Professional Documents
Culture Documents
SSAYS
WRITTEN FOR
MEMORIAL LIBRARY
Gallaudet
College
Kendall Green
Washington, D. C.
REPORT
OP
PEOCEEDINGS OF THE
THE
INTERNATIONAL
CONGRESS
ON THE
*'<-.
HELD AT MILAN,
SEPTEMBER
TAKEN
FROM
6th 11th,
READ
A.
A.
OFFICIAL
ENGLISH
THE
1880;
BY
KINSEY,
PRINCIPAL
OP
ON
THE
THE
COLLEGE
TRAINING
"
GERMAN
WITH
MINUTES,
FOR
TEACHERS
CONGRESS :
OP
"
THE
DEAF,
AN
APPENDIX,
written
Containing Papers
for the Congress by Members of the
"
Society for Training Teachers of the Deaf: and diffusion
'
of the German System in the United Kingdom."
'
LONDON
W. H. ALLEN &
INTRODUCTION TO REPORT.
The
to
in the United
bring them
feel it to be their
at the earliest
men
Kingdom"
duty
country
possible period.
Official
present.
The
questions discussed
following :
at the
Congress
were
the
ON METHODS.
1. State the
over
that of
from the
ing
point
its relation in
2.
of mental
a
in what the
Explain
"Pure
Oral" method
4. What
by
are
of his
5.
own
language
readily acquire
means
the
use
or
signs
are
used ?
6. When should manuals
or
hands of
they
be
books be
adoption
of the
following
in the
of instruction may
put
subjects
Resolutions
resulted
I.
The Congress
that of
signs
ought
to be
preferred
to
II.
The Congress
Considering
and
has the
signs
lip-reading,
and
disadvantage
precision of ideas,
of
of
speech
injuring speech,
use
Declares
That the Pure Oral method
ought to be preferred.
III.
The Congress
'
Becommends
That Governments should take the necessary
steps that all the deaf and dumb may be
educated.
IV.
The Congress
Considering
that the
teaching
of the
speaking- deaf
much
as
Declares
1. That the most natural and effectual
means
objects
pupils.
are
placed
2. That in the
first,
or
deaf-mute
3. That
of
language
known to the
pupil,
can
be
put
sufficiently elemen
progressive development
of books
and
Recommends
That the teachers of the Oral
system should
publication of special
VI.
The Congress
Declares
for them.
2. That in their conversation with
persons
they make
use
speaking
exclusively of speech.
3. That
VII.
The Congress
unanimous,
Declares
8. That
of
no
more
method.
ought
to be
seven
years
teacher
can
effectually
on
teach
class
VIII.
The Congress
Considering
that the
application
yet in active
the certainty of failure
the
pupils newly
received into
class
pupils
the
should be
by themselves,
given by speech.
absolutely sepa
3.
IN
MILAN,
ELECTED
FOR
THE
THE
PROCEEDINGS,
SECRETARY
ENGLISH-SPEAKING
SECTION,
ARTHUR A. KINSEY.
Representative
regulation
of
the
Italy.
business
of
of
The
the
10
IJwsiireni
CAVAL.
Director
% (Cottgrm
for
the
Province
<mtts,l
PROFESSOR
for
for
of
M.
of
of
Wm-^mihmt
of
Royal
DR.
Deaf-Mutes,
Paris.
for Jxana:
L'ABBE
HERR
Turin.
for Jrance:
GUERIN,
the
Deaf-Mutes,
M.
fralg:
HOUDIN,
xtt-SSarttarg
Director
lialg:
LAZZERI,
ftitt-^ttsifceni
Director
Milan.
PADRE
Director
Deaf,
MARCHIO,
itt-Jfomtarg
Rector
FORNARI,
Wkt-^ttsibtni
Master
Milan.
PASQUALE
PADRE
of
Surafarg:
of the Royal
Senior Teacher
Deaf
of
TARRA,
GIULIO
SAC.
the Institution
of
of
for
Deaf-Mutes, Marseilles.
(Strmang:
TREIBEL,
Institution for
Deaf-Mutes,
Berlin.
the
11
for
ke-Jfomtarg
M.
Director
of
HUGENTOBLER,
Ifice-f wsiaent
of
of
MR.
Principal of
the
the
The
day
at 9
% Snglxs^-spjeaking
A.
A.
U.S.A.
JSMiion:
KINSEY,
on
"
"
meeting
was
then
adjourned
a.m.
Tuesday,
The
proceedings
9.30
a.m.
letters
Section
PEET,
$ice-J5tratarg
Deaf-Mutes, Lyons.
t\t nglis|-8pafekg
DR.
Principal of
(Hermang :
7th
September,
of the
After several
relating
Congress
1880.
commenced
at
Congress
had been
once
to
questions
Section
III.,
in the
printed
"
On Methods,"
order
taking
the
12
PROGRAMME.
i.
BUILDINGS-SCHOOL
1. Is the School to be
MATERIALS.
management of classes,
hygienic rules made with
preserve and
ameliorate the health of the pupils ; the details of the
school machinery the arrangement of slates, desks,
a
seats, &c.
3. The
2nd.
3rd.
4th.
5th.
Boarding
that he should be
6th.
apprenticed
study,
private
in
18
II.
ON
TEACHING.
working plan
of
Deaf-Mute
School consist ?
2. Which is the best age for a Deaf- Mute to be
admitted to School, either in case of being taught by
articulation
3. What
or
by signs ?
are
the
physical and
intellectual conditions
long
Deaf-Mute
signs
or
6. How
many
thoroughly,
signs ?
either
pupils
by the
can
articulation method
the whole
teacher be
teacher
one
one
teacher
teach
or
by
during
amount of information ?
8.
During
stand ?
or
Should
they generally
pupils usually
write
on
black
sit
or
canvas
slates ?
9. What
should be the
Should there be
an
length
of each lesson ?
14
III.
METHODS.
2.
Explain
con
Combined
"
System.
the
3. Define
"
exactly
Methodical
signs
"
4. What
by
are
boundary
5.
own
"
Natural."
of his
between so-called
language
readily acquire
means
the
use
teaching language
or
signs
are
used ?
6. When should manuals
pupils ? In
suppressed ?
hands of
they
be
7. Should not
drawing,
form
an
or
books be
put
in the
Deaf-Mute ?
8. What amount of
knowledge
in different branches
of
9.
pline
By
what
system
arrived at, in
15
IV.
SPECIAL
QUESTIONS.
guage to articulation ?
If this
this
it be remedied ?
can
2.
ness
tion
analogous
or
Schools open to
careers
health,
more
common
not
of
not
morbid
to Deaf-Mutes than
(in consequence of
Deaf-Mutes) certain
care
And
as
given
in the
country,
the
increase
reason,
or
diminish ?
16
at
Deaf,
Report which he
reporters of the
had
prepared
as
of the official
Committee of
Organisation, on the
papers which had been received by that Committee
After some
in answer to the questions proposed.
discussion and delay it was decided that, as the whole
document was in print and in the hands of members
of the Congress, it should be taken as read.
It was then proposed, in consequence of want of
time, to limit speakers and readers to ten minutes,
upon which Mr. B. St. John Ackers, Honorary Secre
tary of the Society for Training Teachers of the Deaf
and Diffusion of the German System in the United
Kingdom," observed that writers of papers having been
requested to make them twenty minutes in length,
such a proposition, if agreed to, would cause the with
drawal of most, if not all, of the papers prepared by
the English section for the Congress.
Dr. Buxton, Secretary to the Society for Train
ing Teachers of the Deaf, &c, London, pointed out
that those who had been at great trouble and expense
to attend the Congress, with papers most carefully
prepared for the occasion, should at least have suffi
cient time afforded them for the reading of the same.
Mrs. Ackers (Prinknash Park, Gloucestershire)
"
'
'
was
in
most
haustive
17
search of the best
deaf
system
superiority
of the
"
German
"
all others.
over
might be presented
might be printed.*
to the
Committee,
in
Secretary
of the
Royal
Sweden,
Dumb, Bollnas, said
that in
Sweden, after
taught to speak.
Those who could not (though not markedly
deficient in intellect).
3. Those who
were
idiotic.
Gallaudet, President of the DeafMute College, Washington, United States, then read
a paper, in French, defending the" Combined
system,
Dr. E. M.
"
signs
were
the natural
language
of mankind.
language
(Lyons) replied that the deaf
taught upon the articulation system had ideas and
language given to them plus speech by which to exdeaf,
as
M. Hugentobler
The
English
Appendix.
18
press
themselves, which
was
sign-taught pupils.
The Meeting then adjourned
the Rev. Thomas Arnold,
gain
enormous
an
over
School, North
Private
ourselves occupy.
The Rev. Thomas Gallaudet, D.D. Rector of
St. Ann's Church for Deaf-Mutes, New York, replied.
Having
used the
believed
fully
in
for
years, he
the deaf-mute, and
sign language
its importance to
fifty
throughout by signs,
and concluded
Prayer.
(Sienna)
Padre Marchio
English,
A
"
resume
master of the
and
Margate,
Mr. Elliott
of
our
by giving
exclaimed
of
in French
given
opinion
Combined
system
method be
adopted.
M. L'Abbe
simply,
in
pupils."
paper by
Asylum for the Deaf and
was
sign
was
that
to be the
Dumb, London
M. Leon Va'isse.
by
experience
best,
teaches the
at
19
Miss Hull
then pro
ceeded to read her paper, in French, upon her varied
experience in teaching the deaf. The regulations of
the
Congress
finished at
accordingly
would not
one
reading,
permit
M. Hugentobler
following day.
(Lyons), who had been requested
read
already
discussed.
The President
resolution be referred to
Committee,
to consider and
The Congress
signs
ought
to
be
preferred
20
The Resolution
was
carried almost
being
unanimously,
as nearly
about 160,
the
meeting
then
adjourned.
1880.
the
were
King, Queen,
read in
English. 'Telegrams
and Minister
were
from
read.
M. L'Abbe Guerin
"
Question 3,
On the difference
Signs.
