Staunton spectator. [volume] (Staunton, Va.) 1849-1896, 1882-06-20

the tss,ts loquendi addressed to the eye.
10 define one word by another is diff.
cult II not impossible, in the earliest
stages of instruction, and even with the
more advanced pupils, the substitution of
word familiar to him, to explain one
that Is new or not familiar, unless &C.
con1pdnsed by an explanation in signs,
does not always convey to his mind q
true and accurate idea of the full force
and meaning of the word. It would be
as absurd as to place in the hands of q
learner dictionary of language which
he must acquire, with the definitions in
the same language, as to employ o. te0ch-
er totdlty ignorant OF the language Of the
The paper referred to above, also con-
tains the following g:-"Another and
most important reason for the cultiva.
ton OF the sign language, is found in the
means 1t affords for the religious instruc-
taon OF the pupils. In this most impor-
tant and pleasing part of his duty, the
teacher nnds the greatest satisfaction
and the highest reward of his labors,
when. liking the attention of his silent
audience, he beholds the eye lighting
with intelligence and the face beaming
with pleasure, as his argument is com.
prehended and his illustrations appre-
ciated."
''To dispense, then, with the use of
signs, or to conf1ne it to q meagre and
scanty dialect, is to throw away the
most perfect and only efficient instru-
ment Of accomplishing the great and
arduous task of instructing the Deaf
and Dumb"
A writer in the "American Annals of |
the Deaf and Dumb" in speaking of the |
efficiency of teachers, says:-"A thor
Ough familiarity and ACQUAINTANCE with
the sign language Is absolutely necesso-
ry in a teacher of deaf-mutes, to enable
him to express his ideas correctly and
clearly to his pupils. and to understand
and respond to their ideas, which they
often express in an obscure and con-
fused manner. A teacher who is poor
sign-maker hardly commands the at
tention of the pupils; they are able to
only part of what he says.
His signs have a depressing effect on
their wits and spirits. Hence, teachers
tnerpert in the sign language cannot be
successful" And, again lit general.
ly takes two or three years to become
familiar with this language.
Hence it is seen that during these two
or three years, while the communication
between the teacher and pupils is i'm
possible or imperfect, the time of the
pupils, which is very precious on ac-
count of its being limited, is irretrieva-
bly, wasted in order to give the teachers
. chance to learn the language and quail
ify themselves for the profession. 1t is
equivalent to robbery"
had intended giving, in detail, the
duties Of Principal of an Institution
for the Deaf and Dumb also, but fear
my article is getting too long, and it
must suffice to say that the Principal
must have all the qualifications necessa-
ry for first-class teacher, butt in high
or degree. Upon him devolves the duty
Of instructing his teachers, and of di-
recting them and seeing that they are
satisfactorily performing their duties
Also, in the religious instruction of the
pupils he should take prominent part.
As well might person unacquainted
with any but the English language, un-
1ertake to teach the German or the
French language, as for these persons
% undertake to teach the Deaf and
Dumb. VIM. d. COOKE.