on which it is founded, comprises most of these improvements, with some others of great importance, peculiar to itself, we cannot do better, within the limits allowed us, than to describe this as we have found it, in his own'statement, and in the American Asylum. Mr. Gallaudet combined the fundamental principle of Heinicke- first ideas, then words'-with that of De l'Epee-that 'the natural language of signs must be elevated to as high a degree of excellence as possible, in order to serve as the medium for giving the ideas clearly, and explaining them accurately.' He added another of no small importance-that, as words describe rather the impression, or states of mind produced by external objects, than those essential qualities which are beyond our reach, the process of learning them would be facilitated by leading the pupils to reflect on their own sensations and ideas; and he states, as the result of his experience, that among deaf mutes of equal capacities, those who can be led to mark or describe, with the greatest precision, the operations of their own mind, uniformly make the most rapid progress in the acquisition of written language, and of religious truth.

A leading object, therefore, in connection with the first lessons, in which sensible ideas are presented and named, is to establish a free communication with the pupil, in the sign language, in reference to his feelings and thoughts, as excited by the objects which he sees, or the events of his own life. He easily comprehends those of others, and is thus led to learn the names of the simple emotions and acts of the mind. Hence he is brought to think of an invisible agent, which we term the soul, as the feeling and percipient being; and, by a natural transition, is led by the use of signs alone, to the Great Spirit, as the First Cause; to his character, as our Creator and Benefactor; and to a knowledge of his law and our future destiny. In this manner, the deaf mutes in the American Asylum (and, we presume, in others derived from it) are made acquainted with the simple truths of religion and morality in one year; a period in which, in most European institutions, they are scarcely advanced beyond the knowledge of sounds, and the names of sensible objects, qualities, and actions, or the most common phrases.

By communicating this instruction in the natural sign language, pupils, whose inferior capacity or advanced age would not allow them to acquire enough of written language to receive religious truth through this medium, have been early prepared to enjoy its blessings and hopes, and feel its sanctions as a restraint upon their conduct, which renders their government more easy, while it aids them in the formation of correct habits.

Another plan, which is not known to have been ever employed before its introduction by Mr. Gallaudet, in 1817, was to conduct the daily and weekly devotional exercises by signs; and the deaf mutes have been thus taught to address the Father of their spirits in their own natural language, and have been admitted to the new privilege of social worship.

In applying the first principles to the course of instruction in language, an important improvement has been made, by combining

words into phrases as early as possible, and thus teaching the pupil how to use them. The idea of each phrase is first explained by the sign language, and then translated into words, and then retranslated by the pupil into his own language. The process is carried on for more difficult words, and the phrases are lengthened until they become narratives. The acquisition and use of the connectives are aided by the methodical signs of De l'Epee and Sicard. The pupil is called upon, at intervals, to express his own ideas in writing, and to exexplain by signs what is written by others. An important additional improvement is to employ the pupil, as early as possible, in the study of books written in an easy style, explained by signs when necessary,' so as to lead him, by his own, and often by his unaided efforts, to become acquainted with the arrangement of words, and the idioms of written language. He is led gradually to infer the rules of grammar from a series of examples, instead of committing them to memory; and the theory of language is reserved for the later years of instruction, when the pupil is familiar with its practical use. The methods of instruction in the elements of arithmetic, geography, and history, do not differ materially from those usually employed, except that much aid is derived from explanatory signs; and experiments, made in some of the schools of Europe prove, that these may be usefully employed to illustrate various subjects to persons possessed of hearing.

Articulation.