(Northampton) next spoke upon this
question : observing that in his opinion Natural Signs
were those used by the uneducated deaf to
express
Mr. Arnold
21
their
answer
22
disciplined
arms
rigidly
fixed to his
sides.
same
way,
artist and deaf-mute would delineate
then the
bird,
next
the
tional
signs
(Paris) thought
were
that the
only conven
L'Epee, or
signs.
proceeded with
the
concluding
23
portion
of her
Paper,
long
and
to
serviceable
exception
"
clearly
systems so
earnestly
tried
method,
in which she
now
rests with
but
up
the
well
"
years ago.
M. Magnat
(Paris) considered
*
See
Appendix.
24
mentary stages
signs
to
were,
certain
extent,
needed.
M. Hugentobler
(Lyons)
necessary at all.
The President then addressed the
signs
that
were
yesterday
the
which articulation
system.
They
Like the
meeting, saying
Resolution, by
Assembly passed
was declared preferable to the sign
must choose
one
method
or
the other.
In the school-room
was
first introduced to
"
25
tors must concentrate their efforts to teach
tion
pronuncia
perfectly,
speech
best, the only possible method.
and
quietly, exactly,
applause, and
The sitting was adjourned at 4.30 until the follow
ing day at 8 a.m., when the President would continue
his address.
1880.
The
ments
were
noon,
from 2 to 4
poor
would be
girls
by
and
some
of the deaf
vince.
Telegrams
from
Herr Schiebel
greetings
to
(Friedberg) and
read, sending cordial
Dr. Matthias
(Zurich) were
the Congress.
proceeded
Congress.
26
that the Pure Oral method gave to the
saying
pupil
and exact
of
correct
speech,
pronunciation, facility
use of them ; and
easier
of
with
words,
comprehension
that the great advantage of the method was to develop
in the most natural way the tender faculties of the
pupils. This method, too, was particularly adapted to
the
teaching
what had
gave
ideas,
of
religion.
been read by
He also
fully agreed
M. Brambilla.
with
When God
years
Pure
by signs, but
Oral system, because he was satisfied that his pupils
instead of understanding abstract ideas, which he
endeavoured to convey to them by means of signs,
were only placed in possession of grossly material
images.
M. L'Abbe Guerin (Marseilles), in translating this
address, added that he
method.
The
was a
27
as some
spoken
by
the
simple
word.
Mr. Kinsey
(Ealing, London)
called attention to
the fact that but very little time remained for the
discussion of the large number of questions on the
programme, pointing out how very important certain
of them were to the general benefit of the deaf, more
than once."
Mr.
Kinsey
called upon
went
by
on
the
to say, that
President,
on
as
he had been
several occasions,
speak
28
a
strong feeling
method.
He
nothing
'more
it,
as
fatal
to
to
altogether opposed
than a compromise
was
it
was
both
thought there
explained by signs.
were
some
eloquent
address of the
(Milan)
sur
Sevre, remarked
that
opponent of the
29
the
Congress
with
not to be shaken.
M. L'Abbe
for
Deaf-Mutes
at
partisan of the
think it applicable to
new
lectual power.
Dr. Peet (New
the
sign system.
said
Bourg,
Oral
that
he
did
but
system,
was
not
York)
then read
He said that
signs
paper
defending
were more
sim
than labial
ple
that he
themselves.
It
was
Several forms of
resolution
discussion.
presented to the
Congress whereupon an adjournment of ten minutes
took place, to settle the form, and on resumption of
the sitting, those proposed by M. Franck (Paris) and
Signor
Fornari
(Milan)
were
were
submitted
30
Finally, that
majority of about
of M.
Franck
150 to 16
was
passed by
The Congress
ought
to be pre
ferred.
The
following
mittee to
Congress
suggest
members
the
were
and
place
.
Dr. Buxton
Corn-
M. Magnat
M. Vaisse
Berlin.
Paris.
Paris.
M. L'Abbe Balestra
M. La Rochelle
Milan.
London.
Dr. Treibel.
meeting adjourned
following day at 8 a.m.
Como.
Paris.
Dr. Peet
Cav. Pini
The
selected
New York.
that the
31
1880.
sitting
commenced at 8.50
a.m.
proceedings
of the 8th
It
be sent
thanking
was
Congress
desired
and
Government,
mittee
M. Va'isse.
It
was
announced that
second
sitting
would
be held
32
for this purpose was founded in 1849, and
The results had
Government aid was asked for it.
college
see
such insti
Europe.
Dr. Buxton
(London)
been
prepared on
printed, and the reply
M. Hugentobler
not
was
in the affirmative.
(Lyons) thought
that there
require
was
the
special' institutions.
Padre Marchio (Sienna) was of opinion that con
sidering the large number of deaf-mutes wanting even
a common education, it was not yet time to think of
foundation of
universities.
Mr.
employed
in
teaching
was so.
that
although we
were all
rejoiced to know that the higher branches of
education were not beyond the deaf taught on
any
he
it
far
more
serviceable to the
system, yet
thought
deaf
that
he
should be placed in a full
ordinary
pupil
command of his own language before
proceeding to
the study of sciences.
He quoted from a report of
33
Dr. E. M. Gallaudet,
as
follows
that
"
he had felt
diffident about
was
not
protect
deaf-mutes when
they
asked
sufficient, and
help
and
leave school.
(London),
(Soissons), having spoken briefly
disadvantages which attend the present
upon certain
education of the deaf
Madame Rosing
the
of two
case
method at
and afterwards
sity,
at
an
univer
under
Government.
Mr. Elliott mentioned that in London education
had been
provided
the School
been
for
Board, but
some
no
given.
M. L'Abb6 Bourse
ment to
grant means
institutions of
an
(Soissons)
to institutions for
industrial kind.
c
providing adult
34
M. L'Abbe Balestra
we
called for
speech
hearing children.
They differ from the rest of mankind only when they
are taught signs.
Moral development is then pre
vented.
Writing should be considered only as a
secondary form of communication. Speech must be
learnt by practice, not by grammar.
M. Claveau, Inspector-General of Charitable
Institutions in France, spoke in high praise of the
work he had witnessed at Bordeaux, and expressed
his opinion that women were better fitted than men
are
same
faculties
as
A resolution
was
drafted at the
following
form
to
the
suggestion
Congress
of the
in the
The Congress
then
agreed
adjourned.
was
When the
sitting
to
unanimously.
was
resumed,
The
sitting
at 5 p.m.,
M.
35
Hugentobler
sec.
M.
spirit of Dr.
Treibel's ideas : grammar should be taught by prac
tice and as occasions present.
After a lengthy dis
was
not
opposed
to
the
were
proceedings
minutes in
by
the
at
8.30
a.m.
the
respective
After
commenced
1880.
secretaries.
few remark
by Signor Fornari,
the Abbe
36
Balestra,
the
joint
resolution of
submitted to the
Congress
as
follows
was
The Congress
Considering
that the
teaching
of the
speaking
as
deaf
much
as
Declares
1. That the most natural and effectual
means
"
2.
language
known to the
pupil,
can
be
put
majority.
elementary
lesson-book in French
or
Italian,
also
premium for
37
one
in
English,
to be awarded
by
Special
Com
Congress.
The
at Basle in
Basle
Prinknash Park,
Gloucestershire.
M. L'Abbe Balestra
Como.
M. L'Abbe Bourse
Soissons.
Dr. Buxton
London.
Signor
Fornari
M. France
Milan.
Paris.
M. L'Abbe Ghislandi
Milan.
M. Grosselin
Paris.
M. L'Abbe Guerin
Marseilles.
M. Houdin
Paris.
Frere Hubert
St. Laurent-sur-
Sevre.
M. HUGENTOBLER
M. Huriot
Lyons.
Bordeaux.
M. La Rochelle
M. Magnat
Paris.
>j
M. L'Abbe Marchio
Sienna.
Dr. Peet
New York.
M. Eugene Pereire
Paris.
Frere Pierre.
38
Dr. Peyron
Cav. Pini
Hildesheim.
Milan.
Dr. Treibel
M. Leon Va'isse
Cav. Zucchi
(Paris)
Berlin.
Paris.
M. Vimin
resolution
Milan.
Herr Rossler
M. Houdin
Paris.
St. Etienne
Milan.
following
The Congress
system should
of
special
Carried.
M. L'Abbe Guerin
following
resolution to
(Marseilles) then
the Congress :
submitted the
The Congress
39
Declares1 That the deaf and dumb
for them.
2. That in their conversation with
persons
they
make
speaking
exclusively speech.
of
use
3. That
Mr. Aceers
invited
was
then
put
and carried.
was
to the
40
being submitted
The following resolutions
Congress and carried :
each rule
the
also submitted to
were
The Congress
unanimous,
Declares
1. That the most favourable age for admitting a
deaf child into a school is from eight to ten
years.
2. That the school term
ought
to be
seven
years
at least ; but
3. That
of
no
more
on
method.
The Congress
Considering
that the
application
of
yet in active
failure, should be
of opinion
1. That
the
pupils newly
class
by themselves,
given by speech.
41
2. That these
pupils
should be
absolutely
sepa
rated from others too far advanced to be
by speech, and
completed by signs.
instructed
will be
whose education
3. That
signs
have
completed
their education.
The
at 11
a.m.
till 12.30.
Congress
1880.
commenced at
the
Congress
was
then read
Zucchi,
in the
by Signor Fornari,
name
of the Govern
speech,
an
able
justice
to
the
He
felt
sure
country
Pure Oral
was so
system,
ardently
the universal
to be desired.
adoption
of which
42
M. France,
representative
system,
complete
Speech
method.
What he had
schools, combined
with the lucid arguments of Signori Tarra, Guerin,
and Balestra, had produced conviction in his mind not
to be shaken.
He would say to them in conclusion,
himself
"
seen
Viva la
parola
"
pura.
The President
friends
so soon.
that in
part from
however, rejoiced
regretted
He was,
to
his
new
to think
departing they
"
the
deaf, desire
to
To Cav.
Royal School,
43
To Cav.
Tarra,
eloquent President
Congress, whose services
of the
to the
cause
of the education of
promoted
with such conspicuous success,
cannot be too highly honoured,
M. L'Abbe
,,
by personal labours
and unwearied advocacy,
Guerin, Vice-Secretary of the
same
,,
M.
L'Abbe
cause,
French
and
thanks also to
M. France, the
Representative of the
Inspector- General
Minister of
Government, and
of the Charitable
Institutions of France,
for their influential
support
and
advocacy
of the
cause
so
their
all
follows
"
to address the
meeting
as
M. Le
of the
portion
this
thanks
In the
President,
written thanks.
of
proceeded
name
of the
English
more
Only
under the
blessing
her
own
child, who
come
"
eight
"
years.
