In 1817, shortly after Mr. Gallaudet's return, the American Asylum for the Deaf and Dumb was opened in Hartford, and the work of educating the deaf in this country was begun. The eight months between their arrival and the opening of the school were consumed by Mr. Gallaudet and Mr. Clerc visiting several of the major American cities of the country, among them Philadelphia, in order to arouse public interest in the proposed school. In Philadelphia, on December 7 1816, they addressed a public meeting held in South Third Street's Washington Hall, at which the Chief Justice of Pennsylvania, William Tilghman, presided, and John Bacon acted as secretary. The subject of the education of the deaf stirred great interest, and the meeting appointed a committee of prominent citizens to solicit contributions for the proposed school. The action of the meeting to take measures to assist an enterprise without the borders of the Commonwealth gave rise to a brief but spirited discussion in the public media of the day, where the action of the meeting was as warmly defended as it was criticized.

     It is an interesting fact that about the same time Mr. Gallaudet was in Paris studying the method of Sicard, a pupil of the Abbe St. Sernin, at Bordeaux, M. Gard, made overtures to several distinguished citizens of Philadelphia, and was given considerable encouragement to cross the ocean and establish a school here. The success of the efforts to establish the school at Hartford, and the fear that an attempt to establish a similar school elsewhere might do harm to the prospects of one or both schools, led to the dropping of the matter. The following letter written by Jonah Thompson, and published in a Philadelphia newspaper, will throw light upon a facet of the early history of deaf mute education in this country with which the public is not generally acquainted.

     As an individual whose feelings have for some time past been considerably interested in the instruction of the deaf and dumb, I could not but regret the publication of M. Gard's letter in a morning paper, and beg leave to submit a few observation on the remarks accompanying it.

     This letter was forwarded by Mr. Lee, the American Consul at Bordeaux, to a number of respectable gentlemen in different parts of the United States, and several individuals of their own accord contemplated encouraging M. Gard to emigrate here. The measure was, however, abandoned upon the news of Mr. Gallaudet's progress in the necessary arrangements for forming a school in Connecticut, uniting the advantages of the English and French modes of instruction, and thereby promoting a uniform system in the United States.

     The principles of education are entirely different in those rival countries. Indeed almost as much dissimilarity prevails as exists in their respective languages. This has been occasioned by national prejudices and prevented Mr. Braidwood and the Abbe Sicard, with their adherents in each system, from realizing the advantages that each might have derived from the other. In the French method, attention is exclusively given to the improvement of the mind of the pupil and extending his mental conceptions to the highest degree of expansion and communication by signs as well as by writing. From the necessary abstraction from other subjects, except the one immediately exciting attention, we may reasonably conclude that from minds thus improved great perfection in science will be attained. Indeed it is questionable whether more sublime ideas have ever been expressed than those communicated in writing by the pupils of the Abbe Sicard, particularly by Clerc, Massieu and Gard.

     According to the Wallis and Braidwood plan, the deaf are taught to speak, which is always possible when the powers of hearing are alone suspended, and when they have sufficient intellect to receive instruction. But this is extremely difficult. It requires great labor, and, with the most perfect, the voice is very disagreeable and monotonous. The pupil is taught to utter vocal sound and to know when he utters it, but as he cannot hear, it is long before he can ascertain the meaning of his teacher.

     After acquiring the power of uttering sound, he is taught that each letter produces a different motion of the muscular organs of speech, which is communicated to the lips. By steadily observing a speaker, he is able to comprehend in this way what is expressed.

     As the art is still in its infancy and the different systems are the conceptions of but a few individuals. Let us now promote a language combining the advantages of each, or the opportunity will be forever lost of establishing a uniform system of communication without which those taught by different tutors will be unintelligible to each other. No individuals are better suited for this purpose than Mr. Gallaudet and Mr. Clerc, and at the first and only establishment in the United States let persons be instructed to promote the important object. With this view I should decidedly conceive that any attempts at introducing Mr. Gard would be impolite and premature.

     Mr. Thompson's wise counsel was followed, and the citizens of Philadelphia gave their undivided support to the school at Hartford. No steps were taken at the time towards founding a school in Pennsylvania. The establishment of the Pennsylvania Institution for the Deaf and Dumb, the third oldest in the country (and now admittedly the finest and most complete school for the deaf in the world), was brought about in an altogether unanticipated way.

     There were quite a number of deaf children in Philadelphia, who were frequently seen wandering about the streets. Their ragged appearance and uncouth gestures elicited not only the laughter and ridicule of the cruel and thoughtless, but also the interest and compassion of the benevolent. One man in Philadelphia, struck by the miserable condition of these children, performed an act of practical philanthropy worthy of our grateful remembrance. This man was David G. Seixas, a humble Israelite, who kept a little crockery store on Market Street, between Sixteenth and Seventeenth Streets. Picking up a number of these street children, he clothed and fed several out of his scanty means and instructed others as best he could. We do not know the particular method of instruction he pursued. He was doubtlessly aware of the main incidents of Laurent Clerc's visit to Philadelphia, if he was not actually present at the public meeting, and he had most probably read of the methods of instruction pursued at Hartford. Newspapers provided numerous explanations of the instruction methods and with this meager knowledge, supplemented by a crude self-devised sign language, he was able to begin the education of his unfortunate charges. The little school, established either in late 1819 or early 1820, had eleven pupils, five boys and six girls. Notwithstanding his lack of experience, the success of Mr. Seixas must have been considerable, for the fame of the little school and of its devoted teacher spread rapidly and enlisted the attention and support of the philanthropic community of the city.

