Another maiden lady has achieved a still more remarkable success, for she had no wealth of her own to enable her to carry out her idea—which was, to perfect and to introduce on a large scale the method, devised in Spain some hundred years ago, developed by Heinicke, a German, by Bell of Edinburgh, and by his son, in a system of “visible speech,”—for enabling the deaf and dumb to speak, not with the fingers but the voice, dumb no longer, and to hear with the eyes, so to speak, by reading the movements of the lips. Miss Harriet Rogers, who had never witnessed this method in operation, began by teaching a few pupils privately till her success induced a generous inhabitant of Northampton, Mr. Clarke, to come forward with £10,000 to found a Deaf and Dumb Institution, of which her little school formed the nucleus, and her unwearied devotion and special gifts the animating soul. Step into a class-room in one of these cheerful looking houses, surrounded by gay flower borders and well-kept lawns, standing on a hill just outside the town,—for here, too, the plan of a group of buildings has been adopted. About twenty children, boys and girls, are ranged, their faces eagerly looking towards a lady who stands on a raised platform. Her presence conveys a sense of that gentle yet resistless power which springs from a firm will, combined with a rich measure of sympathy and affection. She raises her hand a little way, and then moves it slowly along in a horizontal direction. The children open their mouths and utter a deep sustained tone, a plaintive, minor, wild, yet not unmusical sound. She raises it a little higher, and again moves it slowly along. The children immediately raise the pitch of their voices and sustain a higher tone. Again the voices, following the hand, sustain a yet higher, almost a shrill note. Then the hand waves up and down rapidly, and the tones faithfully follow its lead in swift transition, till they seem lost in a maze of varying inflexions; but always the voices are obedient to the waving hand. The teacher then makes a round O with thumb and forefinger, gradually parting them like the opening of the mouth. This is the sign for crescendo and diminuendo. The voices begin softly, swell into a great volume of sound, then die away again, still with those peculiar plaintive tones; yet much do the children seem to enjoy the exercise, though, to most of them, remember, the room is all the while soundless as the grave. They learn to vary the pitch of their voices partly by feeling with the hand the vibrations of the throat and chest,—quick and in the throat for high tones, slow and in the chest for low ones—partly by help of Bell’s written signs, which represent the position peculiar to each sound of the various organs of speech—throat, tongue, lips, back of the mouth, &c. This was a class of beginners chiefly learning to develop and control their hitherto unused voices. Inexhaustible is