'German' system, does it not seem strange that its introduction into this country should have been opposed so strongly? Yet the same prejudice against the value of the system—taking the twofold form, either of utter disbelief in the power of the deaf to speak, because they are called "deaf and dumb"; or, on the other hand, the deep-rooted idea that speech, when thus given, is not better than that of the parrot, or the magpie—is widespread, as the following will show.
A gentleman in America had a child who lost hearing in her fifth year; he took her to the best institutions that he knew of in his own country. These were on the 'French' system. He was there told he had better take her back, and bring her again when she was twelve. 'What,' said he, 'must she be seven years without any education? And what is to become of her speech? She has already lost some of her words.' 'Oh! that will soon be gone, and in a few months she will be as dumb as she is deaf.' The parents were greatly hurt at this, and resolved that her speech should never be lost, a resolve which they succeeded in carrying out, by means of studying the 'German' system. Finding the great benefit their child received from this method of teaching, the father endeavoured to get a school established on this principle. For this purpose he applied for State aid—which is, I believe, freely afforded for the education of the deaf in every civilised country but our own. His application was refused. Twice his proposition was defeated in Congress; and it was not until he had publicly exhibited the success of the system in the person of his own child, that the measure was passed. The
