Year: 1870

Among the most interesting of our be-
nevolent institutions are those which have
for their objec: the education of deaf mutes.
That of Hartford in Connecticut is the best
known and has given good education to
thousands of these unfortunates. This in
stitution like all similar State institutions,
teaches by sign language. This is un-
doubtedly the best method tor at least one
half of this class


Another method of teaching has come
into use within IL few years, by which the
pupil learns to talk and conveys and re-
ceives his knowledge in this way and not
by signs. Probably no method OF teach
ing amy subject requires higher order Of
talent or greater tact than this. The Boston
School for Deaf Mutes was put in opera
ton last November under three teachers.
During this period, they have had thirty
three pupils. Six of them had learned
finger language at other institutions. Four
on. of the whole number could articulate
a few words. Here are now thirty chill
dren unable to hear a sound or articulate
word. How shall they be taught to talk f?
1t certainly looks like an impossibility but
results have been attained which are truly
astonishing. For weeks the teachers could
scarcely make any impression.


As it may be Of special interest to our
readers we will describe some of the
methods adopted. The teacher first puts
before the child tablet on which is written
the letters of the alphabet. The teacher
now puts her hand on her own throat and
places her lips in a particular position,
and then utters Il sound. The child is re-
quested to do the same. They all know
by the vibration when they make noise.
Now whatever sound the child utters it is
required to repeat and the teacher repeats


it and writes the letter expressing the
sound on the board, and calls the attention
OF the child to the sound on the tablet,
and also to the position of the lips. Here
is now a starting point. The child does
not know the name of a single letter. The
easiest letters are found to be o, S, t, and
90 (w). To pronounce the lip letters the
hand is placed before the mouth to catch
the vibration. The finger is pressed on
one nostril tor II. The hand is placed ON
the jaw for c. X, g, b, d. are the most
difficult letters, and sometimes require
many months of untiring perseverance on
the part of both teacher and pupil to Sc
cure. 1t will be borne in mind that thus
far they only acquire the power of the
letters but not their names. After few
sounds are secured they begin to pronounce
words. Come and go are among the first
words they pronounce.


They learn to pronounce, read, write
and converse all at the same time. The
most marked instance of Improvement is
that of a boy nlne years old. When he
entered the school he did not know his
own name or that of his father or mother,
nor could he utter q sound as the vehicle
OF II thought. In seven months he has
learned to pronounce eighty words and
can pronounce dozen or more sentences.
He writes them on the board and reads
them from book and recognizes them
when spoken by others. This is quite as
much as majority of our children acquire
who attend our common schools.


All of them can repeat greater or less
number of words, and thus exhibit, as a
whole, actual progress. Their method Of
expressing their ideas are sometimes very
amusing. The advantage of being able
to converse with any one over that of en-
ploying the sign language, is very obvious.


The State OF Maine expepds large sum
of money in educating her deaf mutes in
Hartford by the sign method. One half Of
aud should be sent to this or a similar
school. We believe that similar school
might be established in our own State,
where they could be educated at less ex-
pcnse than now, provided buildings could
be furnished tree of expense to the State.
1t is subject worthy the consideration Of
our State Legislature.