hundred words per minute. If this be perfection, can we expect the _eye_ of ordinary mortal to reach it? Is there wonder that the task is a discouraging one for the deaf child? But it has been asserted that while a large percentage (practically all) of the deaf _can_, by a great amount of painstaking and practice, become speech readers in some small degree, a relative degree of facility in articulation is not nearly so attainable. As to the accuracy of this view, the writer cannot venture an opinion. Judging from the average congenital deaf-mute who has had special instruction in speech, it can safely be asserted that their speech is laborious, and far, very far, from being accurate enough for practical use beyond a limited number of common expressions. This being the case, it is not surprising that as an unaided means of instruction it cannot be a success, for English neither understood when spoken, nor spoken by the pupil, cannot but remain a foreign language, requiring to pass through some other form of translation before it becomes intelligible. There are the same obstacles in the use of the written or printed word as have been mentioned in connection with dactylology, namely, lack of rapidity in conveying impressions through the medium of the English sentence. I have thus hastily reviewed the several means which teachers generally are employing to impart the use of English to deaf pupils, for the purpose of showing a common difficulty. The many virtues of each have been left unnoticed, as of no pertinence to this article.