40 conversation by signs in the class, should be discouraged, if not entirely restrained. Yet this strong tendency may be turned to some account, by allowing the privilege, if carried on by spelling or writing, as liberally as may consist with good order and propriety. Wherever the mind gravitates with a strong interest, thither permit it to go out in expression, but only through the channel of written language.

In urging pupils forward with all proper alacrity, there may be too much haste. It is of more consequence to master thoroughly what is attempted, so as to make it forever available, than to attain a surprising rate of speed. Their advance should rather resemble the movements of an invading army, which captures and garrisons every post on its way, than the onward whirling of a railroad train, which gives the traveler only a glance at passing objects. Both in and out of school, mutes should be encouraged to substitute verbal for sign language. This mode of communication may thus come to be regarded as a mark of superiority, which will naturally excite the emulation of all to attempt it. It might be well to supply them, after a certain period of advancement, with pocket slates for this purpose.

The books to be used during the first years of instruction, should, in their arrangement, conform to the principles already stated. It may be difficult sometimes to procure books well suited to the wants of the pupils. When this is the case, there is no resource left the teacher but to supply the deficiency, as he may be able, in using the best he can find. Books of graduated lessons are valuable in the earlier stages of instruction. They may be used with profit, perhaps, during half the period usually assigned for the education of the mute. But they should gradually and finally be dispensed with, and the common school books of the country put into his hands. It is desirable that he should, at no very late day, abandon the artificial highway cast up for him only,— break loose from his leading strings, and enter upon the beaten track common to his fellows around him. Then he can begin to realize that he is a constituent part of our common humanity; that his infirmity is no longer a wall of division

between him and his race.

He is thinking the same thoughts, through the medium of the same language, and acquiring an education by the same methods and means, so far as books are concerned, as his speaking associates. The greatest misfortune for the deaf mute is his own conviction that he is an unfortunate, and therefore entitled to compassion. It is a mill-stone to his neck in every enterprise in which he is invited to engage. He should be taught to feel that it is the mind, not the body—the inward spirit, not the outward sense, which makes the man. He should be regarded and treated

as one of us.

Books are but a secondary instrumentality in the process of teaching, the chief means being the living instructor. If he be competent, the kind of book employed is not so very material. If he be inexperienced, as must often be the case, a suitable book becomes a very important aid. The elementary works for our schools are evidently prepared quite as much with reference to the teacher, as to the pupil,—to in-. struct the latter, by showing the former how he can best impart instruction. The mode of using a book in the class, should be left much to the discretion of the teacher. It may be observed, generally, that the pupil, especially in the earlier stages, should use it chiefly when the teacher is not present, or his attention withdrawn to some special matter. The pupil should be required, before committing a lesson to memory, to read it, and state by signs the sense of each paragraph or sentence. His attention should be called to particular words or phrases, and assisted when necessary. The daily exercises on the slate ought, in their general scope, to have reference to the book lessons. A text book should not be considered finished, or laid aside for another, until thoroughly mastered. The dictionary will be of service when a class is sufficiently advanced to use it with facility. It is to be employed rather for private reference, than as a foundation for exercises in the school room. Theoretical grammar can not be introduced with advantage, till near the close of the course of study.

It is all-important to beget in the minds of pupils a habit

of self-reliance. They should have confidence in their own powers, and in the final success of their endeavors. They will then promptly and cheerfully address themselves to whatever task may be imposed upon them. They are to understand that the acquisition of language is a work peculiarly

their own. No one can do it for them. The teacher is to support and guide them, only when their own strength and skill are inadequate. They must be encouraged to strike out boldly into the depths before them, nor be dismayed though repeatedly dashed back exhausted upon the strand. Let every acquisition made, inspire them with new desire and stronger resolution to make another, and the magnitude of a difficulty, only strengthen their purpose to conquer it.

Let us recapitulate the positions taken.

Of the three methods, in which a language is commonly learned, that which combines the practical and the scientific, most satisfactorily meets the demands of deaf-mute education.

The process of combining words, should begin with pure formulas. Principles of construction should be gradually introduced, and eventually assume the first rank in the study of language.

The course of instruction should be systematized, admitting however occasional departures from exact order.

Practicing verbal language every where, and at all times, will render easily and promptly available the knowledge acquired.

There should be a transition from graduated books to the common elementary works in general use.

The pupil should be trained to put forth his own powers, and under the eye of the teacher, push his own way into the labyrinths of language.

This is a work overranking because comprehending every other in the training of the deaf-mute mind. Intellectual, moral, religious culture are mainly dependent on it. What a weighty responsibility rests on the instructor! What powerful motives should urge him in the discharge of his duty! A proper realization of this responsibility and these motives, will constitute the greatest element of his success.

An invitation to the Convention to dine at the American Asylum, was received from Mr. BALDWIN.

A paper on the subject of a "High School for the Deaf and Dumb," was read by Rev. W. W. TURNER, of the American Asylum.

HIGH SCHOOL FOR THE DEAF AND DUMB.

BY W. W. TURNER.

MUCH has already been done for the education of the deaf and dumb of the United States. Thirty-five years ago, it would have been impossible to have communicated by wri. ting the simplest idea to any deaf mute in the country. Now, it is almost as difficult to find one, of suitable age to be instructed, who cannot hold a conversation by that medium on all the common topics of daily intercourse.

On the fifteenth of April, 1817, the first school for deaf mutes on this continent was opened at Hartford, with seven pupils and two instructors. The single institution, which at that time was struggling into a doubtful existence, and whose success was regarded even by its well-wishers as highly problematical, now finds itself surrounded by eleven similar establishments; most of which are in a flourishing and healthy state. Incipient measures have already been taken for the opening of two other schools for the deaf and dumb; and we confidently believe that the means of a common education will, at no distant day, be afforded to every one of this unfortunate class of persons in our widely extended country.

While we rejoice in what has been accomplished in their behalf, and in prospect of what will soon be attempted, we feel constrained to inquire whether the friends of deaf mutes are to rest satisfied with past achievements and present expectations for the future. Whether all has been done for their improvement which is desirable. Whether a higher standard of education should not be adopted, and a more extended and thorough course of intellectual culture should not be provided for at least a portion of the deaf and dumb.