erbs, the different cases of nouns, etc., is
brought out in successive stages entirely by means of sentences. A
few illustrations will suffice to show the scope of the work, which
promises to be of much value also in the ordinary school-room, for
which it is likewise designed by the author. An object, such as a
pitcher, is placed on the teacher's desk. A pupil is required to come
forward and touch it. The teacher then asks the question, writing it
upon the blackboard or spelling it upon his fingers, "What did John
do?" Answer, "He touched the pitcher." A change from a boy to a girl
brings out another pronoun; a change of objects, another noun; a
change of actions, another verb.

In this way, by gradual, systematic stages, the language is taught by
actual and constant use, the teacher doing away entirely with signs
in the school-room. This is an end constantly aimed at in deaf-mute
instruction, as it forces the pupils to use language instead of signs
to express their thoughts. By constant effort at first, and constant
practice, words gradually take the place of signs in their modes of
thought, though not perhaps entirely.

Objective ideas are readily acquired by deaf mutes, their perceptive
faculties being usually keen and quick. Abstract subjects are less
readily apprehended, and sometimes cause great surprise. One Sunday
morning Dr. Gillett, principal of the Illinois institution, had for
the Scripture lesson in the chapel the "Resurrection." When he had
made it plain and simple for the comprehension of the new pupils, some
of the ideas, brought out by the lesson caused great astonishment, and
even consternation among them. The little fellows shook their heads in
utter skepticism at the thought of themselves dying.

"I'm not going to die," said one. "Sick people die: I'm well and
strong;" standing on his feet and shaking his arms in attestation of
the fact.

"But you will be sick some time," said Dr. G., "and you will have to
die."

But they did not believe him in the least. The next morning one little
fellow met the principal and said, "You said yesterday I was going to
die: well, here I am, and I ain't dead yet."

On Monday morning, when they assembled in school, they were still full
of the new ideas. "Dr. Gillett had said they all had to die: would
they, truly?" they asked me. I could only confirm the statement.
Whereupon they all began drawing graves, tombstones, weeping willows,
and all such funereal paraph