The evening telegraph. [volume] (Philadelphia [Pa.]) 1864-1918, 1869-10-04

pbi oil he established, DBaIluB buCu udho 40
fbe cver shall designate. 1t is of no little con-
soonence that the Institution should be literally
endowed and enabled, In special cases, TO en-
Iorce the term of instruction to those who pos
eess pecuar qualifications for becoming teachers
or particular aptitude for receiving instruction.
Instruction.
Il is by means of signs that the process of
teaching the deaf and dumb Is principally con-
ducted When we look at the Chinese charac-
ters on n tea-boX we can see no meaning in
them, and might so look forever, without be-
coming any wiser SO also with the mute Our
written or printed words are MS inexplicable to
him as the Chinese characters are to us, and
inspection alone could never afford any clue to
their meaning. An interpreter or a book could
speedily convey to us the meaning of the
characters through the medium of our Ian
guage, with which we have been familiar from
early infancy. But the deaf mute has
no language. To enable him. therefore, to learn
the meaning of our words, he must acquire q
language through which he can get that mean
ing. Every mute of tolerable capacity makes
use of motions to indicate assent or denial, APP
probation or repugnance, as well as some com
mon objects and familiar actions On these
motions, limited and imperfect as they are, Is
grated by degrees a system of signs, which en-
ables the teacher finally to communicate con-
siderable knowledge on many subjects, and to
develop and call into exercise the faculties
OF the mind. These signs convey thought,
and have no resemblance to words but they
enable one to define words, explain their rela-
tions to other words, give their arrangement in
sentences and the different meanings which are
attached to them. This language of signs can
only be acquired from the living teacher. In
comprehensive as 1t may seem to speaking
person, unacquainted with the subject, that
thought, however abstruse refined, may be
conveyed by varied motions of the fingers and
arms, it is nevertheless true, and system of
these motions is the grand means of instructing
the deaf and dumb
This being promised, a class of from ten to
twenty mutes Is furnished with large states on
which to write with chalk crayon, or pencil.
Tho ngt prpspnts object n picture of
one, or makes a sign for it. He then teaches
them to write the name, presenting each letter
by the manual alphabet. When they can all
write, ii is erased and rewritten number of
times, till it is impressed upon the memory.
Some information is communicated respecting
the object.
Questions are asked to induce the pupil to
think. In this way a number of nouns are taught,
so that when a concise sign Is made for one of
them, it will be readily written. In the same
way words expressive of the qualities and pro-
pertes of bodies are taught. When such words
are presented with appropriate nouns, the pupils
write them in connection They are then re-
Quired to give examples of similar combinations
from their own resources This is the first
attempt at composition.
Another step is to make signs for actions, and
teach their names. Then the use of these words
in combination with the words already familiar,
as "a boy sees a horse"-'a boy sees a strong
horse" Again, some of the words expressive of
the relations of objects are taught, as "a lady
sits on q chair ia bird flies into cage" Other
words and other ideas are presented to them.
They endeavor to express the ideas in writing,
using the words and forms of arrangement
which had been taught. These sentences
are corrected, and the pupils are required
TO give examples of their own. These
original efforts also corrected. The con-
nections of language, the abstract terms the
phrases and the idioms, are successfully taught
Series of sentences anecdotes narratives etc. are
written off and explained by signs. These
copied by the pupils, aud studied as evening
lessons, and in school are written from memory,
or recited by signs. There are other evening
exercises, such as writing number of original
sentences on single words-composition on par
ticular subjects-letters, etc. From time to
time the elementary principles OF arithmetic and
geography are taught. Indeed, the illustrations
of words and peinciples are drawn from the
sciences and the whole range OF human know
ledge, so that in the course of their education
great amount of knowledge is communicated to
them. The subject of arithmetic, geography,
: grammar, history, etc, cannot be taught syste-
matically till the latter part OF their course,
when they are supposed to have acquired a
considerable command OF written language;
Moral and religious subjects have also a large
share of attention. Much useful information Is
communicated by lectures, and addressed in the
language of signs, to all when assembled
together.
Ii will readily be inferred from these state
ments that much will depend upon the capacity
of the pupil, his attention and his diligence.
There can be no set course or limited PERIODS
for certain studies which, when completed, make
an educated person. The longer the mute is
under instruction, the greater will be his COM
mand of language. 1t will be perceived that
much depends upon the knowledge, ingenuity,
and tact of the teachers in the use of signs.
The language of signs is the all-important
instrument by which the educator is to reach
the mind of the mute pupils, in his early anC
his later efforts. By this alone can he lead the
pupil to reflect on his own mental operations
feelings, motives emotions, and passions, anC
thus learn the thoughts, feelings etc, of others
and to understand and use the language em
ployed to express ideas on these subjects Whel
this point is reached, the pupil may relinquish
entirely and forever, If he please, the use o
signs.
new instrument has been given to him, b,
which he may explore the world of books ant
communicate with his fellow-men to an un
limited extent From this point, self-educatiol
may be carried on and continued to the end o
life, through written language. 1t should b
remarked, however that a large number o
mutes do not reach this point from want o
capacity yet the acquisitions even of such ar
probably as valuable, in proportion, as thos
made by the more gifted The proboscls of tn
fly is doubtless as important to the little insec
as the trunk of the elephant to that sagaciou
and ma jestic animal.
The directors have prepared some plain direC
tions for the home instruction of deaf mutef
which are appended. If some of our exchange
would circulate these hints, they might do muc
good in relieving the ignorance of children no,
neglected.
How to Teach Deaf Mutes ut Home.
1t is very important to the deaf mute that hi
parents and friends should cultivate the Lar
guage of signs, and encourage him in the use
them as early as possible.
Let them observe the child, and initiate tb
signs he makes. When he is pleased with any
thing invent sign for the thing, and repei
fhot siOn many times afterwards. Distinguis