     On the ninth of April, 1820, several prominent citizens, among whom were Roberts Vaux, Horace Binney, Clement C. Biddle, Jacob Gratz, Dr. N. Chapman, William Wilkins, of Pittsburgh, and Joseph Correa de Serra, the Portuguese Minister, met Mr. Seixas, by appointment, at the house of Mr. Vaux. After a lengthy interview, they decided to call a public meeting to consider the propriety of establishing an institution for the education of the deaf and dumb.

     The meeting was held in the hall of the Philosophical Society, on South Third Street, on Wednesday evening, April 12. Rt. Rev. William White presided and William Meredith acted as secretary. Mr. Vaux made an address in which he submitted a plan for organizing an institution. This plan was referred to a committee, of which Mr. Vaux was chairman. The report of this committee was submitted at a meeting held on Saturday evening, April 15. The constitution presented by the committee was adopted with some amendment, and was signed by those present. The constitution reads:

ARTICLE I. The Institution shall be located in Philadelphia, and supported by the annual and life subscriptions of its members, by the donations and legacies of the charitable, by such aid as the Legislature may be pleased to afford, and by the money to be received for the education of the children whose parents, guardians or friends are of ability to pay.

ARTICLE II. The officers of the Institution shall be a president, four vice-presidents, a treasurer and a recording secretary. They shall be ex-officio members of the Board of Directors, and their duties shall be such as are implied in their titles, or shall be prescribed by the by-laws. And said officers shall not receive any fee or compensation for their service in performing the several duties, either directly or indirectly, excepting the treasurer and secretary.

ARTICLE III. There shall be a board of twenty-four directors, members of the Institution, who shall annually, at the meeting next succeeding their election, appoint one of their number to act as corresponding secretary. Their duties shall be such as shall be defined by the by-laws. There shall also be a committee of twelve ladies selected annually be the Board of Directors at their first meeting, to aid in the management of the asylum under such provisions as may from time to time be prescribed by the by-laws.

ARTICLE IV. Any person shall be entitled to become a member by paying annually, or in gross, the sum which shall be required by the by-laws for an annual or life subscription.

ARTICLE V. The members of the Institution shall meet annually on the first Wednesday in May, in the city of Philadelphia, (at such hour as the directors may prescribe) for the election of officers and directors and the transaction of other business, and to receive the annual report of the directors. Adjourned and special meetings may be held as shall be provided by the by-laws.

ARTICLE VI. The right of membership may be relinquished, and the resignation addressed in writing to the Board of Directors shall be accepted by them; provided, the member shall have discharged all demands due by him or her to the Institution.

ARTICLE VII. The funds of the Institution shall be at the disposal and under the management of the Board of Directors, subject, however, so far as relates to that part derived from the life subscriptions, to such restrictions as may be imposed by the by-laws, and subject also to such restrictions as may accompany the grant of aid by the Legislature. And it shall be the duty of the directors for the time being to present to the speaker of the Senate and of the House of Representatives, respectively, in the month of December, annually, a statement of the funds and expenses of the Institution, and of the number of children received and educated therein during the year immediately preceding, and of the parts of the State whence they have come, distinguishing between those who have been supported and educated gratuitously, and others.

ARTICLE VIII. Indigent children, resident anywhere within the State, shall be received into the school and asylum maintained and educated gratuitously so far as the funds of the Institution will admit; Provided, that when more children shall be offered for the benefit of this Institution than can be received at any one time, the president and directors shall apportion their number among the several Counties of this Commonwealth, according to their representation (when application shall be made) that every County may equally receive the benefits of the same.

ARTICLE IX. The number of officers and directors may be increased or diminished, as convenience shall require, at any annual meeting of the members of the Institution, notice of the intended alteration being previously given, and twenty members, being a majority of the members present, consenting; and any general meeting shall be competent to make, alter or repeal by-law rules and regulations, twenty-one members being present at the same time.

     A third meeting was held on Wednesday evening, April 26 when the following officers and directors were elected; President, Rt. Rev. William White; Vice Presidents, Robert Patterson, Horace Binney, Roberts Vaux, Dr. N. Chapman; Secretary, Henry J. Williams; Treasurer, John Bacon; Directors, William Meredith, John Vaughn, Clement C. Biddle, Jacob Gratz, J. N. Barker, General T. Cadwalader, William J. Duane, Samuel Archer, Paul Beck, R. Walsh, Jr., Alexander Henry, Rev. P. F. Mayer, Dr. William Price, Calendar Irwin, Reuben Haines, Dr. Franklin Bache, Samuel B. Morris, W. W. Fisher, Benjamin Tilghman, Caleb Cresson, William McIlvaine, Joseph Gratz, Samuel Canby and Samuel Wood.

