girls are taught sewing two hours a-day. The insti- tution at St. Michielsgestil was established by a Eoman Catholic Priest in 1828.* It is under the direction of Roman Catholic Bishops, and is taught by the Brethren and Sisters of Mercy. It contains about 100 pupils. Six hundred contributors in different parts of the country pay five fiorins ($2.00) each per annum. The Province grants 1,000 florins ($400), and from the treasury of the Kingdom 2,000 florins ($800) per annum are granted. The institution at Groningen was established in 1790 by a pastor of the Walloon Church, named Henry David Guyot, who had made, in 1784, the acquaintance of tlie Abbe de I'Epce at Paris. It contains 150 pupils, received at from 9 to 14 3'oars of age, and taught from eight to nine years, by eleven instructors. The ' institutution is supported by an association of 2,800 contributors, who pay $2.10 each per annuin, and by annual grant from the Kingdom, Pi-ovince and City to the amount of 8,000 florins (§3,200) per annum, besides fees of board and tuition, and income from certain investments. But it is in the United States that the more systematic and liberal public provision is made for the support of institutions for the Deaf and Dumb. The proceeds of landed and other State endowments of the Ilarl/ord Asjlum are stated in the Report for 1866 as follows: • "Invested in Bank Stocks in Connecticut, $94,100; invested in Bond and Mort- gage of Real Estate, $59,000 ; in Railroad Bonds, $23,900 ; in United States Bonds, $30,000 ; in Real Estate in Hartford, $82,523." The Income of the institution for 1806 is stated as follows : — ♦'Balance on hand, $3,054 ; Income from the Fund the year past, $15,090 ; Rent. on Dwellings, $475; Paying Pupils, $3,113 ; Receipts from six New England States for support of Beneficiaries, $35,094 ; Receipts from the Fund Account, §24,300. Total Receij)ts for the year, $81,720." Tlio inconif of the Nfiin York Institution for the instruction of the Deaf and Dumb for 1865, (not including any of the largo expenditures for the premises and buildings, but only for the current expenses, was as follows : — From the State pupil.s' board and tuition, ;j>4G,445 ; from the State, to pay interest on debt, -iil 2,005 ; from the State, to meet the deficiency of the previous year, $15,000 ; from the State of New Jersey, for board, tuition, and clothing of pupils from said State, !B3,125 ; from City of New York, for board and clothing of County pupils, !?3,197 ; from City of New York, for cloth- ing of State pupils from said City, $1,674; from the Treasurers of 43 Couutie* !*^ 26 I ! 11 (given in detail), for the support of County, and clothing of State pupils, ^Pj'JSC; from pupils clothed by friends, |l,12f) ; from paying pupils, for board and tuition, $6,294; from Regents of the University, for distributive share of the Literature Fund, $741; privat*^ donations, 8l3 ; from custom work in tlio shoe shop, $105; from custom work in the tailors' shop, !i^71 ; from sales of pigs and pork, $135; from sales of empty barrels, f 89. Total receipts for the current expenses of the year, $99,302. Expenditures for the same year, $109,701. The receipts for cun-ent expenses of the Ohio State Institution for the Deaf and Dumb, for the year 1805, (before tlie completion of the new buildings,) are stated in the Report of 18CG as follows :— From the State Treasury, ^26,867; from paying pupils, for tuition and board, from other States, .$1,076 ; from shoe shop, .'f?127 hogs sold, U 49 ; apples, &c., sold, S1G9. Total receipts, $^28,988. Expenditures, $28,764. The receipts for the Illinois State Institution for 18(53 and 1864, for ordinary expenses, according to the Biennial Rojiort for those years, were : From the State, $56,000; from profits of shops and miscellaneous sources, .iil5,312. Tot.il receipts for the two years, i-;71,312. Total expenditures, §80,514. ::i 111 VI. SUGGESTIONS RESPEnTING AN INSTITUTION FOR TIIK DEAF AND DUMB IN ONTARIO. The facts of the foro;.!;oing pages, together witli the illustrations of tl.e n in the Appendix, constitute a stronger i)lea than any argumentation and appeals of mine in behalf of the necessity, the pxtriotism, the Christian Iminanity of institutions for the education of the Deaf and Dumb. Tlip ofiicial instnictiiMis under which I acted in the prosecution of my cruiuiries, assumed the exjxMliency aval avowed tlie intention of pro- viding for Deaf-mute instruction. My enquiiies were intended merely to facilitate the acconipHshment of that object. I hope T lin\'c coilcctcd and condenscjd sufficient inform- ation to illustrat(! Uie natuiennd working of sucli institutions, and the examples of Governments in thi'ir establishment and su]>jH)rt. But an example has boon • iven in our own Province, full of signiticance and instruction on this point. Tliat a single individual, I\Ir. ]McGann, has been able to establish a school for the instruction of tla^ Di'af and ]3umb ; that ho has been able to develop so much beii('Vf)!cnt coui)erati(ui in its l)ehalf', antl to induce a. ninnbia- of Muni- cijial (Jouncils to pi-ovide for tiic support of p-apils rosident witliin tlioir respective jurisdictions, and to collect between .^)0 and 100 jiupils in his school, and continue its operations for several ycMirs ; is not only a remarkable instance of individual energy and pei'.severance in a ^ood work, but cNipccs the widcly-fclt ncct-ssity of such an insti- lution, and the cordiality of ^lunicijial (lo'lperation in enabling ptipils to sticure its advantage-i ; while the very dfifectH and ini'lHi;!enoy of suoh a private school impress the need of a public national institution to meet the wants of the country. Tli(^ facts of this rcjjort have als.) anticipaliMl any suggcsstions I inig'it offer in regard to the subj(!cts and methods of instiaietion in such an institution ; the ages at which p\ipils should b(! admitted ; the jieriods of their continuance ; the accommodations ai.f' aj)[i.ir.itus for their instruction. 27 It only romains for me to note and suggest two or three things for consideration and decision. 1. It niuat be remembered that an institution for the insti-uction of the Deaf and Dumb is not a day school, like the Normal School, and many Colleges, where pupils una students board in licensed private houses, and are only instructed in prescribed coui-sea or subjects of literature and science, but a boarding school, a home, where the pupils live from (ivo to eight years ; where every needful provision nnist be made for their residence, their domestic training, as well as for their purely educational instruction. 2. In the erection of an institution for the Deaf and Dumb, accommodations must be provided not only for the residence of the pujiils isay at least lOOi, but also of the Principal, the 8tewi.nl, the unmarried teachers, the servants, besides shops fv>; teaching trades, grounds foi- gymnastic exercises, and for horticulture, or gardening. .'3. The premises and buildings of such an estjiblishment can hai'dly be. provided and furnished for less than ^HO.OOO (if for that) ; nearly one-fourth of which will be re'iuired to provide a proper kitchen ;ind lieuting apparatus to the whole establishment. 1 think at 1 vist i^iiOjOOO per annum will be rv.':|uircd for its support, in addition to a reason:ibl(! sum, say *1.')0 ))ci- annum, from the munic'paliti(!s, for each pupil educated at the public ox))ense. In such case, the cost of providing and supporting the establish- ment will be cuisiderably h'ss than that of any similar institution in the neighbouring States, as may bo f-een by referring to the financial statistics on a irj:eding pai^e. 4. Tlio (>rection and furniishing of such an establishment is the ler.st dillicult part of the work ref(uircd. The great dilTiculfcy lies in its projier oversight and manacTemont, which, I tliiiik, cannot be otlserwise so eHioiently and (iconoiiiically acconipliKhed as by the ('ouncil ;',!id D<'i>;irtriu>nt of Publi(; Instniction, (as in the case of the Normal School) where the machinery of administration, with peilmps the exctp1i< n of a clcik, existp, and wlicr>' an* the best expinience and facilities for pro\i(!ing i;ll the re.