When,
at that
time,
visited
forty schools,
we were told that it was of no use to visit Italy,
because the pure system of speech had only recently
been introduced there. What a change has taken
place since then, we have now all seen for ourselves.
This is mainly owing, I believe, to the burning
we
some
45
of M. L'Abbe
eloquence
Balestra, but
especially
more
our
in
country
no
has the
system' been
only.
more
'French'
applied
reproach
as
siders it
Nor is it
Italy.
perfectly
in Italy
more
on
the
one
hand,
repudiates
sign system,
the term
now
to the
to be
and
con
her,
on
or,
the other
should be such
system
should be
great
Congress, throughout
by saying
Viva la
to
Let
me
conclude
parola."
bidding
he was
all
farewell, re
Minister, his efforts
the full
measure
46
desired.
au
good-bye,
revoir.
APPENDIX.
PREFACE
The'
TO
APPENDIX.
following
'
the United
Kingdom." A programme
(inserted at pp. 12-15) was issued, in
by the Committee of Organisation, in
'
System in
of questions
January last,
order to give
German
these
with
questions
as
would
much fulness
allow,
and
the
twenty
minutes' limit
to those
as
to
or
poor.
PAPERS
Contributed
Deaf
by
and
Members
"
'
I.
DEVELOPMENT
MENTAL
GERMAN
SYSTEM. By
"
"
OF
II.
EXPERIENCE
OF
VARIOUS
METHODS
MY EDUCATING
THE DEAF-BORN. By Susanna E. Hull.
OF
III.
AN
V
By
Arthur A.
IV.
ADVANTAGES
A
TO
THE
AN
V
THE
HEALTH OF DEAF-MUTES.
Thompson, M.D., Vice-Chairman of Committee.
By
E.
Symes-
VI.
SPEECH
U
AND
TEACHER'S
LIP-READING
TESTIMONY
TO
FOR
THE
THE
DEAF-
"GERMAN"
A
SYSTEM
"
GERMAN
"
THE
SYSTEM.
PAPER
BY
MRS.
ST.
JOHN ACKERS.
The
of the
subject
asked
"
The
"
"
"
"
the
"
German," and
Combined
some on the
system, in America, on
the Continent of Europe and in Great Britain,* and
some on
the
French,"
some on
"
"
For further
Paper
system,
on
the
read
particulars
education of
"
"
Vocal
Speech for
the
Dumb,"
Dumb," "German"
Deaf
1877, before the Society of Arts, by
Published by Messrs. Longmans & Co., London.
April 25th,
B. St. J. Ackers.
see
the
and
54
we
not
only
saw
the
pupils
at
"
"
"
"
' '
"
' '
"
"
"
"
"
See
an
greatest good
to
"
The
55
by saying
afforded
that
in
"
adequate opportunity
connection
thorough investigation,
with
this
and that
has been
institution
for
degree of interest
has been felt sufficient to justify a claim to an
impartial expression of opinion," yet goes on to say,
Articulation, without lip-reading, is a source of
annoyance rather than convenience.
Lip-reading, if
generally possible, would have far the greater value
of the two, as it would give the deaf-mute an idea of
what was being said in his presence. It is however
a still rarer
accomplishment," showing how entirely
he fails to appreciate the fact that, with pupils taught
properly on the pure German system, articulation,
lip-reading, and writing are all simultaneous. One
branch is not allowed to get ahead of the other. A
pupil is taught to pronounce a word which is then
explained to him, he reads it from the lips, and then
"
"
"
has it written
course
of instruc
the
"
French
"
system,
that is still
no
criterion that
are
not
"
"
"
"
56
greater.
The memory is
observation and reasoning
are
being
fostered
quite
as
"
"
German
system
surely and as carefully in the
pupil as in the "French"; only those powers are
being devoted to the study of the language (articulate;
read from the lips, and written,) of his own country,
"When the
instead of to a variety of other subjects.
language is once acquired sufficiently to enable
general subjects, i.e., Keligious teaching, arithmetic,
geography, &c, to be taught by it, those subjects are
taken up and grasped by the pupils quite as quickly
and infinitely more accurately than by pupils taught
"
under the
"
French
system.
"
two
of the
samples
children of
schools.
soon
this is the
general
German
to
"
enable
it.
"
different
"
German
ages at
system
where the teaching was rather below
One,
were
taught religion by
came
in
at
instruction.
their
stated
"While
Catholic Priest
came
were
in, and
we
there
saw
the Koman
him
giving
57
lesson to
only
some
of his flock.
58
of the German schools
time,
some
so
that
left the
and
geography
of the other
some
the
saw,
classes, five
or
could
done
six
years
to
were
of the
on
most
have
the
same
"
age
French
"
of any age
done while in
pupils
"
system schools we
by pupils in the higher
under instruction, was
German
composition
quite
very
but very imperfect in
even then it was far
in
for
room
we
Arithmetic
ourselves.
visited)
we
exceedingly good.
I have entered into these details in order to
idea of the mental
some
we saw
that
our
her
as
"
German
interpreter,
development
give
pupils
who
was
well
acquainted
with the
schools of her
ordinary
it
"
in
of the
opinion,
after
all, bad and good, dull and bright, without any excep
tion
exercises
the
to
that
same
from
our own
experience
Germany"
in other countries
and this
we
fully
believe to be correct.
Moreover that this view is corroborated
who have visited
"
German
"
by
others
59
of
investigating
Jorgenson, the
Deaf Mutes at
the
Professor
education, is apparent.
school at Riehen,
"
German
"
thorough manner,
that the pupils of the higher grades were able to
"converse with ease and fluency, using as good
language as hearing people of their age. They were
well versed in geography, history, mathematics, natural
history, and natural philosophy. Those of the high
class were reading 'Wilhelm Tell,' by Schiller,
rendering each sentence into prose, thus giving
evidence that they fully understood the text." They
and it is a
were able to converse tolerably in French*
fact that Mr. Arnold's two sons (hearing boys) were
system
was
age, because
could not
get so good an
hearing in their neigh
they
"
See
January,
"
60
powers of the mind are developed, whether in the
hearing or the deaf. And what is language or speech ?
It has been defined
by
one
of
our
English
writers
as
It is that
great gift
of God to
only
man
which enables
"
"
under the
"
French
"
system.
"
"
"
"
"
"
from thirteen
to
with
those
61
"French"
is that whether in
England, Scotland,
France
or
"
German
America, the latter will be far behind the
in
written language' deficient, in fact,
system pupils
"
own
"
was
but
very
"
"
"
"
62
the
If the
is but very very unsuccessful.
be unacquainted with signs, almost all the
pupils
visitor
has to be done
thorough,
language
more
so
answers
what
amount
of
possess.
Teachers of the "French"
extent feel and
mourn
over
system
do to
this want of
certain
language
in
their
diploma
in
develops
he picks
*
English;"
and
again,
"the mute
enough
January
and
glibly
April
True
in the
numbers.
63
Bign language,
flected from
but
even
piece
when it
of broken mirror."
"He fares
talking in English."
Yet with all these admissions, I question whether any
French
system teacher thoroughly appreciates the
isolation of his pupils, even the most highly -educated
ones, in the hearing world, apart from their imme
diate friends who have learnt for their sake signs and
finger talking. Written language takes so much time,
and even had they command of it, is cumbersome
compared with spoken language or the manual
alphabet. Those hearing persons who are unaccus
tomed to the deaf are shy of using it, and do not like
even worse
comes
to
"
"
are
chary in producing
their
We
grown
up
well educated and
remarkably
would not
met
attempt
more
meagre conversation in
who refused to
some
because
they
on
taught
pleased
we
were
who
writing,
and not
unfrequently
alphabet
and
knew
people who
intelligent, yet
or
on
signs
the
"
German
to enter into
"
too
out
64
of their way for the sake of another chat with us.
Indeed we rarely came across an instance, whether
amongst
or
poor
not
show
at
pleasure
That
to
language
in
think
spoken
they constantly
talk in their
sleep.
speech is a real delight to them, even in the
early stages, when it is yet very imperfect, no one
who has spent many hours with them will deny,
though I question whether people who have had no
opportuuity of seeing them have any idea of the
amount of delight which it is.
As soon as even a
That
few words
all
over
the house,
teachers,
and
it will rush
interested it,
and ideas
Over and
you
calling
servants yes,
the child
as
really
are
gets
up to
the delight of
can
over
not go
even
hardly be
again one has
are
to
doing," or
on
talking
or
"lam too
to
me,"
"
"
busy,
Bye-and-bye,
when you
As autumn evenings
may I talk to you ?"
drew in our own little daughter has often come to her
are
ready,
"
Please light the candles,
governess with the request
I want you to talk to me," and this in her playtime,
when she
might
as
she
pleased.
65
"
"
German
"
system,
so
that
they
LOUISA
Prinknash
Park,
Gloucestershire
M.
J.
ACKERS.
EDUCATING
A
READ
AT
THE
THE
DEAF-BORN.
PA PE R
INTERNATIONAL
CONGRESS AT MILAN,
SUSANNA
E.
1880,
HULL.
MY EXPERIENCE
OF VARIOUS METHODS
EDUCATING THE
Gentlemen,
It is in
no
DEAF-BORN.
bring
in
hope that,
victions of
an
so
illustrious
egotism that I
own experience in
spirit
before you my
various methods of educating the
venture to
OF
an
of
deaf; but
the
assembly,
in the
con
weight.
deaf,
have
now
During
no
desire
stronger
own
"
institutions
existed
for
the
amelioration
"
of
their
gathered from
short account of Laura Bridgman and James
a
Mitchell, in Chambers' Magazine. Very early in life
my interest had been aroused by a vivid realization of
condition.
of
of
70
left
father
was
means
of
speech
was
communication
the progress
my efforts.
was
at
on
first, undoubted
success
crowned
abandoned
my formerly chosen
and
gave myself wholly to the education
profession,
of the deaf. I now heard of the institutions already
hope
of
gaining
one or
were
institutions
public
concerned.
