gate the charitable and educational institutions of Europe, the wise and great-hearted Horace Mann. In his report he gave enthusiastic commendation to the work of the German oral schools for the deaf, in that they not only retained and cultivated the the speech that might have peen acquired before hearing was lost, but also they gave speech to a considerable portion of the congenitally deaf. His recommendation was that this line of work should be taken up by the schools of America, which had theretofore practically ignored it. His report, which started a revolution in the work of teaching the deaf in America speedily bore fruit. Fortunately the first work of teaching the deaf to speak in our country, by the private governess and under the direction of the managers and teachers of the first well-endowed school, did not restrict the work to the German precedent, but began with books and followed broad lines. They strove to give to the deaf a good education, of which speech was an essential feature, though it was not the sole end and aim. The wisdom of Horace Mann was soon to be demonstrated. The first American pupil taught through speech, had hardly entered her teens, before she had passed so far beyond the range of the curriculum of the German schools that when she visited Germany the teachers could hardly believe her attainments were the bona fide result of oral training. The first oral school was fortunate in securing not only liberal endowment, but also a management that was enthusiastic and sanguine.

Oral schools have increased in number and popularity, as well as in excellence of attainment, and the best oral schools of the world may now be found in the United States. Simultaneously with the establishment of oral schools, some of the sign schools adopted oral exercises for a portion of their pupils, for the semimute and the semi-deaf, and. these became known as combined method schools. As a consequence of this partial introduction of speech, 23 per cent. of the 3,264 deaf children in the combined method schools were, in 1876, taught to speak. Advocates of the several methods, in true philanthropic spirit, are desirous to do the greatest good to the greatest number and to develop every individual to the fullest extent of his powers, notwithstanding the very positive differences of opinion they cherish regarding the comparative value of methods.

The combined method advocate urges against the general adop tion of the oral method for the education of the deaf; that lipreading is a very uncertain medium with any but the most advanced pupils; that slight action of the lips in speech is not easily seen or understood by young children who have not a considerable familiarity with language; and that the difficulties with this medium increase with the size of the class, so that it is

practically impossible to conduct general exercises. They claim that this difficulty is obviated by the sign language, since it is so clearly seen and readily intelligible to those accustomed to its use that whatever the teacher may say is self-interpreting.

Even those oralists who approve of the use of signs by the younger deaf children, as many of them do, object to the combined method on the ground that the sign language, which is foreign to English, is allowed to become the vernacular mode of intercommunication of all the pupils; and that just as soon as this medium of intercourse becomes habitual the language the child speaks becomes a foreign tongue, awkward and unfamiliar. The child who becomes addicted to the sign language is not only indisposed to speak, but is usually antagonistic to speech instruction and averse to making an attempt to express his own thoughts and desires through speech.

The great success of the sign schools in America has been due to the study and use of the English language and not to De l'Epee gesture signs. The great advance which has been made in oral work in America over that of other countries is due to the habit of reading, whereby language is presented to the eye, not by the mouth, but by the hand, in manuscript and in printed books. At the Rochester school a method has been developed, the aim of which is to teach every child habitually to use speech and to read the lips in conversation with every hearing person, and at the same time, through the free use of the manual alphabet, to have a medium of intercourse which is readily seen and easily and confidently used.

Respectfully submitted,

Z. F. WESTERVELT,

Rochester, November 19, 1894.

Superintendent and Principal.

LE COUTEULX ST. MARY'S INSTITUTION FOR THE IM PROVED INSTRUCTION OF DEAF MUTES.

Hon. J. F. CROOKER, Superintendent of Public Instruction:

Sir.-In compliance with your request, I respectfully submit the following statement regarding the Le Couteulx St. Mary's Institution for the Improved Instruction of Deaf-Mutes for the year ending September 30, 1894:

The number of pupils in attendance at the date of my last report was 127. Twenty-seven have since been admitted, 27 dis charged or withdrawn, and one died, leaving the present num

ber 126-67 males and 59 females. Of this number, 59 are State pupils, 52 are supported by counties, 10 by parents or friends and 5 by the institution.

The general health of the pupils has been good. At the beginning of the year, there was one death, due to paralysis, of a boy 15 years of age. Improved sanitation has contributed to the healthful condition of the school.

During the past year, we have been deprived, by death, of the valued services of the Rev. P. S. Dunne, president of the board of trustees. He was appointed president in 1880, and through this period of more than 14 years, he gave generously of his time aud thought to the interests of the institution. He brought to the administration of its affairs, a sound judgment and a wise discretion, representing its interests before the authorities and public officials, counseling its officers and teachers, and befriending its pupils, which materially aided in enhancing its usefulness. He was a man of rare endowments of heart and mind, and only those intimately associated with him in the work can fully realize how great a loss his death is to the institution.

