DUMB AND DEAF is nothing which relates to the intellectual acquirements of early life more certain, than that the noblest of them all, the acquisition of Vocal Speech, depends entirely on the sense of Hearing. The same early lesson of experience which teaches the child, that, by a certain voluntary effort, he can extend his arm, in forms him also, that, by a similar exertion of his will, he can produce certain vocal sounds. He endeavours to imitate the words that are spoken by those around him. His first attempts are unsuccessful, because his memory is yet feeble ; and because his voluntary actions, in this instance, just as in his first amusing struggles to gain that erect position by which man is distinguished, are irregular and unsure. But repetition brings continual improvement ; age developes the other faculties of the mind ; and without the least regard to those vibrations in his throat, or those motions of his tongue and lips, by which his purpose is accomplished, he goes on, from indistinct prattling, to the acquisition of clear and per fect Speech, regulated solely by the Ear.
To those, however, who have been born Deaf, or who have been affected with incurable Deafness before arti culation had been attained, or sufficiently impressed on the memory, it is obvious, that this natural guide to the acquisition of Speech is utterly denied ; and so obscure or unattainable does the only other path to the possession of this important faculty seem to such persons, that, when left to themselves, no attempt is ever made by them to gain it. The records of physiology do not present us with a single instance of an individual born Deaf or de prived of hearing in infancy or childhood, who did not remain Dumb for life ; unless cherished and instructed by the philanthropy and ingenuity of some fellow-crea ture more happily gifted than himself.
It is to persons in this condition,—to those who arc Dumb merely because they arc Deaf,—whose organs of Speech are perfect,—whose intellect is good,—and who differ from other individuals only in being incapable of sensations of sound,—that the term Deaf and Dumb, or D'eufimute, is applied.
The task of education is never, perhaps, more truly delightful, than when this unfortunate though interesting class of persons are the subjects of it. They unite, in general, to singular steadiness of application, the great est gentleness and docility ; and expressions of counte nance, as cheering as they are unequivocal, continually declare the emotions of gratitude with which they re ceive instruction. It is pleasant to become their pupils in our turn, and to learn of them that natural pantomime by which all their wants are expressed. Copious, how
ever, and significant as that language is, it is necessarily intelligible but to a few ; and it is indeed an exulting sa tisfaction which they seem to feel, when they are taught to exchange it for the more powerful medium of words; and are thus, as it were, enabled, to command the thoughts of all mankind. We see their happiness increasing with their knowledge; and when the sublimity of nature is first unfolded to their opening minds, and we mark the tear starting into their eyes, we cannot but participate in their noble pleasure, and rejoice that such emotions can be theirs.
In the present article, we propose to state the general principles according to which the Education of the Deaf and Dumb ought to be conducted ; avoiding all those mi nute details which could be of no interest to the general reader, and which, even to those who mean to occupy themselves practically with this species of instruction, could be of little advantage ; since they are of a nature to suggest themselves to any intelligent teacher, almost as soon as they could be taught.
We suppose the education of the Deaf and Dumb pupil to commence at the age of eight years. By this period, children who enjoy the sense of hearing, have always acquired the full command of their organs of Speech ; they have learnt the meaning and application of several hundreds of words ; and to the stock of knowledge, which youthful curiosity has stimulated them to obtain, by their own personal observation, within their own limited sphere, they have been enabled to make a most important addi tion, from the verbal information of others. The bush t s. t of their early education, consists, mere Is, t In.hli • item lu (pm teal kith the written and t c ti J.( '1% 1A hose prumi dation • t y 1 n,I.I t to at m ; and by an analysis of tilt to • t ut t•t t cm all the vrtibie signs of those simple o t e ul in- • oil out ul whit t t whol• of Spuccii is t et d. A ft r this, reading piesent, them with n lac ul new V. ; anti hAtinlil any of tht.,,c not tr, su.i t pulpit: of e'spianation by t, ruts already knots in g.l s gradually el =hit d to their ell•.111111g, by fre ohne a•Id attti use (desert anon of the mania r 111 Al I tth they *re used, in roust rsation, by others. Nor ate their Itssons im lantoage conliincl to the tasks of the school ; at meals, at play, abroad, at home, every where, (owl thy I•oin the speech of their !no, rs„ e Oar t••la terms, or new or more correct me th, s I I employing the socabulary which they already ss.