^uii-itrs of srch an estaMislirncnt, as well as thi; pi'o]ier instructors, &c., foi its operafeions-. The task is .serious and diiiicult, especially to the responsible Head of the Department, and without the. possibility of a farthing's additional remuneration; but I see not hov/ it can be otlierwise so clicctively and econoinical!y pcifoinied. If any better nic.ins of jnou.oting thi-i groat and diiiicult work can be suggested, I shall feel e.vtremcly gi-atiiied and relieved. .'). Tliii K^lcction and appointment of a rrincijial of such an iiistitr.tit n is a matter of essential i lip )i'tancf". If in ordinary cases, the master m!ik(>s the sclaiol, it is tiiie in a still hig'icr sense that the Priuciind makes the institution for the Deaf and Dumb. The stron;,' common sense and sound judgiucnt, the truly cliristian heart and highly cultiv.'.ted intellect, the good addross and ready tact, the unwearied indr;stry ;aid ])atient kiiulri' s-;, the sincere piety, and perennial li)\e of the. young and he!])!ess, tlu; physical strengch and mental %igi)ur, re piii-ed in the Principal of such an institution, lenders the selection as really dillicidt as it is suinvMuely im))ortant. When once apj.olntcd, I ):hink t'a-! Priucip il should have the selection, at least ap.proval of the selection, oi his own assistant;. Now, there are three modci o^ien for the selecticm of a Princi- pal. Tlio tir-t to import on) from h^uropo. 1 think this is out of the question, from the dillerence of habits and usages, the uncertainty of succeS:S, the sidary 28 and expense necessary to secure a person of reputable standing and competence; and also from tho fact, that the institutions of the Deaf and Dumb, both in England and on tho Continent, are differently constituted, and far inferior to those in America. The second mode 6f proceeding is, to select one of the earnest, and tried, and clever men connected with the institutions of the Deaf and Dumb in the United States. I think this is practicable, and that a good selection might thus be made of a man who would labour with as much faithfulness and zeal in Canada as in the United States. But I think a better and more congenial mode of proceeding would bo that which was adopted in Hartford in 1810, when it was proposed to found the first institution in America for the instruction of the Deaf and Dumb. Tho facts of that proceeding have bet;n stated on pages 7 (k 8 of this Report. It was the selec- tion of tho Reverend Mr. Gallaudct — a man possessing all the qualities and qualiHcations above suggested— and sending him to Europ*; to loarn tho methods of teaching the Deaf and Dumb. This he accomi)lislied in loss than a year, brought back with him from France an able a.ssistant, and thus laid tho fouiulation of the most j)ractical, comprehen- sive and comi)lote system of Deaf Mute instruction which the world had ever witnessed. Such an example is, I think, suggestive in founding the first public institution for the education of the Deaf aiul Dumb in Canada, Let some true-hearted Canadian, with the requisite general qualities and attainments, be selected and sent for several months to the institutions of the neighbouring States, where I know, he would be cordially received, and assisted, and let him learn as far as practicable without longer ex])erience, the sign language and modes of teaching the Deaf and Dunil), and of exercising diseijiline and managing their institutions, and let him bo authorized to select and bring'back with him one or two assistants, who, together with those already in the country, would enable him to comnieiioe a system of instruction for the Deaf and Dumb suitable to the wants and worthy of the character of our country. C. I have only further to remark, that if in this brief document I have omitted to give all needfid information on any matter of inquiry involved in this subject, I shall be happ3', on being advisod, to su2)ply the deficiency. '"^ me thH VII. INSTITUTIONS FOU THE liMND. Institutions for the Blind go hand in hand with institutions for the Deaf and Dumb. I know of no country in which the one is established without tho other. Yet the two kinds of institutions are essentially ditTcrent, and the two class(^s of unfortu- nates are ne\er edui'atod together. The few attempts made to do so pro\ eti imsuccess- ful, and w(T<; soon abandoiunl. The intellectual j)owers of botii are umnaimed, but their physical infirmities and wants ixve wi(l(;ly different. Tlio Blind cannot ,sre the sign language of the D{>af and Dumb, and tlie Deaf and Dtnub cannot hmi- tho articulate language of the Blind, Tlie jiuf/erif of the Blind are their only ci/rs to learn the letters and words whicli they art ieuhite ; the _^;i(7f;rs of the Deaf and Dund) are their only tongues for the cxjiression of both letters and words. Tli(> Blind can hiarn nothing by observation ; tlie Deaf and Dund) can loarn nothing except by observation. The Blind see not tlie beauti(;s or workinansliip of the outward world, nor even the "human face divine"; the Deaf and Dmub hear not its harmonies or sounds, not even a mother's voice. The Blind walk and learn tlie world by feeling ; the Deaf and Dumb by seeing. On this subject it has been justly remarked : — 29 " The possession of eyesight certainly pivea many important advantages to the deaf man over the blind man. Placed on a desert island, the intelligent deaf man would possess, except in those warnings that reach the ear, all the means of s\ipport or escape that the man gifted with all his senses would possess. In such a situation, the blind man could but linger a few days in helpless gropings. And in civilized life, the con- trast at the first glance is so strong between the blind man, groi)ing with his staff, or led by his dog, and the deaf man walking forth with cheerful aspect, the full master of his movements, that we can hardly recognize the claims of the latter to aid, pity and consideration in tho comparison. In the closet, among his books, in the workshop, in the open fields, in a desert, everywhere in the presence of the great spectacle of nature and art, in short, wherever the eye is the main minister of productive labor, of safety or of enjoyment, the educated deaf man has inestimable advantages over the blind man. But the former, among those who hear and speak, is liable to be cut off from far the larger part of social communion, intellectual enjoyment, and even business intei-course. The blind man labors with his hands at a sad disadvantage. If in the dark ho is some- times a king, in the light he is to be pitied and spared. But in the social circle, in the marts of trade, in the public hall, in the church — wherever speech of man flashes from mind to mind — he is at home. And his intellect ripening in tho full sunshine, he often reaches the highest walks of eloquence, of poetry, and of philosophy. By universal consent, the blind Homer has sat for thousands of years in tliu highest seat of the tem- ple of fame; and in later times few or none have climbed nearer his throne than the blind Milton." I will notice, as examples, one institution in England, one in France, and two in America, and then subjoin some practical x-emarks and suggestions. 