     It is worthy to note, as illustrative of the abiding interest which the members of the original Board took in the welfare of the school, that most of them continued to take an active part in the management of the Institution to the time of their deaths, and that many of them are represented on the present Board by descendants in the third generation.

     The Board of Directors appointed a committee to confer with Mr. Seixas, for the purpose of securing his services as teacher. Another committee was appointed to prepare an address to the citizens of Pennsylvania, setting forth the objectives of the Institution and soliciting pecuniary aid. At the next meeting of the Board, held on May 6, it was announced that Mr. Seixas had been engaged at a salary of $1000 per annum.

     Mr. Seixas was installed as principal on May 15th, and the small class met for the time being at his house. On May 25 a public exhibition was given at Washington Hall, with the result of further awakening public interest in the school The number of pupils rapidly increased, substantial assistance was accorded the young Institution by the wealthy and philanthropic, and all things pointed to a future of rapid growth and great usefulness.

     During the summer of 1820 in accordance with the instructions of the Board, Mr. Seixas visited the Hartford School and made a careful inquiry into the methods of instruction in use there. Upon his return, he reported very strongly in favor of the manual method of instruction, and urged that the directors secure a house for the exclusive use of the Institution. Accordingly, in August, a house on High Street (now Market Street, near Seventeenth), formerly occupied by the Widow's Society, was secured, and Mary Cowgill was appointed Matron. Here the school opened in the fall of 1820.

     On January 10, 1821, Mr. Seixas, with six of his pupils, gave an exhibition in Harrisburg before the members of the Legislature, and as result an act incorporating the Institution was unanimously passed by both Houses, and received the approval of the Governor on February 8. At the same time an appropriation of $8000 was made to aid the school, and the State Treasurer was authorized to pay $160 for each deaf child educated therein. The total amount so paid, however, could not exceed $8000. The term of instruction was limited to three years.

     As a result of this generous assistance from the Commonwealth and the rapid increase in attendance, before the end of the year the accommodations on West Market Street were found to be insufficient. A more commodious house, on the corner of Market and Eleventh streets, where Bingham House now stands, was accordingly leased for a term of three years. In May, Charles Dillingham, a graduate of Williams College, was appointed as a teacher, and in September his sister, Miss Abigail Dillingham, who had been a pupil at the Hartford school, also took charge of a class. In March, 1882, the corps of instructors was further increased by the addition of Abraham B. Hutton, who thus began a connection with the school which extended over a period of nearly fifty years, and was terminated only upon his death.

     In October, 1821, Mr. Seixas retired from the principalship of the Institution. With some difficulty the directors of the American Asylum at Hartford were induced to release Laurent Clerc for a period of six months, and he was placed in charge of the school. During his brief stay, Mr. Clerc introduced fully the methods practiced at Hartford and gave valuable instruction to the teachers. His stay was extended to seven months, and upon his departure the school was equal to that of any in the country.

     Lewis Weld, who held the position of first assistant at Hartford, was called to succeed Mr. Clerc. Weld was a graduate of Yale College, and had intended to enter the ministry, but was persuaded by Mr. Gallaudet to enter upon the work of teaching the deaf - a work to which he devoted his best energies until his death. Then the Pennsylvania Institution served 51 pupils, 40 of whom were Pennsylvania pupils. The State of New Jersey had made provisions (November 10, 1821) for the education of her indigent deaf children, and up to the time of the establishment of a New Jersey institution, a large number were educated in the Pennsylvania Institution for the Deaf and Dumb.

     Under Mr. Weld's able management the school prospered greatly. The number of pupils steadily increased and before the expiration of the lease it became evident that the accommodations at Eleventh and Market Streets were inadequate and that more commodious quarters again must be sought. In 1824 a site at the north-west corner of Broad and Pine streets was secured and here was erected the central portion of the buildings. With numerous additions and alterations, this came to be the home of the Institution for nearly 70 years. The new building was occupied in December1825. A December 30 reception was held, attended by many distinguished people. An eloquent address was made by the principal, Mr. Weld, and an exhibition was given of the attainments of the pupils.

     The new building afforded room for many more pupils than before, and in 1827, provisions having been made by the State Legislature, the Institution began to receive the indigent deaf children of Maryland. At a later period the State of Delaware made provisions for the education of its deaf children in this Institution.

     In 1828 the Institution acquired the entire block bordered by Broad, Pine, Fifteenth and Asylum Streets. In 1832 a school house was erected in the rear of the main building, thus considerably increasing the facilities of the Institution.

By H. Van Allen, B.A.
Illustrated with Numerous engravings by W.R. Cullingworth
Mt. Airy, Philadelphia, Printed by the order of the Board of Directors of the Pennsylvania Institution for the Deaf and Dumb 1893.

