sceptical." "These pupils, it should be remarked, had been educated at an establishment where the acquisition of utterance had been long laid aside as useless.

"On this branch of instruction, the sentiments and practice of the late Abbé de l'Epée were completely at variance with the system now pursued by those engaged in the tuition of the deaf and dumb. True it is, that in the early part of his undertaking he was induced to employ considerable pains in endeavouring to teach them utterance; and his success in this department was not inferior to that of any of his modern imitators. Experience, however, soon convinced him that the object gained by enabling them to utter articulate sounds, was by no means an equivalent for the difficult and disagreeable nature of the task: he therefore relinquished entirely this part of his plan, as adapted merely to amuse or astonish the ignorant.

"We feel no hesitation in declaring that our sentiments upon this point perfectly coincide with those of the Abbé. We consider the pains taken in teaching the deaf and dumb the utterance of articulate sounds, an absolute misapplication of the labour and patience of the instructor, and an unnecessary waste of the time and attention of the pupil. It is therefore with no ordinary degree of surprise we have learnt that the Abbé Sicard, (after long and successfully following the footsteps of his benevolent precursor) has been persuaded to re-commence a process which he had discarded as useless. We are utterly at a loss for the motives which prevailed upon him to add this foolish branch to the system already pursued with so much advantage in the establishment over which he presides. He may, perhaps, have been influenced by his visit to this island in 1815. We know, at least, that utterance is in high favour with the English school for the instruction of the deaf and dumb, and that the change, to which we allude, did not take

place in the French institution previously to the Abbé's return to his charge in the year above mentioned. But, whatever motives may have produced an alteration, of which we cannot approve, we would earnestly request him to re-consider the subject.

Let him endeavour to ascertain, whether, within the space of time which has elapsed since this branch of instruction has been resumed, the progress of his pupils, in the acquisition of general information, has equalled their improvement within a period of equal length before this addition was made. If this inquiry be impartially conducted, we shall be greatly mistaken if the result be not a conviction that he has been misled by the sophistry of the English school.

"We are fully aware, that on this tender ground we are at issue with the whole corps, both foreign and domestic, of those who are at present engaged in educating the deaf and dumb*. If the question to be decided were the best and most efficient mode of instructing the deaf and dumb to utter articulate sounds, we would readily submit to the opinions of men more conversant than ourselves with the practical detail of tuition. But the point at issue is, not the manner in which the deafand dumb may be best taught to articulate, but whether they should be taught to articulate at all

to the discussion of which we consider ourselves fully as competent as the most experienced of those who are actually engaged in it.

"There are many individuals who

The Quarterly Reviewer is here mistaken. At the American Asylum at Hartford," for instance, the conductors are strongly opposed to teaching articulation. Their sentiments on the subject may be seen in the Christian Observer for 1820, p. 64-We believe also that the Quarterly Reviewer is misinformed respecting the alleged change in the late Abbé Sicard's sentiments or practice. Long after his return to Paris, he not only did not attempt to teach the deaf and dumb to utter sounds, but continued as averse to the practice as ever; and we have no reason to think he ever altered his opinion.

hear and speak, whose tones are so harsh and dissonant that, in our communications with them, we should scarce lament the necessity of confining ourselves to the use of signs and written characters; and there is not one among the deaf and dumb who, by any degree of care and length of practice, acquires a melody and intonation of voice which can render his enunciation even tolerable. Their utterance is found, by experience, to be so disagreeable, that it is seldom or never used out of the precincts of the establishments in which it is taught; added to this, that the contortions of countenance with which it is accompanied, are of the most unpleasant kind: in many cases they completely mould the features to a peculiar cast; and the unnatural contour of face thus produced cannot fail to augment the pain already excited by the jarring and monotonous sound of the voice. For the truth of this we appeal, with confidence, to the friends of the pupils educated by the late Mr. Braidwood. After years of toil and torture, they return to their families with an acquisition not very agreeable to their acquaintance, and confessedly useless to themselves." "But the application of the labour of the instructor and of the time of the pupil to an useless purpose, is far from being the worst consequence which results from this practice. It is attended with the much more serious effect of prolonging the deception which, to a great extent, has already imposed upon the public namely, that the art of instructing the deaf and dumb is to be acquired only by an initiation into its mysteries under the direction of those who have been long and intimately conversant with its details. Whatever foundation may exist for such an opinion with reference to utterance, we are firmly convinced that to teach the deaf and dumb the use and application of written characters and manual signs is a simple and easy process, which may

be commenced under the eye of every intelligent mother who can write, and which may be completed under the superintendance of any ordinary schoolmaster, who will patiently devote a small share of his attention to the undertaking. We may even assert, without the least fear of overstating the facility, that there is scarcely a nursery-maid, that can read, who may not, in a few hours, be instructed how to teach them, by the aid of a few alphabetical counters, the written characters which represent every visible object.

"To those who are still incredulous, and feel an interest in the subject, we earnestly recommend the account which Mr. Arrowsmith gives of the plan adopted in educating his brother. And, to render their conviction more certain, let them try the plan which he details. There are few neighbourhoods in which, unfortunately, a subject may not be found for such a purpose. Let him be regularly sent to any village school with other children: let him be treated, in all respects, like them: and we venture to predict that it will be even impossible to prevent him from acquiring the knowledge of a medium which may enable him to converse with his youthful associates. The mind is fully as active and vigorous in the one as it is in the other; and the curiosity of a deaf and dumb child being strongly excited by the objects which attract his attention, he can hardly fail to devise some means of obtaining from his companions the information which he wishes to procure.