1. England. Of the several schools for tlie Blind in Great Britain and Ireland, that which occu- pies the first place in both impoi-tance and efficiency, is " The School for the Indigent Blind in St. George's Fields, Southwark, London," instituted in 1 799, incorporated in 1826, supported by public subscription of a Society, of which Her Most Gracious Majesty, the Queen, is patron, and His Grace the Archbisihop of Canterbury, Presi- dent. The institution contains, on an iwvcrage, 160 blind pui)ll8, male and female, who are received between the ages of 10 and 20 years (by election only), and are clothod and maintained for about six years. During this time they are taught (by raised letters,) to read the Bible, to write, and to cipher ; chosen books are read aloud to them ; they receive regular religious instruction, and attend daily prayers, according to the Church of England, as well as the usual services of the Church on Sundays. They are also taught some industrial trade, such as mat-making of various kinds,*basket-work in great varieties, knitting and netting, including anti-macassars, sofa-pillows, and bolsters, bags, brejid and cheese cloths, bassenette triniinings, balls, cuffs, gauntlets, gloves, hose, purses, table mats, watch pockets, .fee.; hair-work in bi-acelets, brooches, guards, rings, &c. They thus learn to be able to earn something towards their own living on leaving school. Such pupils as have a talent for it are taught vocal and instrumental music, and are trained as organists. Besides the vocalists, there is an instrumental band of 30. There are monthly public concei-ts at the school, which excite much interest ; and the 30 muncal pn t of the chapel servicos is very Btriking, being conducted witli great nlciil and IjfKut y. Tliifi institution roceivfs no aid from rarli.'uuent, but its receipts from Hubscriiv tionn, h'givnos, iuvcstmentfl, »Vc., amount to £10,(505, or !?r)3, 025 per unnum. All tlia arrangomcntB of tlio differout olaHsoM and brunches of the institution appear convenient and c)mpl"ti% aiul it has licoii and it an instrument of inunenso good to tlio most help- lodH HH well us most needy ciii^s of tiio population. 1: 2. France. j\m'>w>^ tlio institutions of ilie Ulind on the continent and in France, the Imperial Institution ^\.tV•,\\•\i^ ( Instilidinu Imjirviale ila* Jcuifs Aveiigks, Paris, lioidevdnl ilea Invalidcx, A'o. 7)0,) is the most mugniticcnt in structure and appendages, if not the first in atteuuance and iu the standard and coiiiprohensivcness of its sources of instruction, on tlio conliiu'nt, It is an estahlLsluncnt of the Htati wliiire clnldren of Ijoth sexes, anil of all ranlcs, dcjtrivod of siglit, receive an intellectual, musical, and industrial edu- cation, it is administered under the authority of the Minister of the Interior, by a Director, InHpector-Gcnend of the first class of benevolent eslal)lishment-i, assisted by a consultiilivo coniniissi(.n. Int'llet'tnal instruction is primary and superior, /'riiiia)-)/ instruction includes reading (with raised letters), writing in raised point.s, arithmetic, French, grammar, frtho^raphy, and the elements of the naturi'.l scionces. Sit/)i;rior instruction (intended for tiie cliiidren of the we:ilthier cla.sses), in addition, comprehends literature, mathe- matics, geu^vapliy, general history, history of France, and common law. Mimical instruction embraces the scales, harmony, coni])usitinn, the organ, and the practice of one or niorc iiuitruments. ludiintridl instruction includvts, foi- hoyn, tuning of j)iano8, turning, net-work, buslcet-malcing, l)rush makiiig, bottoming chairs, and all work wl.ich the blind cau be tanglit to do ; for the C5, amoinited to *r)l),ir)y--vl5. ()()() was to make up deficiency of 1803, and ^22,rjy to make up the delicieucy of 1SG4. The State of New Jersey appropriated foi kho same year, LSO"), for the support of puj)ils from that State -j 1,704; and the Counties of the State of Mew York, for tlu; clothing of State pujiils, the .same year, expondcd i 4,479. The proceeds of the sah.M of luanufactuies of the Institution, amounted to ;. 4,1)79. Tho receipts of the institution from all koiwvcs, in li-'Ju, auiountod to '^.81,740,r)2. The L'.^gi.slature of i\w State of New York, at its session in 18G5, on account of tho higlicr prices of provisions, itc, than formerly, and to prevent future deficiencies, increased the allowance of State Pupils (of whom there were 109) fi-om $200 to f:300 ea<'h, e\chisive of clotliing, which is provided by the several counties from which tho pupils aie sent. Tho Institution has tiireo DejKirtments of instruction— Literary, Blusical and Mechanical, — and its aNowcd pnrjio.so i.i to intitruct each pupil in any or all of these, as the circumstances and ability of the pupil may seeai to dotermino. The pupils arc received at twelve years of age, and the p rl. d of instruction is seven years. Tlio course of study in tho lAlcranj Dcparivient eiiil.iu;;.! the subjects of a thorough higii Engli-.h eduu-ation. Eaci ye^r i-i_ divided into twj terms, and is thus designated :~Fir3t year,' Primary; second ycir, Interaiudia.o; third year tub-junior; 32 W fourth year, Junior; fifth year, Sub-Senior; sixth year, Senior, first year; seventh year, Senior, Rpcoud year ; — besides the ordinary subjects taught in the Common Schools ; the last two years of the course embrace Physiology, and Hygiene, Algebi-a, Geometry, Natural Philosophy, Chemistry, Geology, Mental and Moral Philosopliy, Logic, and the Science of Government. In the Mxisical Department, insu uction is given on the Piano, on the Organ, in Vocalization and Chorus singing. In the Mechanical Department — mat, broom, and mattress making are taught. The object of this Department is staled to be, to enable male pupils who cannot make music or literal y pursuits available in a business wa}', to earn a living by following these branches of industry. The female pupils ar taught knitting, sewing, and bead- work. The number of pupils in the school was 1S4; of whom 60 were males, and 64 females. No mention is made in the report of religious exercises or definite religious instruc- tion, which justly occupy so prnr.anent a place in all institutions of the same kind in Europe. All that is said on tlus subject, is contained in the following remarks of the Superintendent, who, after referring t--* the genei:il good conduct of the pupilb and their desire to excel, concludes his report as follows : — " It has been my effort to impress upon them how important it is to them to improve the opportunities afforded by this wise benefaction and its i)atrons, that now is their opportunity to avail themselves of them in their youthful days, when the character for time and for eternity is being formed ; that they should practise patience and obedience, eschew evil associations, and cultivate a love for work, for learning, and for the christian vii'tues; that they should be ever conscious that (/U the proper use of their time now, depends their success and their liappiness in the future; that they should remember that if he who has but one talent, buries it in a lioaj) of neglected and lost ojjportuni- ties, he shall have no part nor lot in the rewards of the industrious and virtuous, and even that which he hath shall be taken from him : that thev should feel that — ' Lilo is I'ciil, lift' is I'iuiiest, .4nd the gravn is not its goal." That now is their seed time, the time to plant and sow ; that if they .sow ^o the wind, they shall reap the whirlwind ; but that if they plant and sow the good seed of morality and piety, they will reap in life, in death, and in the herei.fter, an abundant harve.c of immortal joys." The Illinois State histitiition for the Education of the Blind is founded on a scale at d conducted in a manner bettor adai)trii to the eircunist;mcos of Canada than that of New York. It is called one of the pioneer instit\itions of the west. It was originally csi^>)lished and supported one year by benevolent citizens of Jacksonville, when the Legislature of Illinois, in 1849, jiassed an Act authorizing a special ;,ix of two-tenth mills on the hundred dollars for tho purchase of ground, erection of buildings, and sup- port of the school. The amount of this tax was more than was necessary to supjwrt the institution ; the law was repealed, and an annual appropriation of twelve thou::;and dol- lars was substituted. The Report states, that "this sum has ]>eeu sufficient to pro'.ide every driirable .omfort "^nd instruction for all the young blind of the State." 