last he took upon himself the direction of the intellectual department, and filled the self-imposed office with much ability. During the hundred days, the Abbé Sicard left Paris and fled to England, leaving the Institution in frightful disorder. Immediately after learning this, De Gerando took up his residence in the Institution, and by his ready tact restored former quiet, and maintained it until the return of Sicard rendered his further presence unnecessary.

In 1828, he took the chair of administrator of public instruction, and wrote several able papers on subjects connected with primary instruction. In 1837, he was called to the chamber of Peers, decorated with the cross of the legion of honor, and at the same time made grand officer of the Legion. He had before this established a society for the relief of the poor, and now occupied much of his time in attending to their wants. He also founded a Magdalen Hospital in 1839.

During the intervals of his labors he was accustomed to visit Germany and different parts of France. These journeys were, however, only change of labor, and when his friends marked his failing health, and begged him to take some relaxation, his constant reply was, "I shall rest in Heaven." He was found dead in his arm-chair, on the 10th of November, 1842. His French biographer adds immediately after the account of his death, "Doubtless God wished to spare his affectionate spirit the agonies of a last adieu.”

Thus departed at the age of seventy, one of the finest minds ever enlisted in the cause of the education of the deaf and dumb. No one can help admiring his disinterested benevolence, his great and untiring industry. After his death, the following entry was found in his private journal, and its date shows that it was written while he was engaged in his work on the Education of the Deaf and Dumb. 66 May some deaf mute one day write upon my tomb, He loved us as a father." Nor has this touching aspiration been in vain. JULY, 1851.

Mr. CLERC offered some remarks on the subject of this paper, giving some reminiscences of the Baron, whom he knew.

A paper on "Natural History as a Branch of Study for the Deaf and Dumb," was read by Mr. O. W. MORRIS.

NATURAL HISTORY AS A BRANCH OF STUDY FOR THE

DEAF AND DUMB.

BY O. W. MORRIS.

Or the necessity or the advantage of education to the young of any class in society, it is now but a work of supererogation to attempt to prove, especially in this country and before this convention. But there are various opinions among our fellow citizens as to the proper time, manner, amount, &c., of imparting that education strictly termed intellectual. Some, advocate an early, while others prefer a later period, in the young person. Some prefer one method of imparting instruction, and others prefer another. Some confine themselves to a few branches, which they deem the most important, because of more frequent use in society, and absolutely necessary to success in prosecuting the concerns of life-while others range into a wider field, and endeavor to fit the individual to fill any station in life to which that individual may be called.

Without attempting to reconcile these conflicting views, or to advocate any one particularly, I will offer a few remarks upon the advantages of embodying the study of Natural History into any one or all of the systems named, but especially applicable to deaf mutes.

Man is capable of almost infinite improvement, and (if properly trained) is continually aspiring for something beyond that which is already known,-anxious to know about every thing which presents itself to the senses,-full of inquisitiveness and curiosity, and even when not stimulated by the noble desire for improvement, but by idle curiosity alone, desirous to see, hear or feel some new thing. This

propensity or capacity for improvement is developed in the child as soon as it begins to use its physical organs; and it is upon the proper method of its training that much of the happiness or misery of its after life depends.

Some parents and teachers pursue one course, and some another, each mainly guided by their own judgments, but more or less influenced by circumstances, that occur in the after life of the child. Many, however, are influenced very much, in making up their judgment, by the course pursued in their own education; and thus, without giving themselves the trouble of thinking, or at least, of comparing different systems, or of even varying the old stereotyped method pursued by their fathers, grandfathers, &c., for many generations, they plod on, contented to do as well as their fathers. If perchance, a new idea is advanced by some one who has left the old beaten track, trodden for centuries, and has ventured outside the hedge to cull a flower that blooms on a shrub concealed from the view of the passer-by, or has climbed to an elevated branch, which is beyond the reach of the plodding, easy-minded worldling, that idea is rejected, because it is said (or supposed) to be foolish; for say they, "there have many wise men lived before this time and they never did such a thing." This method of stifling inquiry is one of the great obstacles to overcome in the education of youththis, has been the "Pons Asinorum" in the establishment of institutions for the unfortunate,-the Idiotic, the Insane, the Blind, and the Deaf and Dumb. This overcome, the way heretofore dry, uninteresting and difficult, becomes comparatively fresh, interesting and easily passed. All the aids af forded by reason and revelation are successfully applied and the progress is onward and upward.

The imagination is frequently restrained and hindered from its proper functions by fear of running away with the reason, but it is no mean faculty, and should be cultivated and unfolded equally with the other powers of the mind. It wields a creative power,-ranges at will through the universe, bounding from earth to sun, and from planet to star,forms new and striking combinations of its own,-colors and

adorns the thoughts with all that is bright and beautiful,-or shrouds them in clouds of darkness and terror. The pleasures of imagination, unlike the gratifications of sense, are spiritual, and doubtless belong to us in common with the higher order of beings. And as one grand object of education is to develop the intellectual facultics, to strengthen them and increase their intensity, to enlarge their capacity, arouse their energies and excite the mind to activity, any thing that will aid in the business of education should be carefully sought for and employed; the imagination should be appropriately called into exercise. The pursuit and apprehension of truth are the appropriate business of the intellect, and the close combination of truth and error renders it necessary to train the imagination as well as reason to enable the mind to detect error and distinguish truth.

Among the many subjects introduced into a system of instruction for the deaf and dumb, that of Natural History, as a separate branch, has not occupied its proper position and relative importance. It has occasionally crowded itself into sight, for a short time, and then disappeared without attracting much notice as a distinct branch of study. But when it has so intruded, it has been welcomed with evident delight by those who were toiling up the rugged ascent. If then, its influence be such, why not make it more prominent in the course of study for those whose peculiar situation fits them for it? The deaf mute is thrown from infancy upon the system of nature for all that pertains to himself, his very language is derived from it, and whatever ideas irradiate his benighted intellect, previous to entering a school, are derived solely from nature. An eminent poet of our country, A. B. Street, in speaking of Nature as a teacher, says:

"Nature is man's best teacher. She unfolds
Her treasures to his search, unseals his eye,
Illumes his mind, and purifies his heart.

An influence breathes from all the sights and sounds
Of her existence, she is Wisdom's self.

Rest yields she to the "weary" of the earth,

Its "heavy laden" she endows with strength.