     The long period between 1830 and 1870 affected no startling events, but was characterized by steady growth and improvement. The efforts of the Directors to give the blessing of education to the deaf of the Commonwealth were liberally seconded by the Legislature. In 1837 the Legislature appropriated $20,000 and later an additional sum of $8,000 enabled the Institution to enlarge its buildings to accommodate the increasing attendance. The two lateral wings were extended westward, and the chapel addition was built to the central portion of the building. This enlargement increased the capacity of the building to 150. The number of pupils at this time was 107. The Commonwealth had earlier extended the term of instruction to six years.

     For several years the growth of the Institution was slowed by the minimal legislative appropriations, but in 1854 the Commonwealth adopted a more liberal policy. In order to accommodate the increased attendance, north and south wings were added to the central building. The capacity of the building was thus increased to 200.

     In less than five years the building was filled to capacity and in 1859 the Board of Directors came to the conclusion to sell the Broad and Pine Streets property to secure a site in the country that would still be accessible to the city. This step was all the more desirable because the city was encroaching on the Mt. Airy location. The disastrous effects of the Civil War on the financial condition of the country did not permit the sale to be accomplished to the financial benefit of the Institution. The desire for a location in the country was not abandoned and in subsequent years various plans for affecting a move were brought forward. During the trying times of the War, demands for admission decreased somewhat, although still exceeded the capacity of the Institution. This furnished an additional reason to defer action in the matter. The Commonwealth voluntarily increased the per capita appropriation in view of the increase in the cost of the necessities of life, and it was decided to slightly enlarge the buildings. In 1963 an additional story was added to the two rear wings.

     On July 18, 1870, the Institution suffered the loss of its able and devoted principal, A.B. Hutton who died while visiting his sister in Stuyvesant, N.Y. Joshua Foster, a teacher in the Institution for over 30 years, was appointed to succeed him.

     The 15 years of Mr. Foster's principalship may be termed the transition period of the Institution. While itself not marked by any striking events or important changes, this period slowly shaped those forces which at a later day were destined to exert a marked influence on the Institution. The Board of Directors had been assisted in the management of the School, especially in the affaire of the domestic department, by a committee of ladies. In 1871 through the efforts of this committee a fund began for aid to destitute deaf-mutes, and steadily grew from year to year through donations and bequests. This fund was the means of assisting many worthy graduates in making a start in life. At a later date, a portion of the income of this fund was devoted to assisting deserving graduates of the school to take a course at the National Deaf Mute College. At one time the ladies seriously considered the advisability of establishing a nursery at a suburban point to instruct young deaf children before they reached school age. This effort was deterred for two reasons. First the Commonwealth had permitted enrollment at the Institution at a younger age and second that empirical evidence pointed to the benefit derived by keeping a very young deaf child at home with his mother.

     On February 8, 1871, the 50th Anniversary of the founding of the Institution was celebrated by a gathering of graduates. The celebration began with religious exercises at St. Stephen's Church in the morning, and in the afternoon a meeting a meeting was held at Rev. Dr. Wylie's church on Broad Street, opposite the Institution. Addresses were delivered by Thomas Jefferson Trist, John Carlin, Joseph O. Pyatt and others. The exercises concluded with a reception and banquet at the Institution that evening. Some 300 graduates were present on this occasion and at the conclusion a fine oil portrait of Lewis Weld, painted by graduate John Carlin, was presented to the Institution.

     In spite of repeated enlargements, in 1875 it was necessary to adopt some means to again increase the capacity of the Institution. The number of pupils at that time rose to 225, and the number of applications for admission were far beyond the ability of the Institution to accept. Efforts had been made in vain to obtain a suitable site in the suburbs, and the city of Philadelphia had been petitioned to no avail to donate a site. The Board of Directors therefore concluded to again enlarge the existing edifice. The fine brick structure occupying the entire western half of the Institution property, containing amply play rooms and dormitories and numerous school rooms, was accordingly erected. This improvement increased the capacity of the school to 350.

     In July 1876, the Convention of the American Instructors of the Deaf and Dumb met at, and was entertained by the Institution.

     For a considerable period, the Board of Directors had been contemplating the advisability of opening a day school in connection with the Institution for the benefit of deaf children residing in the immediate neighborhood. It was hoped that such a school, for which accommodations would be required only during school hours, would serve as a factor to relieve the Institution from its crowded condition. While at the same tie, it would make it possible to extend the benefits of education to a much larger number of Philadelphia's children. In 1871 an inquiry was made to ascertain the number parents who would be willing to send their children to such a school. The number was so small, however, that the project was temporarily abandoned, though not forgotten. In 1881 the day school was finally opened at Seventeenth and Chestnut Streets, under the direct charge of Miss Emma Garrett, who had been employed at the Institution as a teacher of articulation for some time. The method of instruction adopted was what is knows as the “pure oral.” The original intent had been to make room for the day school at Broad and Pine Streets, but due to the separate methods pursued, an entire separation of the two schools was deemed advisable.