But I
accomplished
with
from
England
two in
was
already
so
far
as
in the
found,
in advance of
language
was
without
signs,
institutions.
conventional
signs,
as
used in the
71
I believed the dictum of
those
so
much
more
"
"
"
"
Two deaf-born
believing
I made
months
as
sisters
I have been
attempt
passed, and
no
to
now
came
that
to
they
taught,
vocal
gain
speech.
rumours
reached
me
were
me
and,
dumb !
Twelve
that
in
72
speak:
that
interest
was
of
they
had voices.
awakened.
were
taught
Now, indeed,
to
my
the
myself
goal
society :
speech added to the language of books and writing ?
Inquiry brought to my knowledge the Jewish Deaf
and Dumb Home, then just opened in London by the
generosity of the De Rothschild family. This was
early in 1868. I applied to the director for instruction
in the
system
was
again
thrown back
on
my
own
me.
resources.
resolved that my
but how was I to
no success.
Not
so
73
and his
son.
learned to
My pupils
so
even
through fever,
speak vocally
and
they
could also
I had not
accomplishment.
strongly
disbelieved in the possibility of lip-reading, and that I
had noticed signs accompanying the dictated questions
and sentences in the only school I had visited, which I
This
arose
lip-reading, except
an
system.
as
judged
on
combined
system
pupils,
the finger alphabet.
watching.
was
America
Visitors from
and
supporters
of
the
me
that that
At last Miss
was
the better
Rogers,
plan.
of the Clarke
Institution,
I
"
see
steadily approached
German
"
for
It
was
myself,
nearer
and
not
long
before I
teach,
to the pure
without
now
74
With
as
regard
those of
signs.
whereas the
place,
opposite
is the natural
course.
"
and then
give
the written
form, but
never reverse
the
process."
The
"
"
remember my
yielded
seen
could
step
own
save
place implicit
conviction,
myself,
or
by
say I never
founded on facts
can
those in whom I
trust.
have to
system.
In
of the
greatest obstacles
arguing for
England many people
overcome
in
one
the
"
German
have known
"
or
75
heard of deaf persons educated under the method
introduced by Wallis and Braidwood, whose voices
most
are
harsh
and
disagreeable,
this to be the
supposing
system, they
same
"
erroneously
the
"
bined
as
and
into which
system
German
"
failure which
"
degenerated Com
signs and finger-talking
a
examples
my pupils
Those who heard them speak
of this.
as
were
con
Taught
people say they
"
or
is constant
of such organs.
When deaf children are ignorantly
movements and
use
uttering sounds,
because those
understand what
they try
are
necessarily
in
this
stopped
about them
from
cannot
condition
of inaction
and
76
of power.
What they need
diligent, careful drill. With
consequent deterioration
is constant
least not
and
use
soon
become, if
not
disagreeable.
teacher, is essential,
of the
at
quite natural,
pupil.
as
well
The teacher
as
on
the
practice
has, indeed,
part
on
of the
the
part
to become
as
ear
to the
"
"
system is,
study
as we
only
that in
treating
use
of the
articulation
gain
"
Combined
as a
an
that such
number of minutes
school-time,
are
"
separate
which,
end
It is not
absolutely
77
not turned to the best
are
account,
even
to which
ject
"
"
"
"
never
so
comes
system,
lip-reading
be
Neither articulation
will
separate studies,
to the
employed
straint in the
"
Combined
"
same.
lip-reading, taught as
come easily and naturally
nor
ever
There will
pupil.
in
ever
be
an
amount of
con
of
signs,
or
use
more
writing,
he will
finger alphabet,
gradually employ what he
The
was
no
doubt
78
was
this
79
language
learn to think in
are
ear.
This desire to
taken
ledge,"
of
an
impart
as an
course,
system
equal
harm
"
amount of
large
know
beginning, instead
to throughout the
the
on
"
German
"
itself.
It is
'
German
'
course
talk
'
as we
do."
"
"
German
purest
system
teachers point, perform actions, and use facial expres
sion : without these, to teach at all would be impossible ;
but these are not signs, they are only passing illustra
Now
we
tions which
never
usurp the
place
of the
spoken
word.
use
80
pupil's
progress,
by casting
stumbling
block in his
way.
In
maintaining this,
we
only
follow the
course
of
nature.
Years must
"
"
"
German
"
The time
short
time!"
perfectly
natural
means
we are
possessed
of communication
on
of
both
81
to
path
to
more
and
more
knowledge. Again,
depends
on
differences of vowel
sounds;
burdened with
added task of
these
are
much
child, before he is
multitude of combinations, and the
the
easily acquired by
more
and
for the
tendency to lung
disease, distortion of the shoulders, or ungainly
carriage, so observable in sign-taught deaf-mutes.
I know this sounds improbable in the ears of
physical frame,
many
tried,
rapidly."
So I
are some
thought
able instruction
and said,
once
82
It
was
stronger faith
it,
I have
utter surrender of
speedy knowledge,
patient
cannot
in
System
and
more
sound, failure
come.
never
of any
the effects of illness may make
than others.
My
some
or
or
children slower
instinct of
capabilities
of their instructor.
ment comes,
as
speak,
believe there is
to
mation,
or
alike ?
I will
more
there is
fully into
no reason
this
question.
83
who
require
means
way
an
interpreter,
or
demand
an
out-of-the-
of communication.
"
German
path
of
"
of
the
as
globe,
that
we
now
have in
deaf children,
as
we
circle,
the
with others
the limited
same
mode of
circle,
converse
84
Pupils
of the
"
German
"
which
to
"
"
"
the
fore-front,
educating
as
the Deaf.
SUSANNA E. HULL,
Private School
"
London, W.
for
the
German''
Deaf,
System.
on
the
A
WRITTEN
FOR
PA PER
THE
INTERNATIONAL
CONGRESS
AT
SEPTEMBER, 1880,
BY
ARTHUR
A.
KINSEY.
MILAN,
ON
THE
EDUCATION
OF
THE
DEAF.
^.
The
days
in which
world, unworthy
of
present
era
mournful
with
present assembled.
The deaf and
are capable of most of
dumb
the attainments within the reach of hearing persons ;
in fact I may say all, with the sole exception of those
which depend upon a clear perception and accurate
analysis of sound, and we so far understand the exact
physical status of even those born deaf, that many of
us accustom ourselves to
speak of them, and rightly
so, as deaf only, not as deaf and dumb
For centuries past the fact has been demonstrated
we are
here
"
"
legitimate consequence
of deaf
ness, but it is to be
so
very
results which should have
88
knowledge has
systematic manner, by
a means
rarely been
those engaged
so
of education.
"
the
one
articulating organs.
proposed to instruct
German
"
on
the
"
French."
system, the second on the
At the present time the special schools in Germany
do not reject those suffering other serious ailments in
addition to deafness.
are
admitted to the
time,
money,
are
and
in
teaching
excess
power are
of school accom
modation at the
"
89
tion and
put
it to real
than to
of
afflicted ones,
doubly
spoken language
use
back such
after life
keep
and valuable
practical
of
to
in
sake
and
certain attainment
trifling
value ?
"
system.
The children that this method is
requiring
so
much
capability
by
on
incompetent
other
the
to
means
not
of
the
part
afflicted.
I
beg
now
5, Section
Question
con
II.)
and acquired deafness cause any difference in
the matter of teaching.
My opinion and experience is, that in either case,
where the deafness is total or nearly so, and supposing
the accidental deafness to have occurred in infancy, no
(No.
genital
fully
am
"
aware
that
90
taught
to
spoken language
use
at
as
its
hearing world.
This, however, is an erroneous idea altogether, as
most of you here well know, and I confidently ask you
to support me in the statement, that such an opinion
their
on the part of those teachers is based upon
inattention to what the
German system has done
the past hundred years, and is doing so pre-eminently
well in the present day.
sole
means
"
"
"
"
semi-mute
semi-deaf
and
experiment,
difficulty in
then
the
finding,
their
success
rewarding
speech would be
utterly impossible, where the practice had proved so
difficult in the case of pupils partially deaf, or those
who had acquired a certain amount of spoken lan
guage before loss of hearing.
It has been asked (Question 2, Section II.), What
is the best age to admit a deaf child to school ? This
is a matter which depends very much on the constitu
tion of the child.
Children,
as
difference most
and
example
we
frequently arising
exhibited
in
This
their homes.
If it be
91
necessary to fix
to limit it too
variations in
time, I should
exactly,
but allow
some
temperament, constitution,
reminded that
parents
or
guardians
or
margin for
capacity,
children, I
am
of deaf children
Such
course
may
there in the vicinity of
but I
am
not
aware
Although
school until
that suitable
already
some
be
adopted
here and
well-known institution,
whether it is
general
custom.
teaching
should not be
attempted
before
hand.
92
ntimate with the process pursued in the schools. At
the same time, I most earnestly urge that the voice of
years should in no way be
but rather that the child should in every way
checked,
early
with articulation.
This
tized in
"
proceeding has,
certain
Combined
"
so
quarters,
method.
to
speak,
and
The
is
theory
been
systema
known
as
the
of the method
The
may be good.
teachers know to be
But what do
"
' *
"
"
"
Under the
"
Combined
as
"
method
under
the
we
find the
"French,"
an
93
on
founded, I
cannot say.
during
late
of his
fractional
more or
less
part
intelligibly
day's
some
pupil
is
taught
tuition to articu
phrases.
Writing and Dactylology are entirely sub
servient to the sign language, so is Articulation, only
in a far greater degree, subservient to the other three.
The result of the mixture is simply this.
The
pupil has a ready, though very imperfect and chance
like means of communication with his fellow pupils
Just
as
and teachers
intercourse
and
on
some
he has
his articulation
request
serves
at
alphabet
times, when he
whilst
utters
the few
to
not
imperfect
surprise and
by
com
"
94
"if this be
teaching
the deaf to
'twere better
speak,
system,
"
or
Oral Method"
question
(See Question 2,
Methods).
Its principles
"
German
"
The Pure
Section
III.
On
It says
you are to look on your deaf child from the first as
on a hearing one, the difference in teaching spoken
simple
are
and inflexible.
ear.
by
fingers,
"
"
to say, is not
but
by the vocal
system teachers'
German
organs, therefore all the
attention is concentrated upon these., more particularly
I do not propose to
in the early years of education.
trouble you for
instruction, but
"
German
"
method.
