EMPLOYMENT OF PUPILS.

I would urge upon your attention the propriety of introducing as soon as practicable, a mechanical department as an essential part of the system of instruction. The proper education of the deaf and dumb contemplates a development of all their powers. To this end instruction in various handicrafts has been introduced in nearly all the American Institutions. The benefits to be derived from such a department of instruction are self-evident. Habits of industry would be promoted, skill in the use of tools would be acquired, and many moments otherwise lost would be profitably employed. More than this it would furnish to many of the pupils a means of support after leaving the institution. The time to be employed in such a department should be regulated so as not to encroach upon the hours allotted to study or recreation, for the health of the pupils, and their advancement in knowledge should be considered as of the first importance.

It is the settled policy of the older institutions to have a mechanical department, as an essential part of the system of instruction. No Institution is complete without this department. It has also been demonstrated that after the erection of necessary buildings and a supply of material, very little expense attends this department. In some of the trades, as that of coopering, there has, in the Indiana Institution, a profit been realized. In the Virginia Institution, I notice that they are not a charge upon the finances of the institution. It is unquestionable that some trades could be introduced that would not materially increase the expenses of the institution. Of their utility as a part of the system of instruction, there is no question among the various instructors of the deaf and dumb. Among the male pupils of this institution there are many who at this moment should be receiving instruction in some useful trade. A mechanical department could be introduced at this time as well as at a later period. From the fact that the pupil can spend only a short period of each day in receiving instruction in this department, it is for his benefit that it be introduced as soon as practicable.

From these considerations I would respectfully suggest the propriety of receiving from the legislature, an appropriation for the erection of suitable workshops, in which to prosecute such trades as the experience of other institutions have demonstrated to be the most suitable.

HOME EDUCATION OF THE DEAF AND DUMB.

It of the greatest importance that something be done at home for the education of a child before it reaches the age proper to be admitted into an institution. It is surprising what a small number of those admitted as pupils, have had any instruction at home. A few parents have, indeed, taught their children, before bringing them to the institution, to form the letters of the alphabet, and write the names of simple objects. The contrast between such children and those permitted to grow up without any instruction at home, is most striking. Their mental faculties are thus awakened, and their progress at school is much more rapid than those who have had no previous training. Much can be done by every parent, if they will only make the effort, and perservere in a daily effort to teach it something. What parent is there that does not love its unfortunate child enough to devote an hour of each day to such a work? But how shall I proceed in the inquiry?

First, let the parent learn himself, and then learn the child, the manual alphabet, by which the letters are represented by the hand.

Then let the parent or friend write the following simple words on a slate, having the child observe how he forms each letter, viz: adz, fan, map, cow, box, jar, sky, hat, quill, glove. These ten little words comprise all the letters of the alphabet.

Then show him a picture of each of the objects represented by the words, or show him the object itself, having him spell each word with his fingers, or write it on the slate, as the object is presented to his mind.

Having thoroughly taught him to write and spell these ten words, then teach him the names of familiar objects about the house, and

the names of his parents and relatives; afterwards perform various actions and have the child write out the names of such actions.

A system of signs will spontaneously arise between the parent and the child by which they will try to express ideas. This will be of service if care be taken to always make the same sign for one object, and not have two signs for the same thing. Such a course as this will require the exertion of much patience, but it will be repaid a thousand fold in the self respect that will be imparted to the child, and its preparation to reap all the advantages of the course of instruction of an institution.

MORAL IMPROVEMENT OF THE DEAF ANd dumb.

The crowning excellence of an institution for the the education of the deaf and dumb is the marked change it effects in the moral character of its pupils. Speaking children from their earliest infancy are accustomed to hear moral distinctions drawn by their parents at the fire side, by the different religious instructors of the community, and the judicial tribunals of the state. Besides this, they are subjected to the restraining influences of public opinion, and the refinements and amenities of social life. The deaf and dumb from their infirmity are excluded from the influence of these great moral educators. If plunged into the darkness of paganism their moral condition could be no less deplorable. It is not strange then, that when first brought to an institution, their tempers are often found exceedingly aggravated, both from ignorance and undue indulgence. I am happy to report a marked improvement in the deportment and moral character of the pupils. This improve, ment has been effected from the introduction of the usual disciplinary means common to other American institutions. One year, however, is too short a period in which to demonstrate their value for bad tempers and bad habits, which are the growth of years of ignorance, and are not to be eradicated in a moment.

Mr. Jacobs, principal of the Kentucky institution, gives the fol

lowing example of the benefits of the moral culture of a deaf and dumb institution, the like cases are often exhibited in all institu-i tions:

"We have just dismissed a young woman who was a child ten or eleven years old when she entered the institution, unamiable and ungovernable in the highest degree. Her unhappy disposition, aggravated by the vanity of personal beauty, was roof against all instruction, reproof and discipline, until during the last year of her term. It at last melted down and vanished under the sweet influences of moral and religious instruction. During the past session, she was a model to her companions in industry, attention, gratitude and amiable conduct, and gained the love of her teachers to whom she had previously been only an object of sympathy and forbearance."

AGE OF ADMISSION OF PUPILS.

In the education of the deaf and dumb, I consider it of the greatest importance that they be placed under instraction at an early age. The rules of this institution admit them when they have attained the age of ten years. They should not be kept away from the institution till a later period than that fixed upon by the rules, which in this respect, are the same as in most of the American Institutions. The New York Institution admits them between the ages of twelve and twenty-five. Sometimes, Lowever, a discretion is exercised, and in some cases they are admitted before the age of twelve years.

The course of instruction of the American Institution, extends from a period of from five to seven years. It is therefore impor tant, that a pupil should pursue this course at an age, when his powers, both of body and mind, are in a condition to derive from it all of its advantages. It is the opinion of those who have devoted many years to the instruction of this class, that before the age of ten years, a child's powers, both of body and mind, are not sufficiently matured to enter upon the course of instruction common to the American Institutions. The education of the Deaf and Dumb is no pastime, either for the instructor or the pupil. It is a labor, which tasks the physical and mental energies of both, and without which, there is no progress. It is more advantageous

to the child to be under the care of its parents, previous to the age of ten years, who could render to it those attentions that tender years require, especially in the diseases incident to young chil

dren.

The chief reason, however, why a pupil should not be admitted. before ten years of age, is that it would graduate at too early a period of life, before its physical and mental powers are sufficiently developed, to be able to grapple with the toils incident to those industrial pursuits necessary to its own support. The object of an institution for the Deaf and Dumb, is to prepare this class when they leave its walls, to become worthy citizens, who shall be self-reliant, and shall be able, not only to support themselves, but to share with others in the privileges and responsibilities of citizenship. The pupil is permitted the privileges of the institution from five to seven years. If he enters at ten years of age, he will the complete his education at the age of seventeen. He can then return to his parents and pass a few years at home, and there with a cultivated intellect, can gain a practical experience of those matters pertaining to every day life, before attaining his minority. When a pupil finally leaves the institution, he is released from those wholesome restraints, which preserve him from many of the temptations of childhood. If he enter the institution at too early an age, he will complete his studies and will be cast upon the world, when perhaps he is too young to resist those evil influences which would make shipwreck of that moral character which has been developed during his course of study.

While there are few parents that desire the admission of pupils at too early an age, there are more who defer their education till too late a period of life. Of these two evils the latter is the most to be deplored. There is no subject that deserves to be so well understood as the evils resulting from delaying the education of a mute. They should be placed under instruction as soon as they attain the age at which they can be admitted into an institution. If this is not done, and they be suffered to remain in ignorance for eighteen or twenty years, the experience of all instructors