GENERAL MEETING. 75 
attract them, and much to repel them; for the more highly edu- 
cated deaf-mutes in these societies speak what is to them a foreign 
language; while the greater number of the deaf-mutes to be found 
there are so ignorant that self-respect forbids them from mingling 
with them. 
Thus the extent of their knowledge of the English language is 
the main determining cause of the congregation or separation of 
the deaf in adult life. A good vernacular knowledge of the Eng- 
lish language operates to effect their absorption into society at 
large, and to weaken the bonds that tend to bring them together ; 
whereas, a poor knowledge of the language of the country they 
live in causes them to be repelled by society and attracted by one 
another ; and these attractive and repulsive tendencies are increased 
and intensified if they have been taught at school a language for- 
eign to society and specially adapted for intercommunication among 
themselves. I say, then, let us banish the sign language from our 
schools. Let the teachers be careful in their intercourse with their 
pupils to use English and English alone. They can write, they can 
speak by word of mouth, they can spell the English words by a 
manual alphabet, and by any or all of these methods they can 
teach English to their pupils as a native tongue. 
Conclusion. 
In conclusion allow me to say: 
1. That those whom we term “ deaf-mutes” have no other natural 
defect than that of hearing. They are simply persons who are 
deaf from childhood and many of them are only “ hard-of-hearing.” 
2. Deaf children are dumb, not on account of lack of hearing, 
but of lack of instruction. No one teaches them to speak. 
3. A gesture language is developed by a deaf child at home, 
not because it is the only form of language that is natural to one 
in his condition, but because his parents and friends neglect to use 
the English language in his presence in a clearly visible form. 
4, (a) The sign language of our institutions is an artificial and 
conventional language derived from pantomime. 
(b) So far from being natural either to deaf or hearing persons, 
it is not understood by deaf children on their entrance to an insti- 
tution. Nor do hearing persons become sufficiently familiar with 
the language to be thoroughly qualified as teachers until after one 
or more years’ residence in an institution for the deaf and dumb. 