    The growth of the “day-school” was rapid. In 1883 enrollment was 70 and nine teachers were employed. Early I that year the accommodations at Seventeenth and Chestnut Streets were found to be inadequate the school was moved to a larger house at the corner of Eleventh and Clinton Streets. The experimental day-school did not prove as satisfactory as had been anticipated, and I 1885 it became a boarding-school, known thereafter as the Branch for Oral Instruction.

    At the main Institution an experimental class was formed with speech as the only method of instruction. The students were permitted to mingle with the manually taught children out of school. A second class for this type of instruction was later formed. Subsequent decisions on teaching methods were the result of experience, not mere theory. In 1887 the school discontinued teaching articulation to the pupils in manual classes. The oral work of the school was carried out in a pure oral department plus a small oral class in connection with the manual department.

    In July 1884, the long-tenured principal, Mr. Foster, resigned his position and was succeeded by A.L.E. Crouter, a teacher and vice principal at the Institution since 1867.

    The first year of Mr. Crouter's administration was highlighted by several important changes and improvements. The Oral Branch was enlarged so as to accommodate 100 pupils, thus making it one of the largest oral schools in the country. The co-education of the sexes in the classroom began and gradually extended throughout the entire school. New areas of study were introduced into the industrial department.

    In 1888 the educational work at the main Institution was divided into two departments: primary, with F.W. Booth as chief instructor, and advances, with Crouter at the helm.

    In 1889 it became evident that the Institution needed a new site immediately as the accommodations both at the main Institution and at the Oral Branch were entirely inadequate. It was felt that the wisest plan would be to relocate the Institution to a suburban setting to secure both a healthier atmosphere and ample room for future growth. From the time of its organization, the Institution had received generous gifts and legacies from benevolent people. James and Mary Shields' bequest of $200,000 enabled the Institution to take the important step which it had so long contemplated. A 62-acre tract in the environmentally healthy northwest, Mt. Airy, was secured. It offered easy access to the suburban lines of the Pennsylvania and Philadelphia and Reading Railways. Construction of the magnificent group of buildings which now constitutes the finest institution in the country for the education of the deaf began.

    The result of careful consideration of the both advantages of various building styles adopted for large public institutions and the particular activities carried on by the school resulted in the final plan of a combination of congregate and cottage styles of building. At the outset it was evident that the prominence given to separate oral instruction demanded a general division of the pupils into two sections; the manually taught and the orally taught. It was also desirable to maintain flexibility to easily accommodate changes in the relative number of students in either division. The requirements to be met were (1) a general division of the two systems of teaching; (2) a separation of the younger from the older pupils; (3) a division by sex in each of these sections and (4) a further division or those resultant parts into small groups and families to facilitate supervision.

    Four department buildings were erected, known for the time being as the advanced, intermediate, primary and oral departments. Each was complete in itself, with its own dining rooms, dormitories, assembly rooms, play grounds, etc., and its own school house in the rear. The general plan of each of these department buildings is the same. Each consists of a central portion containing the dining room, assembly hall, office and reception room, parlor, and kitchen with wings for both male and female pupils on opposite sides of the wing. The wings provided separation of the older pupils from the younger, thus dividing them into groups and greatly facilitating supervision by the officers. A covered bridge connected the second floor assembly room of each department building with its school house in the rear. Additionally there were an administration building, a gymnasium, an industrial center and the boiler/dynamo house, connected to each building by tunnel, to provide power, light and heat.

    A gathering of prominent people attended the formal opening of three of the four department buildings and well as the boiler/dynamo house on October 8, 1892. George Gilpin, Rev. Dr. Joseph A. Seiss, Principal A.L.C. Crouter, President E.M. Gallaudet, Dr. A. G. Bell and Dr. Isaac L Peet each addressed those present. November 18 marked the full reopening of the school in its new home.

    Thus very nearly upon the completion of three-quarters of a century of faithful and successful work, the Institution entered upon a new era with enlarged facilities, a future brightened by the prospect of a constantly expanding field of usefulness, and the promise of grander achievements in its noble endeavor. With the opening of this era, this brief history closes.

    A sketch of the Institution would be incomplete, however, without some reference to the nature of its educational work. We cannot enter into the details of the methods of teaching employed, but a brief outline will give an idea of the extent and thoroughness of this instruction.

    The work of the school may be broadly divided into manual and oral. In the oral department the instruction is wholly by speech. Signs are entirely discarded, and as far as possible, prohibited. The aim to make speech and speech-reading, supplemented by writing, the preferred means of communication discouraged the use of signs, although did not strictly forbid it. In other respects the general methods of development in the two departments were similar; action writing, picture writing, and the interrogative method of testing added to the information largely relied upon for purposes of language teaching and mental development. The work in both departments was divided into primary and advanced, the former covering the first four and the latter the last six years of the term of instruction. Attention is devoted principally to developing the faculties and imparting knowledge in the primary. In the advanced stage focused on the elements of a common school education. The ultimate ends of both oral and manual training are similar with the aim for a good English education and appropriate preparation for those desiring to pursue post-graduate studies.