33 The buildings are ]:)laiu, elegant, and very commodious. When I visited the Insti- tution in the autumn of lif66, tlicre were about seventy pupils, nearly efjually divided between male and female ; the neatness and order of the pupils and apartments appeared all that could be desired, as also the furniture, apparatus, books in raised let- ters for the use of the Blind, ard even a very considerable library of books, jninted in raised characters. The music and chorus singins would have done credit to any insti- tution, and the venerable Sui)erintendent and Matron- -Doctor Joshvi and Mrs. Rhoads — seemed indeed the loved and revered parents of the whole sightless family. TJiere are daily prayers and reading of t)ie Scriptures, and on the Sabbath the pupils attend the place of worship, directed l)y their parents. But every pupil must attend some place of worship. Nearly all the male j)upils can walk over the town, and go to any shops in it, with no guide but their canes. Some of theni come from and return to their homes by railroad without any attendant. In a previo\is page (17) of this Report I gave an extract from the law passed by the Legislature of Ohio in 18G6, i)roviding for the free --ducatiou of the Blind, as well as of the Deaf and Dum'o. T also stated on authority (p. 19) that Illinois had made the same humane and liberal provision for the education of its own deaf-mutes. It has likewise provided in the same manner for the education of the Blind, The Report says : — *' The Legislature of Illinois has opened her benevolent institutions to all her citi- zens who may be the children of sorrow, without respect to their worldly position. No questions are asked for admission into this institution, except, " Is che applicant a resi- dent of the State, blind, and of a suitable age, capacity and character to I'eceive instruc- tion V These facts being ascei-tained, its doors open, and probably the child of misfor- tune and want will be seated at the snme table, and partake of the same instruction, as the child of tlie owner of thousands of acres of its fertile prairies, both equally providsd foi by the lil)ei-ality of the Legislature," The following extracts from the Sui)erintendent's historical Report of the institution are very suggestive, while they [jresent a practical view of the character and operations of this excellent establishment : — " My o.perience also freely warrants me in asserting that a child, remaining until the ago ot twelve years in its " home, however homely," would arri'.e at maturity more learned, more amiable, and more active, than if placed in an institution conducted in the best nianner, and with the utmost attention to the details oi its management. Nothing of equal value c.'> be substituted for the liomc life of a young child." "Blhuhiesa is often a consequence of a \itiated state of health; sometimes the result of fever, in others of a scrofulous condition of the system. The timidity or igno- rance of parents prohibits the Blind from employing the only remedies for those conditions of the general health, viz.; active exercise in the open air, and a checiful occupation of the mind." " The Blind often arrive at the institution dull, timid and inactive — health delicate and organization feeljle. We subject tlieni to i)erlect regularity of duties, insist upon ^" 34 free exei-ci.so irt tlio open air, pvoviilo a lilicral diet, of vliicli tliey freely partake. All signs of indisposition (jnickly disappear, and vigorous health, if not renovated constitu- tions, is eharacteristic of the inmates of the institution." " To i)rodufe these results, many concurrent causes must conduce. The most efficient, and without which no success will attend our efforts, is the aronshig into action of all their faculties, hotli mental and jihysieal. Indeed, strange as it may si 'ni, the secret of success in i)romoti.ig tla; health and hapiiiuess of the Blind is the same as was said to he necessary to a perfect orator, viz.: Action, action, action." " In accordance with the iil)ove princijile, we have estaltlishod as a fundamental rule for the conduct of tlie pupils, that they must be in action all day. Their whole time must be [lassed in studying, working or playing. No listlessness or idleness is encouraged or ptM'iuitted, except in cases of sickness." " The better to promote the health of the [uipils, care is taken in the arrangement of the lessons to alternate them with relaxation. We are also careful to arrange the liours of employment, so that, although the jtupils are occupied nine hours per day, no two successive hours are devoted to one exercise. "The instruction of the Wind is founded upon the employment of characters in relief, by ^vhich letters, notes, etc., ordinarily printed for the eye, are rendered sensible to the lingers. It is perfected liy oral instruction, which cannot be dispensed with. All the branches of a Common Scliool etlucation are taught to the Blind in this institution, and many of its pu)tils have attained to an ensiable degree of proticiency." " All the pu[)!ls, who have been in tlie institution for some length of time, can read with considerable fticility. Indeed, a Blind child will learn to I'ead as (puckly as one who sees. But t'.e instances are rare in which the Blind will ever be able to read .so fiist as the seeing, for the finger can feel only a single letter at once, while the eye can see a whole word." " All the female pupils attend singing lessons daily, and we provide musical instru- ments for all the male ))upils." "The dejiartment of nu'chanical arts of the instit>ition is viewed with much favor by most practical visitors. Tliey consider the industry and skill of our pupils with much interest ; and whilst some doubt the utility of music, and abstract .scitsnce, all ajipreciate the importance of teaching those to labor who wish in future to earn a .svibsistence." "The male pupils are taught to make brushes, and brooms, and to weave carpet. The female pupils do plain sewing, knit stockings, tidies, bed-spreads, etc., also make -worsted work and fancy bead work." VIII. COXCLUDING UEMAUKS AND SUGOESTIONS. I have thus, with all possible brevity, presented example'^ of the teaching, charac- ter and working of institutions for the education of the Blind, as we 1 as of the Deaf and Dumb, and the modes of establishing and supporting them, without entering into 36 iiuy sj)ec\ilatiuiis us to tlu; causes of oue uialiiily obtained, and premises for their accommodation may be less extensive than for the Deaf and D(Uid). T , 'Vheu procuring premise.