All
95
"
manner
and
one
gesticulate
in every 1,700
Voices are used
not silenced
by
the
destined
as
&
answer
The natural
In
not to motion
natural way
course, the substitution of another
sense
for the
one
lost.
From
theoretical
' '
the deaf
The
are
concerned.
"French"
however, appear
a means
"
and
to think
"Combined"
teachers,
of communication which is
close secret to
96
those of another,
are
U.S.A.),
of the
whose fame is
now
Telephone, having
(of
the Boston
world-wide
devoted
some
as
University,
the inventor
of his valuable
deaf, thought
to render
the task of
this- it
The
97
hearing world.
The ingenuity of man does certainly seem to run
riot in its dealing with the education of the deaf.
Any way rather than a natural one, seems to be the
principle most persistently adopted in certain quarters.
From the day when the illustrious Abbe de l'Epee
elaborated his system of artificial signs with exact
provision made for every change of a highly inflected
language down to the introduction of Whipple's
Natural Alphabet and Bell's Visible Speech, the edu
cational path of the deaf appears plentifully bestrewn
with obstacles.
The
leading straight
deaf in
an
"
98
to
teacher may be
taken to
grade them,
stage
of instruction
of
many
as
lips.
pupils
Defining the
enlarged,
as
a
as
care, of course,
being
can
conveniently
number
seventy and
profiting by the discourses which were addressed to
them, and in one case, as I well remember, by a pastor,
absolute
an
tion
stranger
for it
happened
And here I
am
to be
confirmation service.
length
allowed in
duller
fixing
pupils.
period,
more
particularly
for the
creatures ?
case
in
some
countries,
eight
child's education in
school,
with
an
whenever deemed
the
state
deaf
charitably supported
two years freely granted
necessary by those responsible for
a
or
extra
teaching.
99
and
manner
European schools,
for
instance, do
aspire to
acquirements as do
not
such
hand, if they do
other
not
profess
course,
least
expect
years instruction to be
of
eight
companions
The
"
year
German
or so
"
their
on a
on
the
to instruct their
classes in
nearly
they do at
but
collegiate
pupils
at the end
par with
hearing
junior.
system works
or
requisite.
Now, with your kind permission, I should wish
say
plan
tion
to
working
1, Sec
II.)
the
schools
as
they have
100
"
"
"
such difficulties
as
outside world.
sometimes
reading.
Germany
If this
were
obstacle most
one
101
one
can
watch the
schools of the
such
practice.
During the
speaker's mouth.
many I have stayed at
In
only
two
have I noticed
102
Drawmg
in
teaches them
no
part
language, and is
essential part of an
of
way to be considered as an
education which will fit them for intercourse with the
no
hearing
world.
in school is
so
which is of vital
At the
same
Every
hour
spent
on
drawing
lessons
that instruction
importance.
time, I
am
excessive strain
the
on
"
"
much,
as
There are,
consequence of the teacher's absence.
however, certain institutions where the visitor's atten
tion is
103
or
of
Riehen, would
of
never
the
educational
This
was
gravely
told
by
an
instructor in
large
internat
104
on
his constitution
five years.
When
by
such
teaching
reflect
the
on
his
system
of instruction ; and I
I feel convinced it
was
am
was
in
fault,
bound to say
the latter.
deaf
on
the
"
German
"
system is
to construct
105
of
answer
beforehand
question
which I antici
from
our
stock of ideas
and
phrases
increases, and
to express them.
This
When,
as
children
learn
we
happens
our
from
our
intellectual man
at the mother's
yet
words
new
knee,
comprehended a
particularly religious
classified, but simply included under the one
language". So too with the deaf taught
head of
"
"
German"
explain
plant,
and
the
system.
shrub,
on
lesson
varieties of
make
we
language
conveyed
speak
of
flowers and of
comparisons, again
very
in the
leaf,
trees,
show
the
106
"
"
"
These remarks
system brothers,
are
addressed, not
but
at
at my
"
German"
those
engaged on
satisfactory, and I
other
about
by
the head of
dumb, viz.,
conferring
National
"
that he
degree
on
College
for the
man
upon
107
ARTHUR
Ealing, London, W.
the
A.
KINSEY,
"
Principal of
'
TO
ADVANTAGES
OF
DEAF
THE
"GERMAN"
IN
THE
AFTEE
SYSTEM
LIFE
PAPER
SEPTEMBER,
1880,
BY
B.
ST.
ACKERS.
MILAN,
B. ST. J. ACKERS.
PAPER BY
In the first
let
place
me
called
teacher,
to contribute
myself
was
through
an
child
only
Before that
having
lost
hearing
in common,
speech
and
signs
determined to
were
see
to each other in
England,
on
its
ended;
at work in
long enough
pupils in after
England
life to be
system
for the
apparent.
lip-reading.
is based
on
112
"French"
system.
on
system of signs.
"
Combined
of
system
taught
as
"
system.
on a
amount of articulation
we
England,
prevalent
of signs,
in
our
"French"
system
answer
special questions
by
in the
articulation
My
well
by
as
is that
answer
deaf, toto-congenital
articulation
"
school, the
there," nor do
the
written
the
language
as
"
taught
forget,
they leave
chief part of the learning acquired
they "prefer using gestures and
do not
"
to articulation."
when
113
that I have
emphasized
the word
"
by
"
articu
"by
lation."
"
"
German
pure
system, with its excellent
results; and the many degrees of the " Oral," or
"
"
Articulation
Com
system, which is really the
the
"
bined
this
"
articulation
subject,
as
the channel
be
"
articulation
teaching
imparted
German,"
instead
of
It is
teaching by
through
which is
or
so
knowledge
should
Speaking, system.
"
advantages
where articulation
and
we
saw
some
taught only
German"
half
"
an
system,
hour
extra
"
day;
lesson
alternate
days.
knowledge the school
room can afford
imparted through articulation, and
all intercourse at play and at meals carried on in the
was
given only on
Compare this
was
"
same
that to those
taught
speech and lipreading are their natural language, the language of
their country, of hearing persons and of themselves.
What wonder then that they should use it in after
life ? The wonder, indeed, would be if they did not.
Whereas those to whom articulation has only been an
extra, will never treat it as their natural language.
It will be as a foreign language so taught is to
H
114
What wonder then that the
hearing children.
instructed, should
in after life
prefer
deaf, thus
to be ranked
as
"
the
German
use
"
system
are
practised by
striking
tioned the
case
"
be used
as
115
educational purposes in
more than five per cent."
This
well-known
English
has
not
thus,
German
has
never
"
system,
tried, and
opportunity of seeing,
Oral
teaching has,
signally failed.
because his
no
"
"
understand,
as
system of
he tells the world, so
own
young
middle-aged
We
saw
lads and'
girls,
In
and
in
our
"
society.
Combined
systems
we
pupils
able to
to
speak
before
had been
cases we
converse
"
partial hearing
loss of hearing
and
or
in
French
"
repeatedly
should meet
lip-read
would
the semi-deaf.
or
only toto-congenital
severe,
we
took
cases
care never
to
enquire
where
we
more
could
116
see
see
receive
This
us.
urged by
systems.
again
we
did to meet
objections
are
"
"
as
his
own
mother never,
even
our
117
we
saw men
variety
and
of
women
of all
person, but we
and under a great
hearing
ranks,
cases
We
saw
dressmaker
German
about herself at
the
our
first interview.
knowledge
escorted
of her
This
him.
The
came
we
we
to
would
did,
by
118
that in
made,
we
means
signs
her
occupation
the
only
employed
her
had
never
following
were
articulation and
recourse
to
lip-reading;
writing; finger-talking
she
and
happier, brighter
and
no
more
hearing
contented
woman
been.
We
were
Those able to
so.
like
use
hearing
others
also
seemed
much
"
Now
we
will pass to
an
instance
or
"
two to shew
should do so,
is it
119
had
we saw
this
really
that those
"
"
an
house.
old
On
in the habit of
was
out, and
woman
questions
enquiring
talking to her
our
in the
the
deaf
the
were
companion,
and
affirmative, and
was
saw
we
we
soon saw
for
they talked
By-and-by the aunt
case,
as
120
seamstress,
orders ;
was
the case,
was
was
herself, and doing all the shopping for her aunt, and
shewed us, with evident satisfaction, her book-keeping
accounts.
toto-congenital
evidence viva
test
of
deaf
workman
all
his
The
given
cases
being
used than
121
from
life, because I
class of
one
good
and
the
practical
poor.
We saw,
however,
"
as
saw
business
merchants who
word of
before
mentioned, persons of
We met ladies in
We
"
were
mouth
able to carry
society.
on
their
and
correspondence.
And in several cases we met with persons taught on
this system who were not only proficient in their own
tongue, but had acquired sufficient knowledge of other
languages to enable them to travel for business or
pleasure in foreign countries. It will be seen that our
joumeyings led us to visit many of all classes who
had left
our
of
by
school,
investigations
majority,
the
some
and not of
,
exceptional
cases
on
either side
"
That
"
even
the
122
value to the poor, and to those who
have to make their way in after life, that it cannot be
such
too
practical
generally adopted.
To the
rich, who
be
at school
long as
desired, who can continue their education after having
left school, who have no necessity for battling with
life, who are not desirous of mixing much in general
society, and who have those around them who will for
their sakes learn their peculiar means of communi
cation, such as signs and the manual alphabet, it
matters comparatively little on what method they are
taught. Amongst the great variety of systems we have
seen, there is not one incapable, under such exceptional
circumstances, of turning out pupils happy and intel
lectual, though dumb as well as deaf, and, therefore,
much restricted in their intercourse with the great
mass
can
kept
as
of mankind.
majority
of schools should be
system, giving
as
on
the
system best
only speech
training
judices
who,
no
prejudices
rid of ;
get
pre
which are' often met with in the minds of those
on
subjects
outside their
profession,
have clear
123
and
for
came
to
of the
Training
no
doubtful
result, that
we
Teachers of
Diffusion of the
'
conclusion, and
German
"
started
the Deaf
'
The
and
so sure
Society
for
the
in the United
System
we
May the
our own
blessing
Congress be,
spreading, by
I feel very
B.
Peinknash Park,
Gloucestbbshihe.
ST.
JOHN
of the
wide
ACKEBS.
PAPE R
A
WRITTEN
FOR
TEE
INTERNATIONAL
SEPTEMBER,
CONGRESS
AT MILAN,
1880,
BY
E.