"This subject, highly interesting to every member of society, prefers peculiar claims to the attention of those who are professionally engaged in educating the young. With little additional trouble they may derive considerable emolument from adding the deaf and dumb to the pupils whom they already instruct. If parents were once convinced that they possess at their

own doors establishments in which these unfortunate children may receive all the advantages of regular instruction, even with more facility than they can be taught at the most celebrated seminaries opened exclusively for the reception of the deaf and dumb; it would relieve their minds from the intense anxiety and regret which must be excited by the necessity of sending them, during their most helpless infancy, to places far removed from personal inspection.

"The expensive character of these establishments places them beyond the reach of a large portion of those who are destitute of learning. We believe our calculation to be rather under than above the real amount, if we state the average annual charge for each pupil at one hundred pounds. If it should be estimated at only one half of that sum, it would, practically, be found as effectual a bar to the general education of the deaf and dumb children as an annual expenditure of five times that amount. If some measures be not, therefore, taken to educate those children at our ordinary schools, a deficiency of pecuniary means will for ever deprive them of the benefits arising from systematic instruction.

"But although the adoption of a system which involves an enormous waste of time and money may be overlooked in private seminaries, it is not entitled to similar forbearance at establishments supported by public contribution. We have a right, nay, we feel it a duty, to remonstrate against the continuance of a system which necessarily absorbs funds, amply sufficient for the instruction of the whole body of the deaf and dumb, in educating a small portion of these unfortunate objects; and which, by extending and perpetuating the delusion already prevalent, that their instruction requires the application of some mysterious science, is productive of the still more mischievous effect, of consigning those who are unsuc

cessful in applying for admittance into the asylum to the misery of hopeless ignorance. The sums now lavished upon two hundred pupils at this establishment, would amply provide for the instruction of twenty times the number in ordinary schools."

If your correspondent for December 1818 can explain the paradox which he has asserted, that, "happily for the deaf and dumb, words or names may be seen and felt as well as heard," and can refute the above observations, I here challenge him to do so, for I am not to be frightened out of my name.

J. P. ARROWSMITH.

We have thought it right to lay before our readers the sentiments of Mr. Arrowsmith, who is so peculiarly qualified to speak practically on the subject. We have, however, received another letter, from a correspondent who signs himself C. C. C. and states himself to be a life-governor of the Deaf and Dumb Asylum in London, objecting, that the plan for instructing children thus circumstanced by means of National or other ordinary schools, is quite impracticable; and that the language of signs is wholly insufficient for communicating religious knowledge. He says, "Give them a knowledge of language, (not to the exclusion of signs), and you supply them with a fulcrum on which to place the lever of their understanding.... whereas, without imparting to them a knowledge of language, (I do not speak of articulation, though I have a decided opinion of its utility,) we do not even plant, except upon a stony ground, much less do we water." He further argues, "If they were beings formed only for this world, it might perhaps be sufficient to teach them by signs; but if signs are sufficient to teach man all that is necessary for him to know as a being formed for eternity, why do our missionaries strive to acquire a knowledge of

the languages of those countries in which they labour?"-It is clear from these passages that our correspondent, though a life-governor of the Deaf and Dumb Asylum, labours under the strange mistake—a mistake, however, very common among persons who have not duly reflected upon the subject-that the deaf and dumb cannot understand a language unless they can speak it. But is not writing, is not printing, is not dactylology, as much a a communicator of words, which stand for ideas, as the motions of the organs of speech? To persons who have their hearing and speech,

the latter are the most facile conveyance, but not so to the deaf and dumb; but in either case, though the instrument of conveyance differs, the thought, and the words which pourtray it, are the same. It is quite absurd to maintain that the things of this world may be taught by the manual alphabet, but not religious ideas. The same conventional alphabet, be it manual or oral, which will convey a page of the history of England, will surely serve to convey a chapter of the Bible. We request C. C. C. to read over the paper above alluded to, in our volume for 1818, p. 514.

Letters from an absent Brother, containing some Account of a Tour through Parts of the Netherlands, Switzerland, Northern Italy, and France, in the Summer of 1823. Two Volumes. Second Edition. London: 1824. 12mo. pp. 506. Remains of the late Alexander Leith Ross, A.M. with a Memoir of his Life, and a Journal of his Tours in Holland, Flanders, and France, in 1817, and in France, Italy, Switzerland, and Germany, in 1820. 8vo. pp. 521. Aberdeen.

1822.

We have been long acquainted with Mr. Wilson as an excellent writer of sermons; and his piety, eloquence, and benevolent exertions are very widely known and justly appreciated; but we certainly were not prepared to recognise him in the garb of a continental traveller. If, however, the thought has crossed the mind of any of our readers, how far the publication of a continental tour may be compatible with the holy office which Mr. Wilson sustains in the Christian church, they will find the best solution of such an innocent doubt in the present volumes. For ourselves, no such doubt ever intruded itself into our minds; for we were very

sure, as soon as we heard of Mr. Wilson's publication, that his memoranda, if not the vehicle of novel or momentous facts or elaborate reflections, would not fail to be imbued with a spirit becoming his sacred profession. It appears that Mr. Wilson was induced, by the earnest entreaty of friends, to print, in the first instance, an edition of his letters for private and limited circulation. This led to farther entreaties on the subject, which at length issued, not only in printing, but publishing, a second edition, which is now before us.

We are not friendly in general to the publication of familiar letters written under circumstances like the present; but we do not wonder that Mr. Wilson should have been so strongly solicited, and that he should have consented to add one more to the very few journals of Christian Travellers. The press has teemed with idle and unprofitable tours, and it would be well if we were not obliged to add, with some absolutely pernicious. The dregs of continental profligacy, as well as the refinement of its more elevated dissipations, have been studied and detailed, as if with a prurient wish to import them, in