-i and erecting buildings for the Lunatic Asyhim in ... V. ere contemplated, a small tax of a fraction of a, farthing in a pound was pro- posed by the late Sir John Rolnuson, and saiictioned by the Legislature of Upper Canada. That tax was never felt ; yet the proceeds provided a B\iildiug Fund, out of which the Lunatic Asylum, Normal School, and other public buihiings, liave been erected, leaving a large balance iniexpended. If a sinular course be adopted for a liuuted jieriod, in [yroviding prenuses and buildings for institutions of the Deaf and Dund) and Blind, no addition will be made to the iiublic debt, the ordinary public revenue will not be touched, no ai)i)rociable addition will be made to the public taxes, yet each citizen will have the pleasure of thinking that he is doing something specific in what marks the liighest civilization and humanity of a people, and amjde provision will be uiMh for the ecbication of the only two hitherto neglected and afflicted chisses of our fellow countrymen. A special tax of live cents on a hundred doUars of the assessed property of Oiitario for one year, would produce about *ir)0,()00, more than sufrlcient to procure pro' ■:. ,',emi.ses, erect and furnish suitable Ituildings for institutions of both tlie Deaf and . »'!• . ; ud Blind ; and a special tax of one cent })er annum on every hun- dred dollars ol jse ]>rop(!rty woidd niore than provide for the support of two insti- tutions of which tL) (11 V try might well b(^ proud, and which wo\dd confer unspeakable blessings upon the two classes which have the strongest claim to our synii)athy. "). [ need scarcely add, that I think the institution ft)r the ediication of the Blind should be placed under the same oversight and res[ionsilnlity as that for the education of the Deaf and Duudi. All of which is respectfully submitted. I have the honour to be. Your Excellency's Obedient, luunble servant, £. RYEJISON. Devart.men-t of Public Instruction, Toronto, May, 18C8. APPENDIX A, REPORT ON THE ANNUAL EXAMINATION HELD IN JUNE, 1865, UNDER THE DIRECTION OF A COMMITTEE OF THE BOARD OF THE NEW YORK INSTITUTION, FOR THE INSTRUCTION OF THE DEAF AND DUMB. The Committee appointed to conduct the annual examination, having performed the .duty assigned to tliem, beg leave to present the following report : The examination was made on Monday, Tuesday and Wednesday, the 26th, 27th and 28th of June. The Committee, having the valuable aid of the Rev. Howard Smith, of the Church of the Intercession ; of Professor Louis H. Jenkins, an able and experienced instructor of the Illinois Institution for the Deaf and Dumb, who embraced this as the best opportunity to compare the processes employed, and the results obtained in the two Institutions ; and the Rev. Dr. Barnard, President of Columbia College, whose very able and interesting report of his examination of the High Class is annexed as a separate document. The number of classes, or rather divisions of classes, exclusive of the High Class, was sixteen, each having a separate room and receiving the whole attention of a teacher. The average number of pupils in each class was nearly twenty-two ; there being in all the seven- teen classes, including the High Class, 211 males and 161 females, a total of 372. A programme, embracing the names of the pupils in each class, its standing, and a detail of its studies for the year, was furnished to the committee and greatly facilitated the labor of examination. The substance of these programmes is incorporated in this report, under the head of each class. We were also furnished with a letter from the Principal, Dr. Peet, presenting an able and lucid exposition of the theory and practice of instruction in the Institution. THE JUVENILE CLASS. The Juvenile Class is the designation of those pupils, generally from six to ten or eleven years, who have been within the last two years placed in the Institution, by the counties, under chapter 328 of the laws of 1803. This class formed two divisions ; that designated as Division B, embracing those little ones who entered during the academical year then jtist closing, some of them within a few weeks, while Division A comprehended the small children who entered during the preceding academical year, and thus had a general standing of two years. In each division there were more than twenty pupils, and each was taught by a grad- uate or actual pupil of the High Class. These two divisions exemplified both the low intellectual level from which the teacher of Deaf-mutes is obliged to start, and the rapid expansion of their ideas and awakening of their faculties through the use of that language which Deaf-mutes learn spontaneously, by mere communion with those who already use it, namely, the improved and developed lan- guage of signs. These little children, many of them under eight and even seven years, but a few months before were barely able to make their physical wants known, by uncouth signs, and not always able to do that clearly. Nearly all of them, (though a very few may have had a little "training in letters at home), were, at their coming, entirely ignorant of the use of a pen, and .could attach no more ideas to an English word than to a Hebrew one. Now, after a ftw 38 iiioutlia of instruction and of social Cdimmuiiiiu Avitli their follow iiupiln, tliuy liad guniirally become keen looking, vivacious, ijuick in conipreliending signs ; able to relate, with graphic details, in signs, each his own experience, and to enjoy, with keen zest, such rehitions by others. Such at least is the tistiniony of their teachers, who could connuunicate to them witli a rapidity and precision not to be surpassed, within the range of ideas to which the class had attained, by the spoken connnunicatiuns which are held with children of the same age who enjoy the facidty of hearing. The promptness and correctness with whicli some of the younger division of this class, in ajipearance almost infantile, and only a few months xinder instruction, answered by writing on their slates a number of simple fjuestions, wei'c e.9pecially interesting. Division A of this class having had nearly two years instruction, had made propor- tionally, greater jirogress. They had gone through and reviewed one hundred and sixteen lessons of Dr. Feet's Elementary Lessons, (the textbook for all the younger classes) beginning with a vouabnlavy of names of very familiar objects, thence passing to simple (jualities, (as red and whi.e, long and short, etc.) to numbers, to the distinction of singular and plural, and to verbs of the most fre(pient use in the household or on the farm. Such as "stand," "walk," ' sit," "write," "read," "carry," "lift," "chase," "lead," etc. These verbs are taught in little sentences of the simi)lest possible form, but always of strict granunatical correctnes ;. The point in the road to learriing which these little (aies Itad reached, in less thiiu two ••ears, may be shown by citing from the last lesson they had leiirned .such sentences as : "A girl carries water in a pail." "A boy carries oranges in a Ijaskefc." This division v.ere generally able to write original sentences, such as embrace only one verb in the present tense. In numbers, their jirogress for such very young Deaf-mute chil- dren, less than two j-ears in school, seems extraordinat; . They had learned to euTunerate, in fii/ures and words, up to one nuUion, and had had some practice in simple addition. They had .il- i.' )ne through the first four sectiuns of Dr. Peet's Scripture Lessons, inifolding to thest little Deaf-nuites of six or eight years old, but lately as destitute of all such knowledge as so many Cart're or Hottentot children, the first ideas of (Jbd, of the duties of man, and of the naairo nnd innnortality of the soul. Class Yll. Passing on tct i}>o Seventh Class, which embraces those pupils in the first year of instruc- tion who had entered at a more favorable age than that of the Juvenile Class, generally from twelve to foiuteen years, and some still older, we found that class also in two divisions, each containing more than twenty pupils, and each taujjht by a well