SYMES
THOMPSON, M.D.
THE
ON
We
are
HEALTH
OF
DEAF-MUTES.
hope
of
mitigating
this
subject,
it cannot be
us
inquire
special knowledge of
surprising that the health of
general far from satisfactory.
into the
many suffer in
defects.
life
reasons
from
for this.
The
consanguinity
of
Many
from
are
strumous:
rickets
(rachitis),
epilepsy, water on the brain (hydrocephalus), or other
head affections. They are also specially prone to
diseases of the scalp, to a discharge from the ear,
giving rise to the peculiar and offensive odour, so often
noticed in school-rooms where they are taught. They
are also very
subject to chilblains. And many, who
show
none
feeble,
some
early
no
128
Those who become deaf in
in
hood,
meningitis,
infancy
or
early
child
other acute
diseases,
owe
their defective
hearing
in
disease
constitution.
explain
of discomfort
as
established evil.
tion,
lids,
for
healthy
what is wrong,
influence, until real injury results.
explain
We
come
circumstances
peculiar
now
are
to consider
there
the
question What
(besides those just alluded to)
deterioration of
health,
or
to the
development
of
disease ?
This
subject
some
detail.
First and foremost
ences as
regards
the
we
respiratory
act.
129
Deaf-mutes breathe,
as a
result from
mouth-breathing,
to the
ear
itself, further
tympanic cavity.
One object of
the
sense
of smell is to
give warning
sometimes
destroyed by the
same illness that destroys the hearing, and in mouthbreathers these two senses are always deficient.
Air entering directly through the mouth into the
respiratory passages is apt to be too dry, for it is one
of the objects of the complicated arrangements of the
nose to supply to the inspired air that degree of
aqueous saturation best suited for respiration.
are
will be shown,
chronic disease.
tion, and,
The
as
contact
of
tubes,
are
unsifted
dry
i
set up irrita
fertile
air
source
of
irritates the
130
pharyngeal
mucous
windpipe
and
to the
nose
and down
lung.
mucous
to
the
ophthalmic
pharynx through
tympanum.
Granular
sore
junctivitis
developed.
We will
and
now
tympanic
obstructions
are
con
hence
that
me
among
deaf-mutes chronic
adult
cough,
with
my
come
under
care.
At the
Brompton Hospital
for
Consumption
and
total of 20,000
patients
the
of deaf-
hospital,
proportion
larger, probably two or three times
as large as among an almost equal number of out
patients at a General Hospital (King's College
Hospital), with which I was connected.
seen
by
at the
Out of
mutes
me
was
much
131
It is
cases
seen
varied of
in
course
character, but
in other
engaged
probable
dusty occupations,
and I think it
breathing,
to which allusion
has been
almost without
exception marked
by deterioration, the pulmonary disorder being due to
defective vitality, and chronic atomic tissue change.
These deaf patients had, for the most part, grown
up under circumstances little calculated to develop a
healthy constitution, and in many cases they fell
victims to disease which would not have proved fatal
to those of average constitutional power and vitality.
cases
were
132
as
inherited
training, and
that they failed
and mental
physical
insufficient food.
to hold their
against
so
own
matter of
"
German
surprise,
"
This cannot
system.
"
the
as
patient
German
"
system
May
we
removed,
now
amongst us
superiority of this system,
life
of
speak,
debarred from
on
equal
can
holding
converse, and
We pass
now
to
our
fight
third
are
as
no
entering
well
longer
almost
for existence.
inquiry.
die young ?
Mr. J. Copplestone, in his work
the Deaf and
hear
Dumb," writes:
"
Do deaf-mutes
How to educate
can
be accounted for
higher
rate
than
133
"
Notwithstanding
this statement
yet met
higher premium
have not
we
subject,
tional
or
treated
as
excep
we
cannot
whether deaf-mutes
cases
determine.
and
are
The fact
are
are
the
imprisoned
healthy develop
body."
no
Assurance Table
suggest the
need for
special
charged,
on
the
ground, mainly,
that
greater liability
not
ears
could
them of
approaching danger.
railway lines are to a large
unprotected by railings, the deaths from acci
warn
English mortality.
On referring to
are
in
excess
(1871)
of the
we
find
that 40 per cent, of the deaf and dumb are between the
ages of five years and twenty ; 50 per cent, between
twenty and sixty ; and 7 per cent, from sixty upwards.
After the age of
forty-five
rapid
diminution
occurs
134
in the number
an
Ameri
can
"
publication,
with the
of
period
'
'
Professor
Porter,
of
ages their
third.
same
one
Hartford,
United
States,
ascertained that
or
of
kindred diseases.
Sir William Wylde states that of 217 deaths of deaf-
mutes in Ireland,
reply
to your
inquiries
am
able to state
as
the result
135
of
by
disease of the
lungs.
I know of
no
activity
of
body
Dr. Miiller
and mind.
expand
Mr.
remarks, that,
as
and
the
"
German
"
for
system, at
Ealing, says that lung disease may in all probability
be avoided by teaching articulation at an early age,
and adds that if the lungs have been idle from birth,
and mouth respiration indulged in up to the tenth year,
the seeds of mischief are already producing fruit."
"
on
136
The late Mr.
opinion,
Arnold, of Biehen,
case
of
was
pupil
of the
same
troubled with
difficult and
after
few
"
means
of the
action of the
"
German
lungs.
"
speak
much nobler
are
National
College
U.S.A., himself
"
The mute
for
Deaf- Mutes
semi-mute,
being deprived
wrote in
of his
Washington,
July, 1870 :
at
resumption
never
of
137
to attribute it all to this
believe
that,
far
And
cause.
lungs are
a happy habit into which
I have fallen of reading aloud to myself some pages
daily. This habit I carried to excess while in college,
so
as
my
not ascribe too much to
and
doubt afforded
no
some
fessors
by
"
trying
taught by
the
him
few
to teach himself.
As evidence of
"
saw
not,' when he
improved vitality
oral
"
system
in those
being
now
'
"
brain
degree
and
the
of status
nearly equal
to his
more
fortunate
138
no
"
Academy at Hackney,
Asylum was
founded, and some of Dr. Watson's earliest pupils in that
institution, the longest-lived amongst them have been
(1) Those who had been taught articulation on the
Braidwood- Watson principle with so much success as
to be able to use it regularly in their own home
circles ; and (2 J Those whose domestic relationship
had been with the hearing, not the deaf, and whose
whole life was marked and impressed by (so to
speak) hearing influences, not deaf ones."
Speaking at the Conference of Head Masters, held
in London, in July, 1877, Mr. Howard, Head Master
of the Yorkshire
the blood
to
its
139
vigorous circulation,
of the complaints to
more
many
are liable.
i.e.,
ward off
and tended to
gymnastics,
exercises of the
we
read
"
of the
use
Sir H.
the
He
'
placed
not
subject
be
in its full
done
in
light.
practice
Might
prevention of pulmonary diseases, as well
as for the
improvement of the general health, by
expressly exercising the organs of respiration, that is,
by practising according to some method, those actions
of the body, through which the chest is alternately in
part filled or emptied of air ?
Though suggestions
says,
towards the
to this effect
sumption,
occur
as
Continental
in
well
more
of
some
as
in
physicians, they
our
the
common
usage
writings
on con
of certain
best works
principle as such, is
general application.
most
part,
140
have
tendency
to
pulmonary
may be allowed to
dumb, that in those
are
not
used,
add, in reference
To
this, I
disorders.'
cases
are
not
duly
exercised
by
the act
expression
of inward
He
was
greater
or
misproportion.
convinced that
less extent,
There
an
was an
141
incomplete
the
side
simple
if
For
bladders
to
one
all very
with six
are
are
to be inflated at first
"
"
German
"
"
system.
It is the constant
of the
larynx in speaking,
shouting and laughing, necessitatmg a much larger
amount of respiratory action, which is so beneficial.
Vocalisation, calisthenics, drill, and vigorous out-door
use
142
games directed by the teacher or assistants (out of
school) are most important factors in the success of
the
"
German
"
system.
"French" system schools,
In
the children
are
usually
In
deemed
an
the other
hand, it is
essential part of the curriculum, that the
"German"
school,
on
teacher should
superintend
the children in
them,
and
I.
advantage
of
Calisthenic exercises, to
give
grace and
ease
to
their movements.
II.
143
III.
Best of
are
as
and which
which is
an
essential
"
in the
race
of life.
From the
that there
maladies and
are
morbid
especially prone,
calling
special therapeutic and hygienic pre
cautions (Section IV. Question 4), and that, fore
most amongst the conditions calculated to improve
the health and prolong life, must be placed the
removal of the dumbness, and the practice of the
vocal and respiratory organs, as secured under the
are
for
best
"
German
E.
"
system
modes of education.
to
the
of
the
AND
SPEECH
FOR
LIP-READING
THE
TEACHER'S
TO
"
TESTIMONY
THE
GERMAN"
FOR
SYSTEM.
PAPE R
A
WRITTEN
DEAF.
THE
INTERNATIONAL
SEPTEMBER,
CONGRESS
1880,
BY
DAVID
BUXTON.
AT
MILAN.
SPEECH
To
AND LIP-READING
bring
before
an
FOR
THE
DEAF.
own
own
myself.
Before I
come
to
speak
of the
experience gained
during
two-thirds of my whole
should say something
that I
life, it
may be
expected
on
subject
to which I
am
known to have
Dumb
1851
"
ever
was
spring
of the
148
be
lished.
The
copiousness
which makes
us
same
kind
obtainable
equally
possible
to
blunder,
even
for
course,
error
there.
the
That, of
country
is
is detected first
as
"
dumb
"
was so
excessive and
the
the
149
when
country,
it
enumerator had
who
discovered
was
put down
as
rural
was
Still,
the
that
scanty information,
to
but,
when it
perform
can
be
depended
us
abundant
What
are
the
enquiry.
changes which
the
which
occur
or
Is the
contradictory?
Are
produce them ?
they constant or variable ? subject to influences
within human control, or altogether independent of
it ? These are questions which must occur, and
which have occurred, to the minds of those who, duly
impressed with the sense of its profound importance,
have given their serious attention to the facts and
figures which bear upon this subject.
