It is only by this tenacity of opinion and faith in the past, that we can account for the neglect which the deaf-mute suffered through such long ages of the world's history. Possessing, in the pantomimic representations of the stage the very germ of the language of signs, it is passing strange that the thought of applying it as a means of communication with the deaf-mute, never suggested itself to the minds of the ancients. It was reserved for the more vivacious Frenchman to develope this idea, and to achieve a conquest over nature by ushering in the dawn of light upon the long night of darkness that had enshrouded the mind of the deaf-mute, to break the adamantine chain that had bound him to remediless ignorance, and to restore him to the sympathies and joys of social life. A precious boon, who can estimate its value, or write down its numberless advantages? Let it be our work and labor of love to expand and perfect the system, and extend its benefits in the greatest possible degree.

To bring these preliminary remarks to a practical bearing, I would ask if we have reached in our own profession the point of perfection? Are there no more new methods for us to discover? Is the education of the deaf mute carried to the utmost attainable point? Is there no tendency to rest upon the achievements of the past, and to imagine that we have accomplished all that can be done towards perfecting the system of deaf-mute instruction, and all that remains for us to do is to carry into practice the plans that we have devised. Is there not a disposition to rest satisfied with the methods handed down from those who have preceded us, without subjecting them to the test of rigid experiment and analysis? Cannot the means be furnished for the mute to prosecute his education into some of the higher branches of knowledge, and his ambition be excited to avail himself of the opportunity?

I do not propose to answer or even to discuss these questions, but throw them out merely for the purpose of bringing the subject into notice and discussion. My present purpose is to advoeate a more elevated standard of education for deaf-mutes. this point, I take and intend to maintain, so far as I am able, the highest possible ground. None, I presume, will deny that the

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present education of deaf-mutes stops far short of what it ought to be; not only of the majority, but of all. The best educated pupil that has ever graduated from any institution, has not received, at the time of his graduation, as complete and finished an education as ought to be conferred on the most, if not all of its pupils. What are the attainments of even the best? At most a facility in the use of language which enables them to express their own thoughts, or any facts communicated to them, it may be with almost perfect correctness, and minds filled with odd scraps of history, isolated facts, fables and fictions. All this is very good; nay, so far as a command of language is concerned, absolutely necessary, but does it amount to an education, properly so called? Does the present system afford that severe mental discipline which developes and strengthens all the mental faculties, or present such a well proportioned view of all the studies which are usually embraced in a course of education, as will send forth the pupil with a well furnished and well balanced mind?

Far be it from me to disparage the efforts that have already been made, or to decry the success that has attended them. On the contrary, I would give all praise and honor to those whose Herculean labor it was to enter upon the sterile, barren, uncultivated field, to grub out the roots and break up the ground, and to sow the first seeds. But I would deprecate any cessation of labor, any rest from toil, any suspension of effort, until the field, once so barren and unpromising, should vie with all others in its perfect cultivation and abundant crops. I would urge a diligent and rigid examination and analysis of the various methods which have been or may be in use, and a wide and comprehensive comparison of results, that we may learn wisdom from the experiences of the past.

But this is not all. Something must be done. Something that shall open to the mind of the deaf-mute a wider range in the fields of knowledge than he has heretofore enjoyed; something to animate and excite him in the pursuit of knowledge, until he can take his place among the scholars and sages of the world.

I do not mean to charge any want of efficacy on the methods and systems now adopted and in use. Much, probably as much as could be reasonably expected, has been accomplished under the present system. None will, I presume, venture to assert that, in this comparatively early period of the art, we have reached the ultimatum, the point of perfection, either in theory or in practice.