educated Deaf-mute from the High Class. Division A, of this Seventh Class, which endiraced those who having the best start learned with most facility, pi-esents a good example of the attainments that can be nnide by an ordinary class of Deaf-mutes during their first year of instruction. Besides learning to write (piite raiiidly and neatly or. their large slates, and some with the pen, and to spell ■words nimbly with their fingers, they had in the eight or ten months during which they had actually been in school, gone over and thoroughly reviewed one hundred and thirty-four lessons of Dr. Peet's Elementary book. They had thus accjuired the meaning and use, in simple sentences, of several hundred words. Their progress in language may be estimated by citing a few sentences from their book of lessons, the two last ))eing from le.i.son 134, the last thev had studied : " A girl dancing." "A boy skating." "John wears a striped vest." 39 hilly Ipliic Ih hy tlicm |i tile laiiie liu of Inths "I so'3 a speckled hen," "Do you like tight cliitlies f ." I hate very tight shoes." "A w-oinau takes wor>l and spins yarn." " A girl takes yam and knits stockings." "There are birds flying over tliat house." " Little Jane is hiding behind that slate." " My pencil is in your hand." " Cats clind) trees and catch little birds." " Ajjplea grow on trees." " Some plants grow on rocks." " An Indian kills a man with a knife." "A man cuts grass with a scythe." C has catched, ^ "That cat ^ is i)laving with !■ a mouse." ( and will kill ) " A crow eats corn." "CroAvs eat com." " I have eaten an apple." " I will eat another apple." These si)ecimen sentences, culled from the pages of the Elementary Lessons, may give more clearly than any general terms of descriiition, an idea of the order of philosophical progress in which these lessons are arranged. At first, only names of familiar objects; then very simple descriptive phrases; then verbs nio,stly expressing 8ensi))le actions, and in the present tense y Fi'of. Jenkins, and writtiii nut by eacli in a coiTuct and pleasing manner. The fol- lowing wa.s coiiied from tlie .slate of one of the yoinig ladie.s as a specimen : " Prof. L. H. Jeiikina Avas born in New York eity, and ho moved to Ohio, and soon again he moved to Wi.scon.sin, and the last time he moved to Uiinnis and lived there nine years, and he tanght tlie deaf nind^ impils foi' fourteen years. Fonrteen years ago ho saw Dudley Poet, Edmund JJ. Poet and Mr. 1. L. Poet's other brother, and Dr. Poet's wife, but now ho finds that they are not hei'e and he is very sony, but he hopes that ho will meet them in heaven wiien he dies." Cla.ss Til. Til is elass had a general standing of five years. It formed a single section, taught by Mr. D. 11. Tillingha.st, a di.stingui.shed graduate of the High Class. Their programme of studies embraced jiart of Mituliell'.-' I'riniary (leograjihy, viz. : the general pvinciides and tho geography of our ovai country ; Cioodrich's History of the United States, down to and inclu- ding the war of 1812 ; a largo part of the C'lnspel according to St. Matthew ; and constant practice in the foiu' fundamental rules of Arithmetic, with some exercises in fractions. On these sul.'jects tho class sustained a very creditable examination. The following, written on his slate by one of the lads, and copied word for word, is a sjiecimen both of the general accu- racy of their knowledge and of tho ease and granunaticul correctness with which they have learned to wiite : " Maine lies between New Hampshire and New Brnnswick. It is one of tho most north- eastern parts of the I'nited States. Tho winters are long and cold. There are extensive forests and numerous sa\^■-mills. It has many indentures or bays, which make excellent harbors. There are many extensive and valuable fisheries. The capital is Augusta, on the Kennebec river. It is a line city. Portland has a tine harbor. Bath and Bangor are im- portant towns." In reply to the ((uestion, for what was Thomas JefFerson most distinguished ! one of the lads readily wrote : " F(u writing the Declaration of Independence." In illustration of certain form.s oi Granunar, one pupil wrote : "Grant took General Leo prisoner ; and another, " C(jngress appointed firant Lieutenant-General." In Arithmetic, tliis cxamide in fractions was given : "A hogshead of brown sugar costs one hundred and twelve dollars ; how nnich did three-sevenths of it cost/" Tho majority worked out the answer (juickly and well. The 8crii)ture parable of the sower was given by one of the lads in graphic signs, and the scriptural meaning of the parable well brought out. Several of tho i)upils also wrote it on their slates. Class II. This class was in two divisions, one composed entirely of boys, taught by Prof. Fay ; the other entirely of girls, taught by the most experienced of the lady teachers, Miss Meigs. The general standing of this class is six years. As might be expected, their progranune u)st advanced ; and as most of them, having com- pleted their allotted term of instruction, were about to return to their friends, a greater interest was felt in their examination. Except a very few, who might be selected for the High Class, all that the lustituticm could do for them had been done.* It was to be seen how far, in the world of speaking and hearing men, into which they would speedily be absorbed, they would be able, by means of written langiiage, to enjoy social intercourse, transact their own affairs underatandingly, enjoy the respect of the com- munity for their intelligence and con-ect sentiments, and, certainly not among the least ad- viintages in the lot of the deaf, possess in their own well-fumished minds and in their ability to read, precious resources for self enjoyment in seasons of loneliness, and the ability to search for themselves those Scriptures that open to them the promise of a world where the deaf shall hear and the dumb shall sing. This class, like most of the others, was in two divisions, under the charge of two of the most experienced professors. Mr. Morris had taught division B, and Mr. Wilkinson (recently called to the head of a kindred institution in California) had conducted the studies of section A. The section under Mr. Morris passed a creditable examinaticm in "Barber's Elements of General History," in geography, in arithmetic, and in the History of Christ and his Apos- tles, The examiners were much pleased with their prompt and correct answers to the ques- titins asked in history and geography. In Arithmetic all did well. A few seemed (piite pro- ficient. It was evident that they would be able to keep their own accounts, and to calculate costs and profits. More time and labor was given to tlie examination of the section under Mr, Wilkinson, which embraced the more gifted and more diligent of the pupils of the seventh year. This class had thoroughly studied "Barber's Elements of General History," from the earliest times down to the French and Belgian revolutions of 1830 ; they had studied both the theoreticnl and tlie descriptive part of astronomy, making them familiar with the varieties and causes oi celestial phenomena, from changes oi the moon to comets and eclipses ; they had been taught in grammar, the analysis, the synthesis and the composition of sentences (for which they nuist find the ideas and words from their mental stores) from given formulas, expressed in grammatical symbols, like those arranged in the charts of essential sentences hanging on the wall, but ^'*'^' variatitms, to make familiar the inversions of our language. They had been well practised in arithmetic, both mental and written, had advanced as far as the multiplication and division of vulgar and decimal fractions ; and had