We already possess considerable knowledge of the
most fruitful causes of deafness, both congenital and
post-natal. How far are we succeeding in arresting
the action and effect of those causes ? As regards
consanguineous marriages, and intermarriages among
the deaf is the knowledge of what unions ought to
be avoided, and the prudence which avoids them,
extending ? or not ?
are
causes
150
or
hearing
no
power
over
either life
which is its
on
the best
systems
M.
See
Paper
Hngentobler.
151
that the
spread
of sounder
of the Laws of
knowledge
1871
Deaf,
was
all this
as was
compared
we
must set
and
significance.
quence of existing
of their
one
education,
against
growing magnitude
fact of
The deaf
are
now
to associate
led,
as
a conse
together
we
But
know them to
this
I
we
was
an
in after
life,
increased and
going
to say, but
as
very
On this
"
"
not
of them,
associate
this is
highly
inconsistent.
Well, gentlemen, it is
152
worth
on
who
Those,
are
ever
"deaf-and-dumb."
153
My opportunities
those of most of my
accompanied
the invitation
countrymen
Pbogrammb.
Section I.
Answer:
Questions
3.
questions
Should
a
school
be a
enquiry,
governed by
boarding or a day school ? (Question I.) As
I think that teaching should be by speech and
not by signs, it follows, that contact with those
who speak should be assiduously promoted, and
association with the deaf as earnestly and systematically
discouraged. Schools should, therefore, be small;
assimilated in all respects to the manner, tone, and
spirit of a school for hearing children. The pupil's
mind is like a ball which, wherever it rolls or wherever
it falls, comes into contact with something. Let that
something "be hearing influences ; habitual associa
tion with those who speak ; who are always speaking. In
is
the
"
"
' '
154
schools of the deaf and dumb,
large boarding
the
healthy elevating
The
described is
just
completely
as
much
to
be deprecated as the former
procedure is
is to be promoted, with a watchfulness which never
tires, and a perseverance which never flags.
process
On Teaching.
Section H.
No definite
Answer:
at the Conference in
answer
Question
is
possible.
London, in 1877,
"
As
2.
I said
soon as
child
learn
can
principle.
or
even
It would be better to
none
at
when the
pupil
experience
can
all,
disheartening
as
little
the best
instruction,
must be unlearned
Every teacher of
goes to school.
testify that this work of up-rooting
than such
give
on
never
harassing,
of his tasks.
155
Section II.
Answer
The
pupils
Question
should
7.
change masters,
but
time.
are
on
Section II.
Answer:
keep
the minds of
attention
Questions 3,
alive,
our
deaf
pupils
9.
importance,
to
(i.e.,
in the
Art
On Methods.
teaching
sense
of the
Question
7.
is useful in this
respect
previous answer),
but it
should
always
56
Section III.
Answer
To what I have
though they
but
They
are
are
too often
"
already said
Signs" are not
sometimes said to be
substitute for
1.
Question
language,
also said to be
acquiesced
and
a means
in and
language,
They are
one.
bad substitute.
to
adopted
in this paper
an
as
end, but
are
Section III.
Answer:
always spoken
system speech
In the "Mixed"
be
the
as
"
which,
German
"
employed.
only one amongst others.
forgotten, to degrade it is to kill
system
never
of
small
2.
Question
in this paper is
own
means
it is
it.
Section III.
Answer
tensive
of
The
surer
"knowledge"
Question
8.
is to be obtained
on
more ex
"the method
through language,
means
to further
time
spent
so
acquirement.
is best
always
available
157
Section IV.
Special question 2.
After this
Answer:
result,
has been attained, and
full
knowledge
of
sentiment
of
primarily applied by
the
late
him to
Sir
Arthur
philanthropic
Helps,*
action in
me to
be peculiarly
direction,
appropriate to education, and especially to the educa
"Human nature," he says, "is a
tion of the deaf.
thing to which we can put no limits, and which
appears to
another
requires
be
to
treated
with
unbounded
hopeful
ness."
No wiser maxim for
guidance
was ever
than that.
them in
our
Approach
that spirit, and they
spirit
penned
teach
"
158
of
difficulty,
which
can
accomplish
such
Yet
task.
already made !
It is in this same spirit of
unbounded hopefulness
that Discovery and Skill have made their most impor
tant conquests.
They have promoted the commerce of
the world by shortening tedious routes, and removing
obstacles to navigation as old as the creation. Surely
there is, here, an analogy most instructive to ourselves.
When I began my work as a teacher of the deaf,
every Eastern voyager went to India round the Cape.
Waghorn had not tracked the overland route ; de
Lesseps had not cut through the Isthmus, and joined
A parallel change
the Western to the Eastern seas.
has taken place in the work we are considering, so
what notable achievements it has
see
"
"
far
as
"
the
There
Cape."
was no
There
is
And
now.
we
we
can,
by
the best
us
all,
means
which
are
we can
command.
To do this is not
only
to follow at
"
"
159
but it is also to
"
"
Place,
London, W.
for
**ROMonNa
of the
THE General Welfare
Qwydir
Deaf,
Chambers,
High Holborn,
London, W.O.
DEAF,
AND
iMm ui tty
"
tmm"
President.His Grace
Chairman
ARCHBISHOP OF CANTERBURY.
the
Committee.
of
Treasurer.Sir JOHN
Secretary.Ds.
This
DAVID BUXTON.
Society
the
Deaf, on
Teachers, Governesses,
Deaf,
so
to make
as
School.
THE
The
is
College
TRAINING
First-Class
will be
The Students
of three
are
training of Teachers,
The College is wholly
Students
Female
Only
are
Classes
admitted
: In-
as
Students,
granted
to
passed
the
of the
for Tuition
COLLEGE.
are as follows:
In-Students
a
"
(Second-Class),
free.
L
Out-Students,
45 per
annum.
annum.
lodging
separate Bed-room,
of In-Students, 50 per
25 extra.
annum ;
for
may be
of 20 per
will be made
annum
duty.
to such Students
as
shall be
Management,
Assistants
dent.
THE
SCHOOL.
Pupils
charge
receive every
of educated
comfort and
parents ; and
attention, under
the
the
possible
Lady- Superintendent.
The School is conducted according to the Principles and For
mularies of the Church of England.
A sound English Education, together with Moral and Religious
Instruction, is given to the Pupils, by means of Articulation, Lipreading, Reading and Writing.
Signs and the Manual Alphabet are rigidly excluded.
As the number of Pupils is to be limited, preference will be
given to children able to pay the full Fees ; but real inability to
pay the stipulated sum will not be a bar to admission.
The payments required may be known, and the proper Form of
Admission obtained, from the Secretary, 298, Regent Street,
(Office Hours, 10 to 4 p.m., Saturdays 10 to 1 p.m.), or from
the Principal, at the College, The Elms, Castle Bar Hill,
Ealing, Middlesex, W.
The School and College Terms are (approximately) : From
January 1 9th to July 81st ; from September 16th to December 21st :
with
of the
fortnight's
interval at Easter.
application
on
"
of Prinknash
Esquire (Barrister-at-Law),
London
by request.
Gloucester
Longmans,
Price 6d.
E. Nest.
Green
Pub
&
Co.
Also,
Paper
on
the Edn-
"
Re-published by permission.
Silver Medal of the Society
Green & Co.
Paper
was
London
awarded the
Longmans,
1877.
By
"
To this
of Arts.
the
Principal.
'
Science,
Annual
London
By
"
THE
'
the
Price Is.
Secretary.
GERMAN 'Speech
1879.
Lip-Reading SYSTEM OF
and
"
read at the
Meeting
of
Science,
at
Paper
United
Kingdom.
Price Is.
London:
W.
H.
Allen
& Co.
1879.
August,
1880.
BOOKS, &c,
ISSUED BY
to
COMPRISING
PUBLICATIONS
MISCELLANEOUS
IN
GENERAL
History
of the Indian
Mutiny,
1857-1858.
colonel
o.
b.
m4xx.es0n, c.s.i.
VOLUME III.
Actions at Out-stations.
Book XVII. Conclusion.
Works
Tree and
from
the
India
Office,
Wm. H. ALLEN
& Co.
issued
and
Sold
by
Serpent Worship ;
Mythology
Or, Illustrations of
Illustrations of Ancient
Buildings
in Kashmir.
authority of the
of State for India in Council.
From Photographs,
Plans, and Drawings taken by Order of the Government of
India.
By Henry Hardy Cole, Lieot. R.E., Superintendent
Archaeological Survey of India, North-West Provinces. In
One vol. ; half-bound, Quarto.
Fifty-eight plates. 3 10s.
Prepared
Secretary
the
original negatives,
Pharmacopoeia of India.
Prepared under the Authority
The
Stupa of Bharhut.
A Buddhist Monument.
.3 3s.
"
2 2s.
to
Seventy-four Plates
1876. Half-bound.
and Woodcuts. 3 3s.
Quarto.
Adam W.
Allen's Series.
1.
World We Live In. 2s.
2. Earth's History.
2s.
of India.
3.
Geography
4.
5.
6.
(See
page
9.) 2s.
Physical Geography.
2s.
(See page
30.)
7
Ansted's Elements of
Anderson
8vo.
(P.)
The
English
Physiography.
Is. 4d.
in Western India.
14s.
Andrew
Fifth
Professor D. T. Ansted, M.A., F.R.S., &c.
Edition. Post 8vo., with Illustrative Maps.
7s.
Contents: Part I. Introduction. The Earth as a Planet.
Physical Forces. The Succession of Rocks. Part II.
Hills and Valleys.
Earth
Land.
Mountains.
Plateaux
and Low Plains.
Water.
Part III.
The Ocean.
Rivers.
Lakes and Waterfalls.' The Phenomena of Ice.
Springs
Part IV.
Air. The Atmosphere.
Winds and Storms.
Dew, Clouds, and Rain. Climate and Weather. Part V.
Fire. Volcanoes and Volcanic Phenomena.
Earthquakes.
Part VI. Life
The Distribution of Plants in the different
Countries of the Earth. The Distribution of Animals on the
Earth. The Distribution of Plants and Animals in Time.
Effects of Human Agency on Inanimate Nature.
By
wide
Ansted
(D. T.)
For the
Ansted
use
Elements of
Physiography.
of Science Schools.
(D. T.)
Fcap.
Is. 4d.
8vo.
