higher degree of alacrity with which it is anticipated that pupils will engage in the exercises of the school-room, when its effects shall begin to be visible, is not among the smallest inducements which have led to its adoption. That its execution will impose upon the principal and his associates an amount of labor, very essentially greater than has hitherto been required of them, is to be expected. With them, however, such a consideration is of no weight, when placed in the scale with the anticipated advantages. We have reason to believe that their determination has not been hastily formed, but that in view of all the circumstances, they have been led to it by a conviction of duty.

The measures now in prospect, and others not yet matured, which must unquestionably succeed them, are such as to require extensive information, and no ordinary devotion to the task of doing good, in those who carry them into execution. And here the Board cannot but advert to one, among the many errors, which have hitherto prevailed, with respect to the education of the deaf and dumb, from which that unfortunate portion of our fellow beings have suffered, to an extent which can only be appreciated by those, who, like this Board, have been brought into immediate connection with them. This is to suppose, that to convey information to the minds of mutes, and to initiate them into the mysteries of language, is not an undertaking which requires either talents or study for its successful execution, or which merits the undivided attention of men of more than common education. This error, if

not entirely confined to our own country, has been, unfortunately, more prevalent here than abroad. To trace its causes, is a matter of no great difficulty. All the knowledge which people in general possess, with respect to the instruction of the deaf and dumb, is derived from public exhibitions, or from the hasty observations of individuals, carelessly made in the course of a brief visit at the institution. The exercises of the school-room are observed to consist of language in its simplest forms, and the observer instantly compares that which is before his eyes with what may be seen in the common schools for speaking children, with which our country abounds. It does not occur to him, that, what he witnesses is only a minute portion of a great whole, to understand which, even his own intellectual powers might find themselves tasked; and that, while the individual exercises before him may resemble those of common schools, there is no more similarity between the two seminaries.

compared, than between a dancing academy and a school for mathe matics. What is it that the instructor of deaf mutes proposes to accomplish? In the first place, to teach a language. And to whom? Not to those who have already the idea of such an artificial structure, and have, therefore, a foundation ready laid, upon which he may build; but to persons, who must first be taught to know what language is. We all know the difficulty of acquiring an unknown tongue. We all know the perplexities which obstruct our progress in the endeavor to acquaint themselves with the Latin or the German. And how few among those, who can read these and other languages with facility, can write or speak either. Yet we have, in the very beginning, an instrument to aid us, which gives us an advantage over the deaf and dumb, like that which the mechanical powers afford above mere animal strength, directly exerted. This instrument is grammar-for grammar is not peculiar to any individual language, but extends itself in all its essential principles, over the whole field of artificial communication. In acquiring the French or the German, we have only to substitute new names and new inflections, for others already known. We construct a machine of new materials, with certain trivial modifications, upon a model before our eyes. But the deaf and dumb have yet to learn the principles, on which the machine was originally constructed.. They have not merely to translate, but to invent. Are not talents, are not ingenuity and mental discipline necessary in the man, whose task it is to lead them onward in this process of invention? Few persons understand how artificial, how intricate, and, in fact, how anomalous are the combinations of words upon their lips every hour of the day. Their knowledge of language has been imperceptibly acquired, and they do not reflect that this language is a structure, which has been growing more complicated since time began. No person, in fact, can be conversant with the deaf and dumb, for any space of time, without becoming convinced, that to teach them even the elements of language, requires a greater practical knowledge of the workings of the human mind, a more philosopical acquaintance with the great medium of communication, and a more thorough intellectual discipline, on the part of the instructor, than is required in any other branch of educa

tion.

