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The question naturally arises, Cannot deaf mutes as well as other children be taught the English language, without first learning tins difficult pantomimic dialect? the advocates of this system reply, that children learn language unconsciously, and by distinct and separate sounds in different words; while to the deaf language does not come in words, but must be addressed to the eye by signs. Hence the great difficulty of teaching a language of words to the deaf mute. To this we agree; the first steps must unquestionably be by signs, but just as we would teach any child. When the mother reaches, out her arms to her baby, and with a smile says, "Come to mamma," the little one springs forward with outstretched arms. It does not understand the words, but comprehends and answers to the sign. But there is a great difference between the child's language of signs, by which it expresses a child's wants and desires, and that complicated pantomimic dialect, built up by forty years of thought, skill and labor, intended to be perfect, full, and comprehensive, but which in reality makes the deaf mute a foreigner to his own friends, and to his own literature.

We believe that signs are needed only in the beginning of instruction; they should be early translated into words, and as soon as possible laid entirely aside. Words should be made their own exponents, and they will gradually become the language in which the deaf mute will think, speak, and read.

We do not now refer to the subject of articulation, -- whether the child shall be taught to utter the sound with the lips, or spell it upon the fingers. The point which we urge is simply this, that ideas and thoughts shall be expressed in words common to all, and not in pantomimic signs, the language of the Asylum. That words possess a power which signs can never have, that they convey ideas to a mind which cannot be taught by signs, is shown in the instruction of several blind deaf mutes.

Julia Brace was born at Hartford in the year 1807. At the age of four years and five months she had an attack of typhus fever, and lost the senses of both sight and hearing, though her smell and touch were unimpaired. Previous to this she had been perfectly healthy, with the full use of all her senses and faculties, and was a promising child. She had been to school, could read and spell words of two syllables, and say her prayers. She retained her speech about a year, and could pronounce a few words for about three years. She entered the American Asylum in 1828, at the age of eighteen. (24) "It was an object of much interest on her admission to try the effect of some experiments in teaching her language, and the Professors indulged the hope, that ultimately they might devise some plan to communicate even some abstract ideas, and especially moral and religious truth." A few natural signs she learned rapidly; but as the language of pantomime is addressed to the eye, little further progress could be made. After she had been an inmate of the Asylum twelve years, her name being entered in the catalogues as a pupil, Mr. Weld the principal says: (25) "We cannot speak to her of mind, or of spiritual existence in any form, and if we should attempt it successfully she might not have the ability to make us aware of our success." "The hope was entertained that her curiosity would be excited, and that a way might be discovered to convey to her mind the great idea of the Almighty Creator. The attempt was not successful, and, though several times repeated, has not as yet resulted in exciting her mind, fixing her attention, or giving us any encouraging indications."

(25) Twenty-First Report American Asylum, for 1837, pp. 15, 29.

Laura Bridgman was born at Hanover, N. H., in 1829. When she was two years old she lost the senses of sight and hearing entirely, and of smell partially. Dr. Howe first heard of her through a report of the American Asylum, when she was nearly eight years of age, and shortly after she entered the Asylum for the Blind at South Boston. Using the few signs she knew, she was taught their synonymes in words spelt out upon the fingers. These words were formed into sentences, and gradually her language grew, until at the end of the first year she had attained such dexterity in the use of the manual alphabet, that only those accustomed to it could follow with the eye the rapid motions of her fingers. At the end of the second year she had about the same amount of language as children generally possess at three years of age. She spelled her thoughts upon her fingers when she supposed herself alone, and in her dreams. The lady who instructed her for several years says: "After three years' instruction she could understand perfectly any story which would be intelligible to a child of her age. I could read a page from a book with my fingers as rapidly as I should read aloud to a company of thirty persons in a good-sized room. No fingers have ever yet been able to move too rapidly for her. She reads all the books in raised letters in the library for the blind without difficulty. When she meets with a new word she asks some one the meaning, as I should if I had no Dictionary at hand." Laura reads and understands the Bible, and was admitted to the Baptist Church several years ago, after a satisfactory examination of, the grounds of her faith.