But the question recurs, what shall be done, and how shall it be done? With all due deference to the judgment of others, and especially to the united wisdom and sagacity of this convention which comprises some of the most experienced teachers in the land, I would offer a few suggestions which seem to me to have some weight, and which, faithfully and efficiently carried out, would, I think, have some effect in producing the end desired. I would select from among the graduates of an institution those pupils whose proficiency in language and whose general character for diligence and application to their studies made them candidates for the distinction, and offer them the privilege of a still further course of one or two years instruction. Such a class would of course have to be supported out of the private funds of the institution, unless specific appropriations were made for that purpose. Where no funds were possessed by the institution, and no such appropriations could be obtained, I would make the selection, upon the same principle, from the pupils of five years' standing. This should be called the class of merit, or of honor.

The course of study for this class should embrace mental and moral philosophy, natural history, mathematics and natural philosophy, astronomy, history and English literature; in short, with the exception of the dead languages, all the studies usually pursued in higher academies or even in colleges. The exercises of the school-room, in this class, would consist of lectures and interlocutory examinations, similar to the lectures and recitation in academies and colleges, and differing from them only in being carried on in the language of signs instead of oral language. The members of this class being selected for their proficiency in language, there would be no necessity to dwell upon principles of construction, or the illustration of words, but the whole time and

energies of both teacher and scholars might be devoted to the subject matter in hand. Such a course of study would elevate and expand their minds, strengthen their mental faculties, introduce them to new fields of thought, and open up to them rich mines of intellectual wealth now hidden from their view. It would incite and animate them with the hope of attaining eminence even in the scholastic pursuits, and break the chain which now binds them to mere physical labors and the common drudgeries of life.

It may be asked, what tendency will this have to raise the standard of education for deaf-mutes generally? Very much I think. How long would the present comparatively high level of common school education be maintained, were all the colleges and academies suppressed throughout the land? All the pupils of the district schools do not become scholars in the academy, nor do all the scholars of the academy become students in college. There is a reciprocal influence which tends to the advantage of all. Reduce all to the same dead level and that level will soon fall to the lowest ebb. Fix a limit beyond which none may pass and soon even that limit will not be reached by any. Although all the pupils of an institution might, and, in fact could not become eligible to the class of honor, still it would be an object of ambition to all, and the few who should enjoy its advantages, by introducing new topics of conversation and discussion among their fellow pupils, and by imparting information on subjects now beyond the scope of their conversational powers, would exert an influence highly beneficial to all.

With these remarks I submit the subject to the consideration of the convention, expressing the hope that the time is not far distant when every institution in our land will be able to present this or some similar incentive to the ambition of their pupils to prosecute their studies with still greater energy and zeal.

Some remarks followed this communication, which were participated in by Dr. PEET, Mr. STONE, Mr. VAN NOSTRAND, Prof. TURNER and others.

The following resolution in connection with this subject of a reform in the modes of instruction, was then prospoed by Rev. Mr. STONE, debated and adopted, viz:

Resolved, That in the opinion of this Convention, in consideration of the great difficulties attending the education of the deaf and dumb, and the state of profound ignorance on their part, at which it is commenced, the time allotted to the course of instruction, and during which the pupils are continued in our Institutions should be very materially extended.

The following resolution, in relation to the length of the time proper to be devoted to instruction, was introduced by Mr. J. S. BROWN:

Resolved, That it would advance the interests of the deaf and dumb were [the more stringent,] legislative enactments in regard to the length of the course of instruction abolished, and were the discretion [in some cases,] vested in the proper officers of each institution, to continue such pupils in school so long as a just consideration of their interests and those of the school may require.

This resolution gave rise to considerable debate, and was opposed by Dr. PEET, Prof. VAN NOSTRAND, Mr. OFFICER and others, and supported by Mr. BROWN. The resolution was subsequently amended, as indicated above in brackets, but was finally withdrawn.

The resolutions presented by the committee on the PERIODICAL were then taken up and read. The original report of the committee was as follows:

Resolved, That, in the opinion of this convention, it is expedient to sustain a periodical which shall be devoted to the interests of our profession.

Resolved, That the periodical shall be styled the "American Annals of the Deaf and Dumb," adopting the name, size, price, time of issuing and general appearance of the publication of that name recently issued at Hartford, and being regarded as a continuation of the series there commenced.