This motto, by the way, got up by the pupils themselves, was striking. It was placed over one of the dining-room doors, and the ceiling being very low it was necessarily put just under it. A single glance sufficed to show the utter impossibility of getting the "Glory" any higher. The younger pupils write in almost every letter, "There are ---- pupils in this institution, ---- boys and ---- girls. All of the pupils are well, but some are sick." This is English pretty badly broken. These letters serve to illustrate a remark which Principal Peet of the New York institution made to me not long ago: "The great difficulty in instructing deaf mutes is in teaching them the English language." In this, of course, he had reference to the deaf mutes of our own country, and his statement appears, on its face, paradoxical. That American children should learn at least to read the English language, even when they cannot speak it, seems quite a matter of course. The fact is, however, different. The first disadvantage under which the deaf mute labors is the limited extent to which his mental powers have been developed. This deficiency is attributable to two causes--his deprivation of the immense amount of information to be gained by the sense of hearing, and his want of language. Before an infant, one possessed of all its faculties, has acquired at least an understanding of articulate language, it has but vague and feeble ideas. No clear, distinct conception is shaped in its mind. "Ideas," says M. Marcel in his essay on the _Study of Languages_, "are not innate: they must be received before they can be communicated. This is so true that native curiosity impels us to listen long before we can speak.... Impression ... must therefore precede expression." Real thought, therefore, it will be seen, grows with the child's acquisition of language--an acquisition which is obtained in the earlier years entirely through the organ of hearing. This principal avenue to the mind is closed to the deaf mute. It is evident, therefore, that, lacking these two fundamental sources of all knowledge, his mental growth is incredibly slower than that of the hearing child. All that can be learned by means of the other senses is, however, learned rapidly, these being quickened and stimulated by the absence of one. Hence, the deaf-mute child of eight or ten years of age often appears as bright and intelligent as his more favored playmate. The latter, however, has a store of knowledge and a fund of thought wholly unknown to the deaf mute.