The number of instructors has been the same as in the preceding report, viz.: 12, including the principal, in the educational department and five in the industrial department. Faithful and efficient work has been done by teachers, officers and pupils, with satisfactory results. The work of the educational department has been carried forward with increased vigor and enthusiasm. The system of classification detailed in former reports has been continued. In the methods of instruction, we have followed the same general plan heretofore pursued. Instruction in speech has continued with increasing satisfactory results. Our first aim has been to develop the minds of the pupils and to teach language as an expression of thought. All effort has been directed toward this end.

We regret very much that some of our most promising pupils are withdrawn by their parents, just as they are prepared to make rapid progress, and when a few years more at school would be of inestimable benefit to them. Parents lo not sufficiently consider that the loss of an education is a serious hindrance to their children's advancement in life, else such cases would not occur so frequently.

During the year, several of our teachers visited other similar schools for the purpose of observing the methods and gaining help for our own work. Two attended the fourth summer meeting of the "American Association to Promote the Teaching of Speech to the Deaf," held at Chautauqua, N. Y., July 2-12. Some valuable suggestions were thus obtained.

While the intellectual development of the pupils has received careful attention, their industrial training has not been overlooked. The older pupils spend from two three hours, daily, in the industrial department. Habits of industry are thus formed which prove very valuable to them in after life. As previously stated, the boys are instructed in printing, tailoring, shoemaking, chair-caning and wood-carving; the girls in plain sewing, dressmaking, fancy work, cooking and household economy. Many of our pupils who have left us are profitably employed in various parts of the country.

A medal and diploma have been awarded the institution by the World's Columbian Commission Bureau of Awards, Washington, D. C., for its exhibit of class work at the World's Columbian Exposition, for "Excellence of work done for deaf-mutes, and for excellent work done by them," and a "Diploma of honor," by those in charge of the Catholic educational exhibit, for “Industrial and art work."

The institution has been visited, during the year, by Hon. Wm. R. Stewart, president of the State Board of Charities, a committee from the Constitutional Convention, and nearly the entire board of supervisors of Erie county, as well as their committee on charitable institutions. The members of the last-named com mittee visit the institution quarterly, and as the majority of our pupils are from this county, they take a personal interest in their welfare and note the progress made by each and every one.

In conclusion, I desire to offer most sincere thanks for the prompt attention with which your Department has attended to all business matters concerning the institution.

Respectfully submitted,

SISTER MARY ANNE BURKE,

Buffalo, November 10, 1894.

Principal.

NORTHERN NEW YORK INSTITUTION FOR DEAF-MUTES, MALONE, N. Y.

Hon. J. F. CECOKFR, Superintendent of Public Instruction:

Sir. The following brief report of facts relative to the Northern New York Institution for Deaf-Mutes, at Malone, N. Y., for the year ending September 30, 1894, is respectfully submitted in compliance with your request of the 9th inst.:

The whole number of pupils in attendance was 94; 59 were males and 35 were females. Of these, 68 were supported by the State, 42 males and 26 females, and 26 by counties, 17 males, 9 females.

The health record of the institution is indeed remarkable, when we consider that during its 10 years' existence not a pupil has died within its walls. Such a record must be gratifying to those who have confided their children to its care, and to the State, under which the school is conducted. Further than this, and to which we can ascribe the cause primarily, is the Divine oversight which has been accorded us, and which has made successful human endeavor. Not a serious case of sickness has existed, nor has epidemic or contagious disease been within our walls. Other things being equal, healthfulness is an essential which is not given the prominence that it deserves. In the hurried perfunctory inspection which institutions of our kind periodically receive, attention is fixed upon business management, or other features, and inquiries concerning the physical welfare of pupils are very meagre, except when aggravated conditions exist. This oversight, whether intentional or not, can not degrade the importance of that upon which success, either educational or financial, is contingent, but it unjustly deprives some institutions from the credit which they have earned, and therefore deserve. Strengthen the confidence of the people by letting the truth be known.

In a separate building, and one specially designed for the purpose, our pupils now have the opportunity of learning one of four trades, viz., shoemaking, printing, tailoring and dressmak ing. This means more than at first appears, and the good derived from this department can best be seen when it is better known what it accomplishes in various ways and how the influence of its instruction lasts far into the lives of those who have been members of its classes. The State, in its appropriation of moneys for the support of educational institutions, should. demand that while so much money is being expended, some earning, besides mental acquirement, should be made. This, for our shops, we expect to be able to show, in that our necessary clothing, for both males and females, including shoes, are by our pupils manufactured. A life of occupation inculcates habits of industry, and training along this line greatly enhances the chances of bread-winners. Again, the weekly publication issued by our printers not only serves to keep parents of pupils in closer touch with the school, but is of educational value to the pupils, and a source of profit to the State.

The educational department, under the charge of Mr. Edward C. Rider, is reported as being made up of 12 classes, exclusive of those in articulation and lip-reading, and consists of a manual and an oral division The four oral and eight manual classes. number of pupils under oral instruction is 17; those under the manual method, 68. Speech and speech-reading, by the use of