There remains one subject, which, though it has been repeatedly alluded to in former reports, the Board feel themselves bound

once more, distinctly, to present to the consideration of the Legislature. The inadequacy of the present public provision to meet the wants of indigent deaf mutes, within the limits of the State, is palpable to the slightest inspection of the statistics of our population. The returns of the last census show the number of the deaf and dumb, in 1830, to have been eight hundred and eighty-three. This number must now exceed nine hundred, and it cannot but increase with the general increase of population. The observation of centuries has limited the successive generations of men, each to thirty years. One-thirtieth portion of the human race arrives, therefore, annually, at that period of life when education should commence. If five years be set apart for this purpose, then it is evident, that the number constantly under instruction should bear to the whole population the ratio of one to six. Applying this result to the present case, we perceive that, supposing our population stationary, provision should exist for the education of one hundred and fifty deaf mutes. Five-sixths of these, at least, stand in need of legislative aid. Yet at present, the total number of those who receive the bounty of the State, amounts only to eighty.

It is not a time to discuss the policy of educating the deaf and dumb. That question has long since been set at rest, and the sense of the Legislature, with respect to it, may best be inferred from their own acts. They have made provision for this object. It cannot be supposed, that they intended that provision to be partial or inadequate. It cannot be believed that they esteem this, or any other benevolent object, worthy of being attempted, but not of being effectually accomplished. Such a supposition is neither accordant with reason, nor with humanity. Were there any difficulty in the way, were this some stupendous undertaking to which the resources of the State were unequal, or were there even danger of wasteful expenditure, arising from liberal appropriations, then, indeed, the present state of things might more easily be accounted for. But nothing of this is true. It is but a pittance, which this great and flourishing State is supplicated to bestow upon the most unfortunate of her children. And even were provision made by statute for a greater number than could possibly apply for its benefits, it would still be impossible to draw from the treasury a greater amount than should be necessary to meet the wants of that particular class, for which it was intended. There seems to be an inconsistency, there certainly is injustice, in extending the public bounty to a part, where all are equally deserving;

in acknowledging only the claims of a few, where those of the whole rest upon the same foundation.

Impressed with a sense of the correctness of these views, and of the unhappy condition of numbers in this wealthy State, who, for want of public assistance, are living and dying in ignorance and wretchedness, this Board will feel it their duty, at no distant day, to present this subject to the Legislature in the form of a memorial. They cannot entertain a doubt that it will meet, from the liberality of that body, the attention which they are convinced it deserves.

With a firm conviction that large institutions possess decided advantages over small ones, for accomplishing all the great ends of their establishment; in the greater ratio of benefits conferred, compared with their expenses; in the means, which they possess, for maintaining a supervision over the morals and conduct of their pupils; for their instruction in the mechanical arts; for their better classification, and for their intellectual and religious improvement; and under a belief too, that the means for securing these desirable objects, are in the possession of this institution, the Board commissioned the principal to visit Canajoharie, and propose to the directors of the Central Asylum an union of the two institutions at New-York. Although the arguments in favor of this plan appear to us to be unanswerable, and the terms offered the most liberal that could be expected, under any circumstances, the directors of that Asylum, the Board regret to say, declined acceding to such a proposal. The offer was not made with the intention of interfering with the rights vested in the Central Asylum, nor with a view of building up the interests of this institution, at the expense of theirs, but from the sole consideration of advancing the best good of the deaf and dumb themselves. The question as to the expediency and duty of uniting the two institutions, and enlarging the facilities of one, so as to render it adequate to the wants of the whole body of deaf mutes in the State, this Board feel fully prepared to sustain on any suitable occasion.

It is with no ordinary pleasure that the directors contemplate the present prosperous condition of the institution entrusted to their care. In this pleasure, they doubt not that the Legislature, under whose patronage it has flourished, will partake with them. To do good is ever its own reward. Happiness, like the mysterious power of the loadstone, is increased in proportion as it is im

parted. And the satisfaction with which the benevolent mind looks back upon the benefits which it has been instrumental in conferring upon others, affords a striking verification of the language of the inspired Preacher: "Cast thy bread upon the waters; for thou shalt find it after many days."

By order of the Board of Directors.

JAMES MILNOR, President,

H, P, PEET, Secretary.