The power of reading on the lips, although of course very limited, is available to those who possess it, under the following adjustment of circumstances. First, there must be a sufficient degree of light. One of the German teachers apologized for the mistakes made by a dismissed pupil, by observing that it was twilight, and she could not readily see the motions of the lips. Secondly, it is generally necessary for the deaf mute to have a full view of the mouth of the person speaking. In some cases, however, pupils succeed in reading very tolerably from the lips of the teacher, with only a side view. Thirdly, the deaf mute must be near the person speaking. Some can read on the lips of their own instructor at the distance of ten and even fifteen feet.

Usually, however, five feet may be considered the maximum.✓ Many are obliged to be as near as two and three feet. Fourthly, it is necessary to speak with distinct reference to the deaf mute, that is, slowly and with more than usual motion of the lips. Some teachers are accustomed to make so great contortions of the face, in exhibiting the tongue, teeth and lips, as to render it unpleasant to look at them. Others, on the contrary, affirm that these unnatural motions of the mouth are unnecessary, and appear to succeed as well in making themselves understood, as the former. In all such cases, however, I have observed that they possessed large well formed mouths, or were otherwise peculiarly easy to be understood. As it is intended, in addition to pronouncing the word deliberately, at first, to give the deaf mute time to repeat it, or imitate its pronunciation on his own lips, the degree of rapidity becomes somewhat less than one half of✔ what is usual with slow speakers. In addition to this, familiarity with the speaker and the ordinary position of his lips in speaking, affords important assistance. I have seen deaf mutes who could not understand a word of a sentence spoken by a stranger, seize the whole sentence when repeated

by the instructor. So, persons whom they often see are more intelligible to them than others.

The combination of so many circumstances requisite to reading upon the lips, puts an immense difference between the best instructed reader on the lips, and those who are blessed with the power of hearing, and can enjoy and sustain conversation at twilight, in the dark, in any position, at whatever distance is agreeable, and with a rapidity in the communication of thought from mind to mind, which constitutes, to social beings invested with intelligence, no small part of the pleasures of existence. Especially, out of the school, is the sad difference most painfully apparent. "Nothing," says Jaeger, "can be imagined more tedious, wearisome, and inexpressive, than oral communication with a deaf mute would be, even after his education is completed, if it were not enlivened by corresponding signs.""

Of those who are able to understand only a part of what is said, or for whom constant repetition becomes necessary, I have spoken but little. What is peculiar to them will be easily understood from the remarks already made. I cannot leave this branch of the subject, however, without observing that those who occupy the lowest stage in these classes, are truly to be pitied. Unable, from the want of sufficient power of attention and mental activity, to unite the fleeting forms of the lips into intelligible words and sentences, to the degree required, they lose a large part of the instruction given, and receive only crumbs and fragments. On this account, the contrast between the appearance of the most advanced and the most backward scholars in the same class, is much more striking than is ever seen with us.

Anleitung I. 85.

3. Results in respect to General Knowledge and Acquaintance with Language.

In arithmetic, the German schools appear fully equal to our own. The scholars are principally taught the ground rules, and acquire a good degree of expertness in reckoning. In some schools indeed, I have seen a degree of readiness in mental arithmetic, surpassing anything which has come under my own observation in America.

In geography, on the contrary, the deaf mutes in the American schools appear to me to be much superior to those in Germany. At least their knowledge is far more comprehensive. This arises, in part, from the German method of instruction in this branch. Commencing with the school room, the teacher passes to the town or city in which the" school is situated, then to the province, next to the kingdom, etc. The consequence of this is, that while the pupils become well acquainted with the geography of the duchy or kingdom in which they live, there are but few schools where the knowledge seemed to extend much beyond Germany. Indeed, in extent of information generally, the difference is greatly in favor of the American institutions. It could not well be otherwise. The German method of instruction, rejecting the language of signs, except to a limited degree, and fettering itself down to things present, pictures and models, revolves, of course, for a long time in a narrow circle. A free development becomes impossible. The pupil's knowledge of written or spoken language, is insufficient to admit of a wider range, until a later period, and rarely, if ever, becomes equal to conveying what can be easily and promptly done by the natural language of the deaf and dumb themselves.

Confirmatory of this is the important fact, mentioned in conversation by experienced German teachers of the deaf

and dumb, and, even aside from this, too striking to escape observation, that the schools, in which the pupils are taught to articulate best, and in which natural signs are least used, are not the schools in which the pupils receive the best education. If it were necessary to specify the schools for the deaf and dumb in Germany, in which the knowledge of the pupils, their compass of thought, and their power of expressing it in written language, appear decidedly superior to that of others, the schools in which natural signs are most employed, would instantly receive the preference.

Still the difference between the best German schools and our own, in this respect, is exceedingly striking; so striking, indeed, that I feel unwilling to state in full my convictions on the subject. It will be sufficient, perhaps, to say that the German teachers, to whom I showed the pamphlet, invariably expressed their astonishment at the specimens of the compositions of the pupils of the New-York Institution, given in the report of Henry E. Davies, Prosper M. Wetmore and Benjamin R. Winthrop, Esquires, the special committee of the Board of Directors, on the annual examination of the Institution in 1843. To some of them, the results appeared so incredible, that with all their politeness, they could not avoid inquiring whether there might not be some collusion in the case,—a suspicion, it is unnecessary to add, which, both the character of these gentlemen and the daily results witnessed in the school room, render it impossible to entertain.

V. REASONS ASSIGNED BY THE GERMAN TEACHERS IN FAVOR OF TEACHING ARTICULATION.

We have seen what the German method of instruction is, and what are the results. In drawing to a close, it will be no more than common courtesy to the German instructors, to present the grounds, on which they defend the general

teaching of articulation, against the doubts and objections of the great body of teachers in other countries. It is truc, they are not perfectly united on this subject among themselves. What some would regard as solid reasons, others would consider as weak and insufficient. Those enumerated by Mr. Hill, are as judiciously selected as any, and embody every thing that is of any account in favor of the German practice. They are, therefore, presented verbatim.

1. Spoken language is altogether the most convenient instrument of our thoughts, and the one best adapted to human nature. It renders possible not only rapid thinking, but also the rapid communication of thought, and that, too, without resorting to the aid of other means.

2. The deaf and dumb, as well as those in possession of all their senses, have an instinctive inclination to give utterance to their feelings, thoughts, &c., through the medium of sound.

3. Experience has sufficiently proved, that even persons deaf from birth, and still more those who have lost their hearing, may obtain a gratifying degree of fluency in speaking.

4. Experience has shown, that deaf mutes, who have had some practice in reading and speaking, succeed better in learning, than those who are only instructed through the medium of signs and writing.

5. Oral utterance, even if laborious, monotonous and indistinct, or still further, harsh and unpleasant, is of great use to the deaf and dumb, not only as a means of instruction, but also of communication and subsequent progress; for, even in this imperfect form, persons soon become accustomed to his language, as they do to the imperfect language of a small child, and it imparts the following advantages: (1) Exercise and strengthening of the chest. (2) Aid in comprehending and retaining words, and in recalling them to recollection. (3) An externally humanizing influence. It has