tance if it were ascertained that a portion of the same work now
performed by the eye could be accomplished equally as well through
feeling, thereby relieving the eye of some of its onerous duties.

We see no good reason why such accomplishment may not be wrought. If,
perchance, it were discovered that a certain portion could be performed
in a more efficient manner, its value would thus be further enhanced.

In theory and practice, the teacher of language to the deaf, by whatever
method, endeavors to present to the eye of the child as many completed
sentences as are nominally addressed to the ear--having them "caught" by
the eye and reproduced with as frequent recurrence as is ordinarily done
by the child of normal faculties.

In our hasty review of the methods now in use we noted the inability to
approximate this desirable process as a common difficulty. The facility
now ordinarily attained in the manipulation of the type writer, and the
speed said to have been reached by Professor Bell and a private pupil of
his by the Dalgarno touch alphabet, when we consider the possibility of
a less complex mechanism in the one case and a more systematic grouping
of the alphabet in the other, would lead us to expect a more rapid means
of communication than is ordinarily acquired by dactylology, speech (by
the deaf), or writing. Then the ability to receive the communication
rapidly by the sense of feeling will be far greater. No part of the body
except the point of the tongue is as sensible to touch as the tips of
the fingers and the palm of the hand. Tactile discrimination is so acute
as to be able to interpret to the brain significant impressions produced
in very rapid succession. Added to this advantage is the greater one of
the absence of any more serious attendant physical or nervous strain
than is present when the utterances of speech fall upon the tympanum of
the ear. To sum up, then, the advantages of the device we find--

First. A more rapid means of communication with the deaf by syntactic
language, admitting of a greater amount of practice similar to that
received through the ear by normal children.

Second. Ability to receive this rapid communication for a longer
duration and without ocular strain.

Third. Perfect freedom of the eye to watch the expression on the
countenance of the sender.

Fourth. In articulation and speech-reading instruction, the power to
assist a class without distracting the attention of the e