While the instructors of the school of De l'Epee and Sicard, unite in denying that articulation is necessary to the deaf mute, as a means of mental development, they admit its great value as a supplement to intellectual education, if it be attainable. But they differ as to the practicability and expediency of attempting to teach it generally. Of its great practical value in darkness, or in cases of sudden danger, there can be but one opinion; and it is certainly important that every deaf mute should be taught some cry of distress, or perhaps a few words for such occasions; for some do not know how to use their voice even to this extent. The power of articulating, even imperfectly, may also be of great importance to the deaf mute, where ignorance in writing is combined with a phlegmatic inattention to signs, in those among whom he is situated. But that it is not indispensable, as an ordinary means of communication, is proved by the fact, that the pupils of the French and American schools find no difficulty in making themselves intelligible to those around them, either by writing or signs, on all necessary subjects. Articulation is learned and recollected by the deaf mute, as a set of movements and sensations in the organs of speech. It is taught by pointing out to the pupil the powers of the vowels and consonants, and the position of the lips, teeth, and tongue, and by making him feel with his hand, or a silver instrument, all the perceptible movements and vibrations of the throat and interior organs, which are requisite for their pronunciation. He is then required to imitate this position, and to force a quantity of air from the lungs, sufficient to produce the sound, and is taught to read the articulations of others, by observing the position of the organs and the countenance,

The facility of doing this will depend much upon the pliability of the organ of speech, and the nature of the language to be learned. observed, as would naturally be supposed, that the soft and regular language of Italy, in a climate where we have other evidence of a superior pliancy in the vocal powers, was acquired, with tolerable success, by a short period of daily practice. But the harsh and guttural sounds of the northern languages, and the irregularity which is found in the pronunciation of some of them, present several additional difficulties, which are perhaps increased by the frequent diseases of the vocal organs produced by a cold climate. Those instructors who attempt to teach all their pupils these languages, are usually compelled to make it a constant and individual exercise, and to make and to demand efforts painful to the teacher, and pupil, and spectator, with only a partial success. Of a number of speakers, whom we have seen and heard of, in various countries, thus taught, few would have been intelligible to a stranger so readily as by signs; and their tones were extremely disagreeable. On the other hand, we have seen a few deaf mutes who are capable of speaking in a manner perfectly intelligible, and of reading, from the lips and countenance, what was said by others. They were such, however, as either retained some remnant of hearing, or had been the subjects of individual instructions for a series of years. We presume the truth lies in that middle course, now adopted by the school of Paris, and by some advocates of articulation, who have had an opportunity of observing it in all its forms. They believe, that by that portion of the pupils of every institution whose organs are pliable, and who have some remnant of sensibility, either in the external or internal ear (those termed demi sourds in the Paris school), the acquisition may be made with a degree of ease and perfection, which renders it a desirable and important branch of instruction for such portion of the pupils in every institution. They are equally convinced, that to attempt to teach articulation to those entirely destitute of sensibility in the ear, or who cannot exercise the organ of speech without difficulty or pain, is a useless labor, and may produce disease in the pupil; as more than one instance proves. On the last point some have maintained that the exercise of the lungs is important to the pupil, while others have declared the contrary. We believe here, also, much will depend on individual organization, and that the general question will be modified much by the climate, and nature of the language to be taught. Most of the schools for deaf mutes employ a manual alphabet, for the more rapid communication in words-in England, usually made with both hands, and elsewhere with one. This alphabet, with writing, on paper and in the air, and the use of natural and conventional signs, are found adequate means of communication for those who cannot acquire articulate language. From the reports before us, we learn the following facts concerning the institutions of the United States.

The American Asylum, the parent of the system now adopted in all the institutions of our country, continues to go on prosperously. The legislatures of the several New England States (we regret to be again obliged to add, with the exception of Rhode Island,) have

made provision for the education of their indigent deaf mutes at this institution. Maine has supported wholly or in part nine pupils, New Hampshire ten, Vermont fifteen, Massachusetts fiftyone, and Connecticut thirty. The whole number of the pupils during the year, has varied from 119 to 125.