    The history of the Institution has been marked by the readiness displayed by the Board of Directors to adopt every improvement with reasonable promise of benefit to the pupils. This has been especially true in regard to methods of instruction. With no evidence to disprove its effectiveness, the Siscard or manual system was originally conscientiously and zealously pursued. When oral methods reported success, these methods were introduced into the Institution and subjected to a practical test under the watchful eyes of the Board of Directors. Although the results of this method were satisfactory, the Board waited until it was proved beyond question that a much larger percentage of the deaf could profit by oral teaching that had been generally supposed. Very gradually, oral teaching was extended, and the Institution slowly and carefully advanced to a mean between the systems to assure each student the greatest possible measure of benefit. I cannot better describe the aim of the Institution in this respect than to quote from the address of Principal Crouter at the October 1892 opening of Mt. Airy:

    In the pursuit of its object this Institution recognizes all methods of acknowledged educational value; in the Instruction of its pupils it employs that method that promises most benefit to the child. May it be taught to speak, it insists upon the use of pure oral methods. Should results not seem to justify the prolonged employment such means (they) are discontinu3ed and instruction of the child is carried forward by manual methods - spelling, writing, picture-reading and signs. It is believed that in pursuing this course with great end and aim of the Institution may best be subserved, and the welfare of every pupil best be promoted. It is tending more and more toward oral methods, and that all pupils who come to us hereafter shall, by a decision of the Directors, have opportunity of profiting by that method.

    At present the intellectual work of the Institution is conducted in an oral department in which fully forth per cent of the attendance share in the benefits of oral methods, and in a manual department, subdivided into primary and advanced sections, wherein the instruction of the remainder is carried on by manual methods. Shall the oral department increase until it absorbs the whole or greater part of the manual department? Results alone must answer that important question. Certain it is that whatever method accomplishes most for the culture and well-being of our pupils the Board of Managers will not hesitate to adopt and carry forward with the utmost diligence and Zeal.

First Grade

1. Language, (oral and written)
2. Arithmetic
3. Penmanship

1. Articulation and Speech-reading.

Nouns: objects in the classroom; items of food; articles of furniture in daily use; parts of body; names of most common animals and birds; names of classmates and teachers; divisions of time, as morning, noon, evening, day, night, days of the week, and months of the year. [The articles a, an, and the are to be taught with these words; also the singular and plural forms.]

Adjectives: such as good, bad, young, old, sweet, sour, hard, soft, wise, stupid, red, white, blue, green, yellow; numeral adjectives, as one, tow, three, four, five, etc.

Conjunction, and.

Prepositions: in, into, out of, on, over, under, by, for, off.

Pronouns: personal pronouns, I, you, he, she, it, in all cases and numbers.

Verbs: to be (present and imperfect tenses,) and verbs that express simple actions, (see first two columns of verbs in the vocabulary).

Simple questions: who, what, where, do, have, can, and to be.

The principal elements of a sentence are indicated and their relations to one another are shown by the use of figures.

2. Writing numbers to 20, and mental addition and subtraction. How many___?
3. Careful Instruction with crayon and pencil, to be followed by pen and ink exercises in books.

1. Language, (oral and written)
2. Arithmetic
3. Penmanship
4. Drawing

1. A two months review of First Grade work.

Articulation and Speech-reading.

Nouns: names of the parts of the bodies of quadrupeds, birds, and fishes; names of implements in common use about the house, barn, farm, etc.

Adjectives: continued, as in First Grade, together with this, that, these, those, many, a few, several, some.

Conjuctions: but and or.

Pronouns: same as in First Grade, adding myself, himself, herself, and their plurals.

Preposition: from, at, through, of, before, behind, between, after, around.

Verbs: second two columns of verbs of the vocabulary; present, past, future tenses, the infinitive mood, simple and compound actions; may and must

Adverbs: simple adverbs, as not, often, never, sometimes, now, soon, very, much, etc.

Simple Questions: with whose, which, when, will, and may.

The figures 1,2,3,4, and 5 are used to indicate the principal elements in a sentence, and to show their relations to one another.

2. Mental addition and subtraction in practical problems; dollars and cents; notation to 500.
3. Copy-book work.
4. On paper and board

Third Grade

1. Language, (oral and written)
2. Arithmetic
3. Penmanship
4. Drawing

1. Articulation and Speech-reading.

Nouns: The different classes of artisans; the articles made by each; their use, etc., the time of day; the seasons.

Adjectives: their comparison - three degrees, including more, and most, each, and every, one, other, another.

Conjunction: if and because.

Pronouns: the relatives who and which.

Preposition: without, among, along, near, above, below, within, etc.

Verbs: present, past, and future tenses continued; the infinitive and imperative moods; thorough drill on will and would, can and could.

Adverbs: continued as in Second Grade. Colloquial and narrative forms.

Elliptical exercises.

Acton and picture writing.

