For a knowledge of intellectual development in the child possessed of all the senses, and of the great extent to which he is independent of verbal language in the formation of concepts, it is indispensable to make a collection of such concepts as uneducated deaf-mutes not acquainted either with the finger-alphabet or with articulation express by means of their own gestures in a manner intelligible to others. Their language, however, comprises "not only the various expressive changes of countenance (play of feature), but also the varied movements of the hands (gesticulations), the positions, attitudes, bearing, and movements of the other parts of the entire body, through which the deaf-mute naturally, i. e., _untouched by educational influences_, expresses his ideas and conceptions." But I refrain from making such a catalogue here, as we are concerned with the fact that _many concepts are, without any learning of words whatever, plainly expressed and logically combined with one another_, and their correctness is proved by the conduct of any and every untaught child born deaf. Besides, such a catalogue, in order to possess the psychogenetic value desired by me, needs a critical examination extremely difficult to carry through as to whether the "educational influences" supposed to be excluded are actually wholly excluded in all cases as they really are in some cases, e. g., in regard to food. Degerando (1827) has enumerated a long list of concepts, which deaf-mutes before they are instructed represent by pantomimic gesture. Many of these forms of expression in French deaf-mutes are identical with those of German. It is most earnestly to be wished that this international language of feature and gesture used by children entirely uninstructed, born deaf, may be made accessible to psycho-physiological and linguistic study by means of pictorial representations--photographic best of all. This should be founded on the experiences of German, French, English, Russian, Italian, and other teachers of deaf-mutes. For there is hardly a better proof that thinking is not dependent on the language of words than the conduct of deaf-mutes, who express, indeed, many more concepts of unlike content in the same manner than any verbal language does--just as children with all their senses do before they possess a satisfactory stock of words--but who, by gesticulation and pantomime before receiving any instruction, demonstrate that concepts are formed without words. With reference to the manner in which uneducated deaf-mutes speak, the following examples are characteristic performances in gesture-language: One deaf-mute asks another, "Stay, go you?" (look of inquiry). Answer: "Go, I" (i. e., "Do you stay or go?" "I go"). "Hunter hare shoots." "Arm, man, be strong," means, "The man's arm is strong." "N., spectacles, see," means, "N. sees with the spectacles."