been taught to make out bills and to calculate interest, both simple and compound. On the Bible they had used tlie Union (piestion book, making the life of Christ their particular study. To all these studies were added weekly exei'cises in composition, sometimes writing letters, sometimes nan-atives or descriptions. They had been kept infonned, by signs, of the stirring events of the year, and practised in writing out, in their own language, the stories of battles, sieges, Ac, thus communicated. Attention was also given, in this as in the other classes, to secure neatness of penman- ship. 1 ship, were t ness ai * Siiico tlii.s examination was made, the Superintendent of rul)lic Instruction has decided tliiit the provisions of the new scliool law, applicable to the deaf and dumb, authorize him to give this class the benefit of anotlier year of instmetiou. that the r ichuoli, ed, thoaa the rest. ring com- a greater oil for tlie iiich they to enjoy the com- uaflt ad- eir ability ability to vhere the vo of the (recently 'of section Elements his A])os- tlie ques- Answer. — Two hundred and twenty-eight. The following example was readily solved : , "A man being asked the price of his liorse, aniiwored that his horse and saddle t..gether were worth >)ne hundred dollars, but the horse was worth nine times as much as tl'o .saddle, what was each w< irth .' The following (piestion in intereoc was developed with rapidity and accuracy : Reijuired the interest of .^253.25 for one year, seven nxniths and tioven days, at seven per cent. THE IIICiH CLASS. The examination I 'f this mo.st interesting class was made by President T)arnard, of Colum- bia College. His report is as follov.s. We invite to its consideiation the utmost scrutiny, convinced that the more closely it is examined, and the results given are jiondered, the greater will be the interest felt by all who desire the improvement of this mifortunate class of our fellow beings, and the more I'eadily will the State give of its resources a due share to the Institution : Til tliv Firtiithiit aitd Dtncturs of ihc Ntw yorl; IiiKtiti(t'uin for the Iitdrvction of the Dwf and Ihimh: The undersigned, examiner, by invitation of the conuiiittee, of the High Class of the Institution for the year ending with the month of June, 18(15, begs leave respectfully to submit the following re]iort: The .selection of the undersigned for the duty assigned to him was jirobably determined by the fact that some years of his earlier life had been devoted to this branch of education, and had been .spent intliis Institution. This fact also greatly contributed to the pleasure with which the invitation was accejited, and to the gratification derived from witnessing the per- formances of the class. The examination, in fact, aflbrded a means not merely of testing the attainments of the individual pupils presented, but of comparing the results of the teaching of the Institution at the present day with those fif thirty years ago, and affording an opinion as to whether i>.nd how far they show evidence of progress or decline. The subjects embraced in the entire course of study pursued by the class are nuithema- tics, including arithmetic, algebra, geometry and the nature and use of logarithms, grammar, rhetoric and logic, vegetable and animal physiology, natural philosophy and chemistry ; and finally, mental and moral science and the Bible. As the course extends over three years, the studies of a single year embrace but a part of the foregoing ; yet there are a few of the niend)er8 of the present class who, being about to graduate, had attended to them all. The subjects to which the examination was chiefly confined were arithmetic, algebra, inorganic chemistry, mental philosophy, logic, moral philosophy and the Bible. 47 Commencing the examination with arithmetic, some feAV examples were given by way of testing the power of mental computation, which was fomul to be as ready as coii}cl be desired. The subject of fractions Avaa then taken Tip, as involving most of the difficnlties encountered in pnre arithmetic. It was the object kept in view l)y the examin.. in this exercise to as- certain to what extent the soluti(jns furnished by the pnpils were wrought out by the appli- cation of the rational principles on wliich they depend, and how far by servile adherence to arbitrary rule. In regard to this point the result was very gratifying, the same examples being performed dill'erently by dillerent individuals, by means of operations equivalent in effect but dissimilar in their nature. Thus, in dividing a fraction by a .vhole number, one would divide the numerator, if po.ssible, and another multiply the denominator; in dividing a fraction by a fraction, one would reduce dividend find divisor to a common denominator, and then make a iiew fraction of the two numerators; and another would, as usual, at once invert the divisor and multiply. The princii)Ies thiis illustrated in particular examples were also enunciated in generjil terms. Thus to the cpiestiou, how wtmld you multiply a fraction by a whole nmuber ? the answer as given by some, presented the alterna- tive, either multiply the numerator of the fraction by the whole number, or divide the denominator by the whole nuiulier. Examples in the computation of interest at six per cent, were very rapidly performed for any time expressed in days, or in years, months and ilays, according to a formula devised by Prof. I. L. Peet, the instructor of the class; and simibir results were obtained for other rates by first solving the (juestions at six per cent, and then increasing le may be pi'esented in some of the replies to the ques- tion, " What are the uses of analysis as a mental power l" One of these was the following : " To distinguish successively the pai'ts of any compound object, so as 'to have a clear idea of Avhat the object is; and if we have acquired a habit of analyzing, our discerning facul- ties will be improved and strengthened. Analysis also enables us to investigate causes by their effects, and discover the means ft)r an end which we have in view. By this instrument chemists and botanists are enabled to retrace the pi'ooessos of nature, and to leam the com- position of natural substances." Another was to this effect : " Analysis enables us to investigate causes or effects. ' .Iso employ ii ,:. : I'vfui'uiing i\ thing which is otherwise too difficult, so that wo can get clearer ideas of it. .Sir Isaiic New- ton and other pliih)sophers acquired the solid knowledge of natural philosophy by means "f analysis. It is far from doubtful that it cidtivates our niinda." And another : "Analysis is employed as a mental power in distinguishing the different parta belonging to an object. By this we find the same quality in difierent objects which may fall under mir observation. It affords to cheniists and botanists an opportunity of ascertaining qualities in difierent vegetable and mineral substances. It also supplies us suitable instruments to attain what we have vLshed. It applies to objects of sense and t process, Avlien expressed in word.s, contains three distinct propositions, and has beeii termed sijUuijisin." Numerous examples of syllogism were given, of whicli however only smcIi are herewith l)resented as were founded on suggestions throuu out Ijy the t-xaminer, and which could not therefore have been previously before the minds of the i)Upils. Thus it was ob.sorvnl that the Htiiily of natural tilings 1ms, in rightly disposed minds, a religious influence, and is there- fore a profitable study ; and it was re(iuired to present this argument, which is, in fact, an enthymeuie, in syllogistic form. The following appeared with slight verbal variatiroposition, embracing