On motion of Dr. PEET, it was resolved "that the deliberations of each day be opened with an exposition of scripture and prayer in the language of signs, and be closed by a prayer in the same language."

A paper was then read by Mr. L. H. WOODRUFF of Hartford, on the "Moral Education of the Deaf and Dumb,"

MORAL EDUCATION OF THE DEAF AND DUMB.

We propose to consider in this paper, what relation moral and religious training has to a system of education for the deaf and dumb.

Our institutions differ somewhat in their character and design from high schools and colleges; our object being not so much to fill the single department of intellectual culture, as by a more comprehensive plan, to provide most effectually for the present and future welfare of the deaf and dumb.

It is not sufficient in our view, that we communicate knowlege, that we develope the intellect and secure an acquaintance with language, if we fail to promote that great moral renovation, without which the human mind, however enlightened and cultivated, must, in the end, be like the richly laden vessel, which, with all its treasures, sinks into the waves; its loss being great in proportion to the stores it contains.

If we take an enlarged view of the missionary work among unenlightened nations, we find, in many respects, a fit parallel to our own. That is a grand system of benevolent agencies, by which nations are to be elevated to a participation in the blessings of christianity, and taught to exhibit its fruits; so it is our work to prepare the way by which the gospel can exert its fullest and most permanent power on the deaf and dumb.

This class of persons is already numerous, even in our own country; but when we look abroad and forward into the future, who can compute the magnitude of the interests which stand connected with the maintenance of just principles and aims in the great system of their education.

We think then it may be taken as a sound principle, and one which should guide us in all our plans and operations, that to secure the best moral results, constitutes the leading aim, with which our institutions should be conducted.

Let us apply this principle now to some of the departments of our labors.

It should, in the first place, be understood by the parents and friends of the deaf and dumb, that the true idea of parental training, which without question makes the moral welfare of the child paramount to every other consideration, is that with which we receive their children, and that while this responsible work is devolved upon us, they should sustain us by their fervent sympathy and constant prayers.

When these mute children are first brought to us, the high dignity of their moral nature should be deeply pondered, and every sparkling eye should reveal to us a soul whose worth and destiny we cannot adequately conceive. We wish now to see them begin a course of progression in knowledge and virtue which will continue forever. It is of vast importance then, that the: proper foundations should be laid, and that these should be well, laid. As the heart is the noblest part of human nature, giving direction and imparting energy to the other faculties; as the affections are the springs of action, and as it is upon them that motives exert their power, it would seem that in all education we should begin here.

In the instruction then of the deaf and dumb, we should begin with the heart. Let the affections of our mute pupils be secured as early and as fully as possible; not by the contrivances of art, but by the warmth of a hearty love towards them, inspiring a corresponding affection in return. Next in order and importance is it to awaken and cherish in them a cordial attachment to their classmates and companions, and by frequent allusions to their parents and brothers and sisters, add strength to their natural affection for these. Thus let the spirit of love reign in and around them.