RECEIPTS IN 1833. Balance in the treasurer's hands, January 1st, 1833, "Mayor of N. York, for lottery licences, $2,125 00 $1,145 29 9,386 83 Yates & M'Intyre, for do. do. 1,546 79 3,671 79 66 Regents of the New-York University, 498 09 66 66 66 pay and part pay pupils, 66 sales of articles manufactured in shoe-shop, sales of Elementary Exercises, 66 Supervisors of New-York, by City Comptroller, Female, association, for pupils supported by them, 1,594 56 354 16 1,927 02 269 64 268 81 277 67 5 00 Treasurer of Public School Society, one half ex penses incurred in collecting proceeds of lotte- The foregoing account of the Treasurer has been examined by the finance committee, and found to be correct. From William Shaw, 25 bushels early potatoes; trees and shrub bery. Robert D. Weeks, Swift's Works, 24 volumes. 66 66 Dr. Griscom, Year in Europe, 2 volumes. 66 Leon Vayse, Set of Models for Drawing. "Lewis Seymour, Specimens for the Cabinet. 66 Young Men's Bible Society, New-York, fifty-six Bibles. Editors of the New-York Commercial Advertiser, their paper. Atlas and Constellation, their paper. New-York Weekly Messenger, their paper. NO. 3. EXTRACT FROM THE COMMERCIAL ADVERTISER. REFERRED TO ON PAGE TWENTY-THREE. There is one improvement in this branch of the art of teaching, which we have not before observed in use at this or any other institution of the kind. It is a complete system of grammatical symbols,--and in our view it will be found a very important auxiliary in the instruction of language. The characters of which it consists denote not merely the different parts of speech; but they likewise undergo systematic modifications corresponding to the inflections of language, and bearing a strong analogy in idea to the modifications of meaning attendant upon those inflections. They exhibit thus nouns and pronouns in their several cases, adjectives in the different degrees of comparison, and the verb in all its varieties of form, whether as transitive or intransitive, active or passive, past, present or future, affirmative, conditional, hypothetical or imperative, or in the infinitive or participial forms. This system is very readily comprehended by the pupils. It is in fact ideographic, and the simplicity of its fundamental principles renders it very easily explicable to any person who will devote a few moments to its examination. From this brief account of its nature its utility is obvious. It is syntax painted to the eye, superceding the necessity of abstract rules, always difficult to be remembered and especially so for the deaf and dumb. The essentials of the proposition, the subject and the attribute, occupy here that prominence which belongs to them, and the relative importance of the direct and indirect complements are evident to mere inspection. Grammar, in fact, becomes a subject of easy intuition, and hence rules are unnecessary, until the pupil is introduced once more to the same subject as a science. It is a matter of experience that we are often able to read a language with facility, which we are equally unable to write and to speak. In like manner the deaf and dumb will often comprehend sentences, addressed to them, and even narrations of length; when they are too little accustomed to use language themselves to be able to express similar ideas in words without some assistance. The difficulty which they encounter is a difficulty of construction. Instead of wasting time in such a case, by explaining at length what is the arrangement of words proper to be employed, the symbols are spread out before the learner, and the difficulty is at once removed. In this process there is nothing arbitrary which the caprice of a particular language has not rendered so; for so far as reason is to be found in the great principles of general grammar for our specific forms of speech, the symbols explain themselves. It is thus that they materially abbreviate the processes of the school room, and afford an equal assistance to the teacher and to the pupil. In another respect they afford a material aid in the instruction of the deaf and dumb. To teach language to this class of persons is to pass through a process similar to that by which we may suppose language to have been originally instituted. The necessity of each new form of speech must be made to appear, before its use can be insisted on. The learner must therefore be led to the real intuition of all those circumstances which render a new form of language desirable, and which constitute the reason of its establishment. This process is necessarily slow, and when it has been once or twice repeated, it becomes desirable to possess some simple and intelligible sign, by which it may be distinctly recalled to the mind, without actually retracing its several steps. Such signs are found in the grammatical symbols. These are the brief representatives of those combinations of circumstances which give rise to their corresponding forms of speech. They render easily comprehensible ideas which on account of their complexity, it is difficult for the mind to grasp, so long as it is necessary to consider them in detail. The symbols are also useful in correcting the original compositions of the pupils. Arbitrary correction is of little utility. A change of phraseology without a reason assigned, is not long remembered; and if it were, would scarcely be generalized so as to prove of use in any other than a case precisely similar. To point out the place of the error, and cause it to be both discovered and corrected by the pupil himself, is therefore what is desirable. When other means fail for the accomplishment of this object, the placing of the grammatical symbols over the words of the sentence will often render the error glaring, and the correction immediate. In fine, we may in some respects compare the grammatical symbols to the signs used for purposes of abbreviation in mathematics. They have also an advantage of which the deaf and dumb experience peculiarly the benefit, that they abstract the thoughts entirely from the subject of discourse, and fasten them directly and distinctly upon the principles of construction applicable to the case. NO. 4. REFERRED TO ON PAGE THIRTY-TWO. Written by Edmund Booth, who has been under instruction four years, at the American Asylum, at Hartford, but is now employed as an assistant in that school. He lost his hearing partially at four, and entirely at eight years of age. TO NO ONE BUT MYSELF. Come, the day is fair, The bees are humming in the air, The sun is laving in the lake, The lake is like an angel's path So come-O! come and let us go, The boat is waiting on the shore Save when some wild bird's mood subdued The following address was written by JOHN R. BURNET, on the occasion of the Fair held at the City Hotel for the benefit of the Blind. He lost his hearing at the age of seven years, and, as a consequence, his speech to such a degree, that his articulation is scarcely intelligible. He has resided for some months at the New-York Institution for the Instruction of the Deaf and Dumb, but is principally indebted to his own unassisted efforts for his attainments. ADDRESS OF THE DEAF AND DUMB TO THE BLIND, Beats there a human heart so cold, So selfish and unkind, That can refuse its sympathy To the poor helpless blind? E'en we must pity those, whose eyes The joyous light that wakens us To ever new delight. When, with soft step, the rosy morn And at her smile the heart leaps up |