schools, some few pupils are taught articulation. The 'German' system teaches the pupils from the first to think in the order of the language of their country, whereas the 'French' system teaches the pupils to think in the order of the language of signs, which is an inverted order, as far as English and all other European languages go, e.g. 'cart draw horse.' It also ignores particles, and other things necessary to ordinary English.
The 'Combined' method is so called because it tries to combine parts of each of the two great opposing systems. The teaching, however, being based on signs, is far nearer the 'French' than the 'German' system, though some articulation is attempted at first with each pupil,—a system which has brought, and always will bring, articulation into disrepute, for it is useless to think of teaching articulation successfully unless it be, as in the 'German' system, the basis of instruction; so that the pupil may always think and express ideas in the order of the language of his country. This is next to impossible for him to do, when taught upon any system which is based on signs. Signs are also much easier than articulation to the deaf. The two have nothing in common. The easier will always supersede the harder in the affection and practice of the pupil.
Now, it would be well, before going any further, to get rid of the idea so common amongst hearing people, that children 'deaf and dumb' are quite different from others. For instance, it is often imagined that they must be of weak intellect. This is a great mistake. True, some have not full mental development, which is not to be wondered at, when the causes of congenital and acci-
