GENERAL MEETING. : 85 
as the “sign-language,” is used in place of the English language, 
and becomes itself the vernacular of the deaf child. 
Judging from the quotations given by Dr. Gallaudet, Moritz 
Hill himself makes a clear distinction between pantomime and the 
sign-language, retaining the former and proscribing the latter. 
“Every species of pantomimic language is not proscribed,” he 
says. ‘Natural signs,” or “signs employed by hearing and speak- 
ing persons,” are retained, while “ artificial signs ” are proscribed. 
All the arguments that have been advanced regarding pantomime 
and a pantomime language are equally applicable to pictures and 
a picture-language. For instance, we may say that a picture- 
language is more natural than any of the spoken languages of the 
world, because pictures are naturally understood by all mankind. 
We may even arrive, by a further process of generalization, at the 
idea that picture-language, in the wider sense, really constitutes 
the only form of language that is natural at all, for all the other 
languages of the world appear to be entirely arbitrary and conyen- 
tional. If we pursue the parallel we shall arrive at the conclusion 
that a picture-language of some kind must necessarily become the 
vernacular of our pupils, through which the other more conventional 
languages may be explained and taught. 
It is immaterial whether such statements are fallacious or not, so 
long as we do not apply them to educational purposes. But let us see 
how they work in practice. The exhibition of a picture undoubtedly 
adds interest to the fairy tale or story that we tell a child. It 
illustrates the language we use, and it may be of invaluable 
assistance to him in realizing our meaning. But is that any reason 
why we should teach him Egyptian hieroglyphics? Granting the 
premises: Is the conclusion sound that we should therefore teach 
him English by means of hieroglyphics ? 
If such conclusions are illogical, then the fundamental ideas 
upon which our whole system of education by signs is based are 
also fallacious and unsound. 
One word in conclusion regarding speech. 
The main cause of the fallacies that fog our conception of the 
condition of the deaf child is his lack of speech. A deaf person 
who speaks is regarded by the public more as a foreigner than as a 
deaf mute. Speech, however imperfect, breaks through the barriers 
of prejudice that separate him from the world, and he is recognized 
as one of ourselves. 