Journal and simples stories.

Figures are used to show the grammatical relations of the parts of a sentence.

2. Multiplication and division.

Mental exercises in addition, subtraction, multiplication and division.

Practical problems involving the four rules.

Currency continued.

3. Copy-book exercises, twice a week.
4. Prang's Drawing book, No. 1.

Fourth Grade

Language, (oral and written)

1. Arithmetic
2. Penmanship
3. Geography

Fifth Grade

1. Language, (oral and written)
2. Arithmetic
3. Geography
4. Penmanship
5. Drawing

1. Articulation and Speech-reading.

Nouns, pronouns, adjectives, adverbs, preposition, and conjunctions, continued as in Fourth Grade.

Special drill in the active and passive voices, and the use of auxiliary verbs; verbs; present and perfect participle.

Action and picture-writing.

Historical sketches continued.

Natural history.

Journal. Stories.

2. Practical exercises involving addition, subtraction, multiplication, and division. U.S. Currency.

Fractions begun.

Mental exercises.

3. Division of land and water, reviewed, and descriptive lessons of principal countries of the earth.

Outline maps.

4. Twice a week.
5. Prang's Drawing Boo, No. 4

1. Language, (oral and written)
2. Arithmetic
3. History of the United States
4. Geography
5. Penmanship
6. Drawing

1. Articulation and Speech-reading.

Sentence writing involving the various parts of speech and illustrative of the use of words an phrases.

Participial constructions continued.

Natural History.

Narrative and descriptive composition.

Journal writing.

Stories.

2. Fractions continued, with practical problems.

Weights and measures begun.

Mental exercises.

3. Manuscript lessons, prepared by the teacher.
4. Mitchell's Intermediate.
5. Twice a week.
6. Prang's Drawing Book, No. 5

Seventh Grade

1. Language, (oral and written)
2. Arithmetic
3. History
4. Geography
5. Drawing

1. Articulation and Speech reading.

Sentence building.

False syntax,

Analysis, using diagrams.

Participial and adverbial phrases.

English composition.

2. Denominate numbers and fractions completed,
   Practical problems.

Lose and gain.

Making out accounts; drawing notes, checks, receipts, etc.

3. American History completed.
4. Mitchell's Intermediate continued.
5. Prang's No. 6

Eighth Grade

1. Language, (oral and written)
2. Arithmetic
3. History
4. Physiology
5. Geography
6. Drawing

1. Articulation and Speech-reading.

Composition.

Elementary grammar and analysis.

Thorough drill on connectives.

Incorporation of new words and phrases.

2. Interest and discount, with practical problems.

Exercises in commercial forms, as notes, receipts, bills of account, etc. continued.

3. English History.
4. Elements of Physiology and Hygiene.
5. Mitchell's Intermediate, completed.
6. Prang's No. 7.

Ninth Grade

1. Language, (oral and written).
2. Arithmetic
3. History
4. Philosophy
5. Geography
6. Drawing

1. Articulation and Speech-reading.

Composition.

Swinton's Language.

Kerl's English Grammar.

2. Completed, including square root and cube root.
3. Outline of General History.
4. Well's Natural Philosophy, commenced.
5. Mitchell's Physical.
6. Prang's No. 8

Tenth Grade

1. Language, (oral and written)
2. Arithmetic.
3. History
4. Philosophy.
5. Geography.
6. Drawing.
7. Civil Government

1. Articulation and Speech-reading.

Swinton's Language lessons.

Kerl's Grammar and rhetoric.

2. Reviewed.
3. Berard's English and American reviewed.
4. Well's Natural Philosophy, completed.
5. Mitchell's Physical.
6. Prang's No. 9.
7. Alden's Citizen's Manual.

    From the very establishment of the school instruction in various industries has been given. In the first report of the Institution (1828) it appears that provisions were made for teaching the pupils cabinet making, shoemaking, coopering and weaving. In subsequent years the trials and difficulties encountered rendered it impossible for the Institution to give this department the attention that it deserved, but at no time was it entirely neglected. For the past ten years instruction in printing, tailoring, shoemaking, dress-making, shoe-fitting and knitting has been given, and the female pupils have been given instruction in housework and cooking under the direction of the matrons. In the new industrial building, now nearly completed, in addition to the ample facilities afforded for the above industries, arrangements are made for the teaching of plumbing, blacksmithing, weaving, baking, plastering and bricklaying, and photography. In the estimation of the Board of Directors industrial training is of no less importance than intellectual training, and no effort will be spared to return the children entrusted to the care of the Institution as not only intelligent but also independent and self-supporting citizens.

    In connection with the classes in printing in the industrial department two papers are printed. The Silent World is published weekly, and is devoted to the dissemination to the hearing of information in regard to the deaf and their education, and to news items of interest to the deaf themselves. Its circulation is not confined to Pennsylvania, but extends to nearly every State in the Union. The Little World is published daily, during the school term, and is devoted to school items and other reading matter suited to the various grades of pupils, and is, in general, intended as an auxiliary to the work of the school-room. It does not circulate outside of the Institution.