The report expresses the regret of the board at the resignation of Mr Gallaudet, to whom (they observe) as the agent of the board of directors, the cause of humanity is primarily indebted for the introduction of the art of deaf-mute instruction into the United States; and for the general spread of that information necessary for prosecuting it successfully in public institutions; of which all in operation in the country, are now experiencing the benefits.' To his services, they attribute primarily and chiefly the progress of the institution hitherto; and express their cordial wishes for his success in some other station. We cannot but hope, from the evidence furnished by his recent juvenile works, that he has been removed from this sphere of labor to one not less important, and in which the benefit of his rich experience will be extended to thousands, instead of hundreds, of the ignorant. His place has been supplied by Mr Weld, who formerly received instruction in this art from Mr Clerc and Mr Gallaudet in the American Asylum. Several years since, he was given up by the Directors to the institution in Philadelphia; but was cheerfully resigned by that establishment, when his services became necessary to the parent institution. The character and success of this gentleman in the station he has hitherto occupied, afford the best security, that the American Asylum will still continue to dispense the blessings of a sound education, to the objects of its care.

The Philadelphia Asylum is also happy, in being able to commit its pupils to Mr Hutton, a gentleman whose character and talents are highly appreciated, and whose devotedness to the cause cannot be

doubted.

The state of Pennsylvania supports fifty pupils at this establishment. The state of Maryland has provided for twenty, and New Jersey, for eighteen.

It is remarkable, however, that in these states, as in some parts of New England, there is an apathy on the subject which prevents the objects of this bounty from being sought out and presented to the institution; and often, there is an indifference or reluctance on the part of parents to their receiving an education, even gratuitously.

In the same spirit of liberality and good will to other institutions, which has marked the proceedings of the American Asylum, the directors released Mr Peet, an instructor trained under its care, who has been appointed to the charge of the New York Institution. This institution has eightyfive pupils, fiftysix of whom are supported by the state. It is now associated with those of Hartford and Philadelphia, in the adoption of the American system of instruction which we have described, founded upon that of Sicard, but simplified and improved by Mr Gallaudet, on the same principles which are now adopted in the institution of Paris itself, and in several of the best continental schools. The directors of the New York Asylum, have also obtained the aid

of Mr Vaysse, an intelligent and valuable teacher from the institution in Paris, by whose aid they hope to avail themselves of the most recent improvements in that establishment. This was accomplished by the agency of the President, the Rev. Dr Milnor, during a recent visit to Europe. The report contains an interesting communication from him in reference to the state and method of instruction in the institutions he visited, which we should be glad to insert if our limits permitted. The results are generally coincident with those we have stated. In all these institutions, provision is made for the instruction of the pupils in some useful employment. At Hartford and Philadelphia, they are confined to mechanical pursuits. In New York, gardening is happily introduced; and has been found a source of profit, as well as a healthful change from sedentary labors. The Directors also propose the introduction of silk worms, in order to furnish employment to the females. We are happy to see, that in this institution they have begun to form a library for the use of the teachers and pupils, already comprising several hundred volumes, and a collection of instruments, and objects of curiosity. These constitute, perhaps, the best library for children, if only one can be had; for they present ideas instead of words, and teach the pupils, what is of more value than any other acquisition, to think.

On the whole, we cannot but rejoice in the evidence we have, from personal observation, as well as from these reports, that the institutions for the deaf and dumb in our country, are surpassed by none in Europe, in their intellectual and moral influence. So unusually rapid is the progress of their pupils, that we found that facts of whose correctness we had personal knowledge, were regarded in England as impossible; and that the productions of pupils which we knew to be genuine, were considered as fabrications.*

ART. V. THE AMERICAN LYCEUM.

To some of our readers the nature and objects of Lyceums is familiar, to others they are little known; and although the subject has been presented to the public in various forms, we cannot consider the Annals of Education' in our country complete, without embracing in it a full account of the origin and character of institutions, which if properly employed, we believe may be rendered one of the most important means of education and improvement, ---one of the most powerful levers for the elevation of Society, which has been devised.

They are the result of a happy conception founded on the consciousness of a power for mutual and social improvement. They go

A part of the preceding article was prepared by the editor, for the Encyclopedia Americana. From a report to the legislature of Ohio just received, it appears that the institution in that State contains twentythree pupils, thirteen of whom are supported by the state, under the care of three teachers, two of whom are educated deaf mutes. An institution is soon to be organized in Canada, also by a teacher instructed in the American Asylum at Hartford.