not in time become partly paralyzed or so inured to the effect as to require a stronger and stronger current, that idea was abandoned, and the one described adopted. A diagram of the apparatus was submitted to a skillful electrical engineer and machinist of Hartford, who gave as his opinion that the scheme was entirely feasible, and that a simple and comparatively inexpensive mechanism would produce the desired result. [Illustration: TOUCH TRANSMISSION BY ELECTRICITY.] The matter now to consider, and the one of greater interest to the teacher of deaf children, is, Of what utility can the device be in the instruction of deaf-mutes? What advantage is there, not found in the prevailing methods of communication with the deaf, i.e., by gestures, dactylology, speech and speech-reading, and writing? I. The language of gestures, first systematized and applied to the conveying of ideas to the deaf by the Abbe de l'Epee during the latter part of the last century, has been, in America, so developed and improved upon by Gallaudet, Peet, and their successors, as to leave but little else to be desired for the purpose for which it was intended. The rapidity and ease with which ideas can be expressed and understood by this "language" will never cease to be interesting and wonderful, and its value to the deaf can never fail of being appreciated by those familiar with it. But the genius of the language of signs is such as to be in itself of very little, if any, direct assistance in the acquisition of syntactical language, owing to the diversity in the order of construction existing between the English language and the language of signs. Sundry attempts have been made to enforce upon the sign-language conformity to the English order, but they have, in all cases known to the writer, been attended with failure. The sign-language is as immovable as the English order, and in this instance certainly Mahomet and the mountain will never know what it is to be in each other's embrace. School exercises in language composition are given with great success upon the basis of the sign-language. But in all such exercises there must be a translation from one language to the other. The desideratum still exists of an increased percentage of pupils leaving our schools for the deaf, possessing a facility of expression in English vernacular. This want has been long felt, and endeavoring to find a reason for the confessedly low percentage, the sign-language has been too often unjustly accused. It is only when the sign-language is abused that its merit as a means of instruction degenerates. The most ardent admirers of a proper use of signs are free to admit that any excessive use by the pupils, which takes away all opportunities to express themselves in English, is detrimental to rapid progress in English expression.