The method of beginning their instruction is by means of simple familiar objects, or, where these cannot be obtained, illustrations of them. A picture of a horse is placed, at one end of the teacher's blackboard. Instantly two fingers of each hand go up to the top of each little head. If it were a picture of an animal with longer ears, each would make an ass of himself. So far so good, only they do not know the name of this animal, familiar as they are with him. The teacher writes the name under the picture. The article "A" is also written, which, though it puzzles them, they must take on trust. It cannot be explained at this stage. The teacher then holds up an ear of corn. Of course they know that very well, and make the sign for it, shelling the fore finger. It is then laid upon the opposite end of the blackboard, and its name written under it. A short pause, with a glance first at the horse and then at the corn, soon brings out the sign for "eats," which is written in its proper place, and the sentence is complete. The little "ignorants," as they are dubbed by the older pupils, are then plunged head and ears into the task of learning to form the written characters as well as the construction of sentences. It is setting foot in an unexplored wilderness. No ray of light penetrates the darkness of that wilderness save the tiny torch just placed in their hands. Mr. Isaac Lewis Peet, principal of the New York institution, before referred to in this paper, has lately been preparing a textbook for the use of deaf-mute instructors, which promises to be of great value. It reduces the whole of the earlier stages of instruction to a perfected system, by which each part of speech, with the various moods and tenses of the verbs, the different cases of nouns, etc., is brought out in successive stages entirely by means of sentences. A few illustrations will suffice to show the scope of the work, which promises to be of much value also in the ordinary school-room, for which it is likewise designed by the author. An object, such as a pitcher, is placed on the teacher's desk. A pupil is required to come forward and touch it. The teacher then asks the question, writing it upon the blackboard or spelling it upon his fingers, "What did John do?" Answer, "He touched the pitcher." A change from a boy to a girl brings out another pronoun; a change of objects, another noun; a change of actions, another verb. In this way, by gradual, systematic stages, the language is taught by actual and constant use, the teacher doing away entirely with signs in the school-room. This is an end constantly aimed at in deaf-mute instruction, as it forces the pupils to use language instead of signs to express their thoughts. By constant effort at first, and constant practice, words gradually take the place of signs in their modes of thought, though not perhaps entirely.