40 Original Articles. [Jan., 



eye to distinguish variations in the position of the lips when moved 

 slowly, and the ability to imitate these movements. 



Exchange of thought is known to be of the greatest importance to 

 the health and strength of mature minds, but what must it be to the 

 growth of an immured infant mind ? It is impossible to estimate the 

 vast importance to be attached to the ability, in the deaf, of reading 

 the lips, for to them the movements of the latter replace all the opera- 

 tions of sound, and it is their means of receiving the information need- 

 ful for keeping up a healthy action of the brain. The early training 

 of the vision, as well as of the vocal organs was, in this instance, not 

 without its recompense. The pupil made use of her new faculties 

 during the three succeeding years in a remarkable degree. The eye 

 became gradually more efficacious to catch the observations of her 

 parents, brothers, and friends, whilst the employment by her of organs 

 of speech rewarded doubly the labour which had been bestowed upon 

 her. 



It is at present most gratifying to witness the pleasure which the 

 child derives from her ability to read from her parents' lips whatever 

 information they may have to communicate to her. Any words or set 

 of words are conveyed by the eye to the mind almost as fast as they 

 can be pronounced distinctly and separately ; and for reasons already 

 given, it is of no consequence whether or not sound is connected with 

 the uttered word or sentence ; the pupil catches the meaning of every 

 position of the lips or facial muscles provided the organs of speech 

 perform the same motions without as with the creation of sound. 

 Speech is now inseparable from her social state and feelings ; in fact, 

 she has often been heard to talk in her dreams. 



Let us now consider the mental progress of this pupil. 



As we have already remarked, the mental faculties of the infant 

 deaf must not be overburdened nor exercised too long. Half-an-hour's 

 practice at a time will suffice. This pupil, accompanied by one to be 

 called F. 0., also a young girl, spent much time with us in the open 

 air during the first two years, and we made a practice of showing them 

 anything which attracted their attention, teaching them the names, and, 

 as far as possible, the uses of objects. At the end of that time the 

 pupil was consequently acquainted with a variety of trees, herbs, 

 animals, road implements, grain, &c; knew the difference between 

 river, brook, and ditch ; sand and clay, &c; in fact, knew from her 

 own observation a vast number of natural and artificial objects to be 

 seen in our walks, and had derived much benefit from watching the 

 farmer and mechanic. Being taught the words on the spot, the idea 

 connected with the written or articulated name was clear, and the 

 scene of action could be brought vividly before her. 



She was able to understand such questions as — "What did the 

 farmer cut '? " " Where have you been ? " " Who was out with you ? " 

 " Is the poplar dead ? " Original questions put by herself would be 

 shaped thus : — " What farmer cut ? " " Who walk with you ? " &c. ; 

 it being understood that the latter were given viva voce, and the former 

 slowly read from the teacher's lips, and slowly repeated in plain tones 

 by herself. 



