On our way back we stopped at the Institute for the Deaf; for by the new method of teaching they are no longer dumb.  It is a handsome building in the gardens skirting the city.  We applied, and on learning we were strangers, they gave us permission to enter.  On finding we were Americans, the instructress immediately spoke of Dr. Howe, who had visited the Institute a year or two before, and was much pleased to find that Mr. Dennett was acquainted with him.  She took us into a room where about fifteen small children were assembled, and addressing one of the girls, said in a distinct tone:  “These gentlemen are from America; the deaf children there speak with their fingers—­canst thou speak so?” To which the child answered distinctly, but with some effort:  “No, we speak with our mouths.”  She then spoke to several others with the same success; one of the boys in particular, articulated with astonishing success.  It was interesting to watch their countenances, which were alive with eager attention, and to see the apparent efforts they made to utter the words.  They spoke in a monotonous tone, slowly and deliberately, but their voices had a strange, sepulchral sound, which was at first unpleasant to the ear.  I put one or two questions to a little boy, which he answered quite readily; as I was a foreigner, this was the best test that could be given of the success of the method.  We conversed afterwards with the director, who received us kindly, and appointed a day for us to come and witness the system more fully.  He spoke of Dr. Howe and Horace Mann, of Boston, and seemed to take a great interest in the introduction of his system in America.

We went again at the appointed time, and as their drawing teacher was there, we had an opportunity of looking over their sketches, which were excellent.  The director showed us the manner of teaching them, with a looking-glass, in which they were shown the different positions of the organs of the mouth, and afterwards made to feel the vibrations of the throat and breast, produced by the sound.  He took one of the youngest scholars, covered her eyes, and placing her hand upon his throat, articulated the second sound of A. She followed him, making the sound softer or louder as he did.  All the consonants were made distinctly, by placing her hand before his mouth.  Their exercises in reading, speaking with one another, and writing from dictation, succeeded perfectly.  He treated them all like his own children, and sought by jesting and playing, to make the exercise appear as sport.  They call him father and appear to be much attached to him.