only subject, predicate and cojjula. This exercise, which was particularly interesting to the examiner, inasmuch as these graphic contrivances for visibly illustrating the moclianism of language, had occupied much of his own attentiim while en- gaged in tliis same ediicatiimal field ; but it cannot bo exemi)lificd in this report for want of tlie necessary characters. Besides the analysis by symbols of sentences proposed to them, tlie puj»ils also very reiidily constructed original sentences, accoi'diug to grammatical models symboliciLily rcjjresented ; these models representing, bo it understood, only the grannuatical rolatii ins of words, clauses and jilirases in the required sentence, and leaving the subject to l>e selected at pleasure. As a concluding exercise, though ime which was rather of the nature of an examination of himself tliiiu of tlio class, the '.uulersigned attenqited to dictate by signs, ccrhatiin, a form of words entirely unfauiiliar to the class, for the purpose of testing l)y trial how far the sign languagC'of the schools had clianged Avithin the past thirty years, and how far, also, he might have forgotten the sigr, language of his own time. Tlu^ sentence was tliis : " Xtxm w.i.s tli:it nniii, aihl HiIm' us \ :iin, Who siiil. wiic 1"' iml.'iinc'il In run His full 1 ai eel- III' life .'i;:;!!!!. He WdiiM.loall tliatlicliad iluii.'." The livst line was (.augl> .'ithout difliculty. Tlie second ocoasiomrd a little hesitation upon the suVtjunctive and the past i)artieiple "ordained"; but these were i)i'ecisely where the examiner felt himself uncertain. The remainder of the stanza presented no difHculty, though between the vrrenticeship in some useful art, they would be a burden on their friends or the public through life, whereas, Ijy supporting them for five years and teaching them a trade, they not only become independent of the aid of others, but tlie community exc!\ .iges unprofitable consumers for producers, and in tho end, perhaps, is fully rei)aidfor the expense which it has incurrred in preparing them for usefulness. (Appendix to the nineteenth Report, p. 41.) . "And I add that the maintenance of the shops, thus conclusively shown to be for the benefit oi the community, is demanded liy no less considerations of duty to our pupds. Melancholy would be the future lot of many a pupil, if, accustomed here to comfortable living and the cultivation of intellectiual and refined tastes, he should at the end of hi» allotted term be sent into the world with no means of support. "Till quite recently, you will recollect, the lowest age of admission (excei)tin a very few- special cases,) was twelve years. And our pupils admitted at twelve to fourteen usually- remained in school till the age of nineteen or twenty. This is still the case with a large pro- portion of them ; and of the recent admissions of destitute children under the age of twelve, most will probably remain in school till the age of from seventeen to twenty. The period of 07 of life thiiB spent in the Institution, while it ia the best time for intellectual improvement, moral development and religioua instruction, is also the best time for educating the hands to mechanical dexterity, making familiar the riglit quality and use of tools and materials, and inculcatinji habits of steady industrj- and the manly feeling of self-reliance. The father would justly be considered ciilpably remiss in his parental duties who should suffer his son to grow up to the ago of eighteen or i enty without any preparation for the active duties of life — and the Institution is to its pupils in loco parentis. " Our pupils, knowing that they must rely on their own skill and industry, not merely for the gratification of their tastes, but, in the case of most of them, for their daily bread, are stimulated to careful ettbrts in the acquisition of their trades, compensating in some measure for the small number of hours which, in the division of time, can bo spared to this depart- ment. " Taking this limited time of attendance in view, the degree of proficiency is creditable and encouraging. For instance, boys who have been in the Institution less than half their term, •re already able to make a pair of shoes ; and moat of those who continue the whole temi •cquire sufficient skill in their chosen trade to be able, on leaving school, to support them- •elves. All have reached a point from which the advance to the status of a finished workman is easy. Quite a number of our former pupils, practising trades learned here, support not only themselves, but families dependent on them. X. CHOICE OP TRADE.S FOB PUPILS. " In Muigning trades to our pupils, their own wishes and those of their natural guardians •re, of course, always consi^lted. From the necessarily limited number of trades offered for their choice, it frequently happens that a pupil is led by native bent of disposition or by circumstances to prefer some otker occupation than the trade he learned here. Even in such cases, the time spent in learning that trade is by no means thrown away. Many of them, for instance, returning to the paternal farm, will become fa. mors. It is manifestly a great advantage to a farmer to have a certain degree of skill in any of the trades taught in the Institutions. If here he practised shoe making, he can make important savings both of money and time by his readi- ness in mending shoes, harness, &c. If he was a cabinet maker here, his skill in that trade will stand him in good stead in the way of making or mending farm implements, &c. In ■liort, there is hardly any situation in life open to our pupils, in which a fair degree of skill in one of the trades here practised may not prove valuable. XI. PECUNIARY RESULTS. ** No expectations were ever formed that the shops would be a source of revenue to the Institution. We endeavour, and with a fair degree of success, to make them pay their own expenses. If their maintenance, however, did involve some addition to our annual expendi- tures, it would, for the reasons already given, still be a matter of duty to our pupils to main- tain them. • One of the greatest advantages of the system, in this point of view, is that it enables us to have shoes and clothing of a cheap but substantial kind, more like country customers' work than the flimsy articles of the cheap kind usually seld in cities. I have no doubt that, in this way, our pupils are. clothed better and at less expense than they would be if the arti- cles were bought ready made. As the clothing account of the Institution sums up more than 16,000 annually, it is manifestly a matter of importance to study economy, by providing the means of having suck articles as are at onoe neat, cheap and durable. 6 58 Xn. PRACTICAL CONCLUSIONS. " From the foregoiinj Btatenients and considerationa it raiulta th»t the most serioui w»nt of tlve Institution at thi» time is more and belter shop room. How this desideratiim is to be obtained is a question worthy of grave consideration. " Of course our pecuniary ability must be taken into account in forming any plans for h»T- ing better shops. It seems to me this is an object well deserving of the benevolent aid of individuals and of the Legislature. " When this object is attained, th« Institution for which we have laboured so long and so zealously will then have remedied the only deiiciency in its organization and appointments to render it a model institution of its kind, and will stand forth with no drawback to its char- •cter and usefulness, a matter of just pride to the City and State of New York." Respectfully submitted. HARVBY P. PEET, FritkciptU. iNSTItaTION FOB THB DbaF AND DuMB Noiemiier 7, 18C4. 1 I WftUt I to be )r hftT- aid of and so tmeuta a char- ip«l.