    The artistic education of children is not neglected, and for half a century instruction in drawing has been given. In the new industrial building ample provisions will be made for art education and every opportunity will be afforded children with artistic talents to develop and cultivate the faculty.

    The domestic arrangements of the Institution are as complete as the instruction. The large household is under the general supervision of a competent steward. Each department building is under the care of a matron, who has general charge of its domestic affairs. Male and female supervisors and attendants have charge of the children outside of the school-room, and the children are constantly under sufficient supervision to prevent any harm, either physical or moral, while in no way interfering with their rights or native self-respect. A wholesome and liberal diet is provided, and a well-appointed laundry supplies the pupils with two changes of linen a week. Comfortable clothing is provided for winter and summer with the boys wearing a neat uniform of cadet cloth, and the girls dresses to suit, as far as possible, their individual taste. In case of sickness the children are placed under care of a well-trained nurse, and are afforded the very best medical attendance. The consulting staff of physicians and surgeons of the Institution includes some of the most distinguished specialists in the City. The buildings are model as far as sanitation is concerned. In short, nothing that can contribute to the mental, moral or physical well-being of the pupils is neglected.

    The Institution, having a large number of children committed to its care who are wholly without moral or religious instruction, endeavors in inculcate, without any sectarian bias, those broad moral and religious principles upon which Christianity is based. No attempt at theological discussion or sectarian instruction is made, and no principles are inculcated which will in any way interfere with their joining upon graduation such church as their parents may prefer. But the endeavor is to give them an adequate conception of a Heavenly Father, of a Savior, of the distinction between good and evil, and of their duties to God, to one another, and to themselves. For this purpose a Sunday School meets each Sunday afternoon, and on every Sunday morning and evening. Lectures are given by the teachers, calculated to reach their hearts and affections, to point out the principles of right living here and to prepare them for the life to come.

    Throughout its long career the Institution has been particularly fortunate in possessing a Board of Directors which has been devoted to the interest of the school. These gentlemen, among whom are numbered some of the most distinguished citizens of Philadelphia, have given the Institution the most appreciative oversight and the most careful supervision. They have executed the duties of their position not in a merely nominal and perfunctory manner, but have taken an active share in the management of the Institution, have made the subject of deaf-mute education a personal study, and have been keenly alive to the needs of the Institution. The success of the Institution is as much owing to their disinterested efforts for its welfare as to any other single cause. Nor has their interest been confined to superintendence. Some of the most liberal benefactors of the school have been members of the Board of Directors. The opening was even more impressive with the announcement that one of the most active members of the board, John T. Morris, had made a free gift of $50,000 towards the competition of the industrial building.

    The Pennsylvania Institution for the Deaf and Dumb is a corporation chartered under the laws of the Commonwealth of Pennsylvania. Although possessing some means of its own, thanks to the gifts and bequests of benevolent people, its main support is derived from the annual appropriation of the Legislature. It is hoped that with the enlarged capacity of the school this appropriation will be increased so as to permit the admission of a larger number of pupils. The term of instruction is ten years, and applicants for admission must be over seven years of age and under twenty-one, unless there be good reason for earlier admission. The school is free to all deaf children of the Commonwealth of suitable age and of good physical and intellectual condition. The school term extends from the fifteenth of September to the last Wednesday in June. All applications for information regarding admissions, etc., must be made to the principal. A payment of $30 gives a life membership in the corporation, and the annual subscription is $5. The value of the buildings and grounds is fully $1,000,000, and the annual expenditure for general support and ordinary repairs, etc., approximates $125,000.

    The results of the seventy-five years of the Institution's labors are best observed in its graduates. During this period 3000 children have been under instruction, and the great majority of them have become intelligent, industrious and self-supporting citizens of the Commonwealth, amply justifying the expenditure which Pennsylvania has made on their account. A number of them have graduated from the National Deaf Mute College in Washington, D.C. and have taken high rank, both for scholarship and uprightness of character. Many of the graduates have become teachers of the deaf, and have lent their best efforts to the furtherance of the noble work to which they themselves are so deeply indebted. There has scarcely been a time in the Institution's history when there have not been several graduates on its staff of teachers. Among those who devoted long and useful in lives to the service of the Institution may be named James C. Murtagh, Joseph O. Pyatt and Thomas Jefferson Trist.

    Aside from those, and from those who have found honorable and useful fields of activity in the varied industries of our great State, the Institution can pint with pride to graduates who have taken a high position in the artistic and technical pursuits, to ministers of the gospel, teachers, clerks, merchants, etc. Among its graduates may be named Albert Newsam, admitted to have been the most skillful lithographer of heads of his day; and John Carlin, a portrait and landscape painter of great merit. To have raised such a number of human beings from a condition of utter mental darkness and helplessness into useful and intelligent citizens is in deed a great accomplishment; but to have enabled them to rise to positions of honorable distinction among their more fortunate fellow-beings is worthy of the highest praise and deepest admiration.