Or First Lessons in
Ansted
(D. T.)
The Earth's
History.
(D. T.)
Ansted (D.
Physical Geography.
and Latham
T.)
Islands.
graphy.
"
a
really valuable work. A book which will long remain the
authority on the subject. No one who has been to the Channel
Islands, or who purposes going there will be insensible of its value."
Saturday Review.
"It is the produce of many hands and every hand a good one."
This is
standard
Ansted
and Water
Supply.
Chiefly
Archer
(Capt.
J.
H.
Laurence)
Commentaries
Part I.
on
the
8vo.
14s.
Bernay (Dr.
Being the
'
Travels in
Persia,
&c.
16s.
Blenkinsopp (Bev.
E.
L.)
Doctrine of
Development
in the
Boileau
(Major-General
A New and
J.
T.)
Complete
Central Asian
Portraits;
or
the Celebrities
Life of Yakoob
Beg,
8vo.
Coal Mines
14s.
Inspection;
Its
History
and
Bradshaw
By
ment of India.
India and
to
Europe Compared.
7s.
(the
R.V.
Fcap.
Is.
the Govern
2 18s.
late
How to
Buy
it for
Foreign
1852.
10s.
Burke
"
2 vols.
into English
Crown 8vo.
21s.
by Lady
mas,
M.A., F.R.S.
Christmas
An
2 Vols,
crown
8vo.
12s.
Consequences.
attempt
and
Co.,
College.
Gooper's
gineering College, Cooper's
January each year. 6s.
Hilt.
Published
by authority
in
Contents.
Staff of the College ; Prospectus for the. Year ;
Table of Marks ; Syllabus of Course of Study ; Leave and
Pension Rules of Indian Service ; Class and Prize Lists ; Past
Students serving in India ; Entrance Examination Papers, Ac.
By
Mrs. Corbet.
7s. 6d.
"
Batne
We have
rarely
read
this bo6k
on
work
toe
giving a
manners
more
picturesque atidjal
the
"
(G. Sutherland)
A Female Nihilist.
By
by G.
Edwards'
Forbes
of Chess.
Gazetteers of India.
Thornton,
4 vols., 8vo.
8vo.
21s.
2 16s.
(N.W.P., &c.)
vols., 8vo.
25s.
Singapore. Compiled
original and authentic sources. Accompanied by an
including plans of all the principal towns and canton
ments.
Royal 8vo. with 4to. Atlas. 3 3s.
Geography of India.
Comprising an account 'of British India, and the various states
enclosed and adjoining. Fcap. pp. 250. 2s.
Geological Papers on Western India.
Including Cutch, Scinde, and the south-east coast of Arabia.
To which is added a Summary of the Geology of India gene
rally. Edited for the Government by Henry J. Carter,
Assistant Surgeon, Bombay Army.
Royal 8vo. with folio
Atlas of maps and plates ; half-bound. 2 2s.
Glyn (A. C.) History of Civilization in the Fifth Century.
Translated by permission from the French of A. Frederic
Ozanam, late Professor of Foreign Literature to the Faculty
of Letters at Paris.
By Ashby C. Glyn, B.A., of the Inner
2 vols., post 8vo.
ills.
Barrister-at-Law.
Temple,
from
Atlas,
10
Golclstucker
mains of.
14s.
Grady (S.G.)
8vo.
Graham
Memoir.
2 vols. 8vo.
21s.
12s.
illustrative of Indian
and
Chronological Tables,
4to.
History.
5s.
Greene
Griffith
Maps.
6s.
Hall's Trigonometry.
The Elements of Plane and Spherical Trigonometry. With an
Appendix, containing the solution of the Problems in Nautical
Astronomy. For the use of Schools.
By the Rev. T. G.
Hall, M.A., Professor of Mathematics in King's College,
London.
12mo.
2s.
Hamilton's
A
new
Hedaya.
Index added
by
S. G.
8vo.
Grady.
Giving
**
This mill be
found
Maps
Long, of places
valuable
1 15s.
(See
page
Co.'s
Maps of India.
Harcourt (Maj. A. F. P.) Down by the Drawle.
By
"
11.)
of India.
2 Vols,
"
crown
8vo.
21s.
25s
T. P.) Notes
Second Edition, Revised and
Hughes (Bev.
on
in
Military
Law.
Muhammadanism.
Enlarged.
Fcap.
8vo.
6s.
(J.) Thugs
11
India
Directory (The).
A Manual of
the
Hedaya,
or
Guide,
Commentary
on
Institutes of Menu in
English.
or
Being Act
Being Act
X. of 1 872,
on
the 25th of
X. of 1817.
8vo.
10s.
12
In the Form of
By Angelo J.
Lewis,
Hindu Law.
as concern
Hindu Law.
Defence of the
Daya Bhaga.
Notice of the
By
Almabio Rumsey.
Manual of
Military
8vo.
Law.
With
Civil
(See
an
page 25.)
Explanatory Treatise,
6s. 6d.
Army,
Militia
Precedents in
Military
Law
including
C.)
and Affairs.
By H. C.
Civil Service.
8vo.
12s.
History
or
Chapters
18
on
Oudh
Jackson
(See
page
28s.
Jackson
James
(Lowis D'A.)
on
(A.
G. P.
Indian Industries.
Eliot)
By
"
A Guide to Indian
Chemicals
Descriptive.
Adapted from
The Con
Book I.
Introductory.
The
Right of Lapse." The
Annexation of Oude.
Progress of Englishism. Book II. The
Sepoy Army : its Rise, Progress, and Decline.
Early His
tory of the Native Army. Deteriorating Influences. The
Sindh Mutinies.
The Punjaub Mutinies. Discipline of the
Bengal Army. Book III. The Outbreak of the Mutiny.
Lord Canning and his Council. The Oude Administration and
\he Persian War. The Rising of the Storm.The First
Contents
of
Vol. I.
"
14
Punjab.
Contents of Vol III. :
Book VII.
Bengal, Behar,
the
North-west Provinces.
At the Seat of Govern
ment.
The Insurrection in Behar.
The Siege of Arrah.
Behar and Bengal. Book VJII. Mutiny and Rebellion
in the
North-west Provinces.
Agra in May. Insurrec
tion in the Districts.
Bearing of the Native Chiefs. Agra in
June, July, August and September. Book IX. Lucknow
and Delhi.
Rebellion in Oude. Revolt in the Districts.-^
Lucknow in June and July.
The siege and Capture of Delhi.
and
J.
10s.
Kaye (Sir
8vo.
3 Vols.
W.) H.
Correspondence.
5s.
15
Eeene (H.
16s.
Lee
(F. G.)
An Historical Sketch.
Vols., Crown 8vo. 21s.
Two
Lee
Lee's
(Dr.
W.
Post 8vo.
N.)
8s.
Lewin
Leyden
16
Lockwood
(Ed.)
Natural
and Travel.
late Magistrate
Civil
Service,
Bengal
With numerous Illustrations. 9s.
History, Sport
By Edward Lockwood,
of Monghyr. Crown 8vo.
Lovell
(Vice-Adm.)
Personal
McBean
Bound
Crown 8vo.
5s.
Maggs (J.)
Malleson
and
(Col.
on
Malleson
(Col.
G.
B.)
History
1857-1858, commencing
from
of the
the
Indian
Mutiny,
17
Malleson
Malleson
Vikramorvasi, Malati and Madhava, Mudra Rakshasa, Ratnavali, Kumara Sambhava, Prabodha, Cbandrodaya, Megha Duta,
Gita Govinda, Panchatantra, Hitopadesa, Katha Sarit, Sagara,
Ketala, Panchavinsati, Dasa Kumara Charita, &c.
By Mrs
Manning, with Illustrations. 2 vols., 8vo. 30s.
8vo.
18s. 6d.
18
and Manners.
Life
"
Full of original thought and observation, and may be studied with pro
fit by both German and English especially by the German."Atheneeum.
McCosh
By
(J.) Advice
John
Meadow
(T.)
Desultory
on
to Officers in India.
Post 8vo. 8s.
McCosh, M.D.
Notes
Notes
on
China.
Military
Works
on
chiefly
issued
by the Government.
Dress
Is.
Is. 6d.
Infantry Sword
Infantry Bugle
Exercise.
Sounds.
with
Company Brill,
By
Brigade Drill.
for Sergeants.
Book
Sergeant, 37th
Handbook of
By Lieut. H. C. Slack.
By William Bright,
Middlesex R.V.
Drill
Company
Lieut. H. C. Slack.
2s ;
2s. 6d.
Handbook of
Red
6d.
1875.
6d.
19
By
3s.
Colour-
Is.
also of
Skirmishing, Battalion,
Is.
lion.
By Captain
Malton.
2s. 6d.
Formations, and
Cavalry. Royal 8vo. 4s. 6d.
Cavalry Sword, Carbine, Pistol and Lance Exercises, together
Cavalry Regulations.
Movements of
Pocket Edition.
Exercises, 1873.
Manual of
Is.
8vo.
Artillery
Artillery Exercises. 1877.
Standing Orders for Royal Artillery. 8vo,
Principles and Practice of Modern Artillery.
Manual of Field
5s.
3a.
3s.
By Lt.-Col. C.
Owen, R.A. 8vo. Illustrated. 15s.
Artillerist's Manual and British Soldiers' Compendium. By
Major F. A. Grifitths. 11th Edition. Ss.
Compendium of Artillery Exercises Smooth Bore, Field, and
H.
Garrison
3s. 6d.
Principles
of
Gunnery.
By
M. McKenzie.
Notes
on
Gunnery.
By Captain
Goodeve.
Revised Edition.
Is.
of the 9, 16,
Converted Guns. 6d. each.
Handbooks
and
64-Pounder
R.
Second
M.
20
Treatise
Fortification and
on
Hector
By Major
Artillery.
and
Military Surveying
Field
Various
The
Sketching.
Treatise
on
in the
Elementary Principles
A Text-Book for
Military
Military Train
The Sappers'
Volunteer
Manual.
Is.
Manual.
Compiled
By
Corps.
Illustrations.
numerous
Ammunition. A
Service, and
descriptive
Hand-book
carried
treatise
war
6s.
on
on
other
on
on
Training
of
Troops
Dictionary
Containing
variety
Regulation
Statistical
Gunpowder,
Waltham
Abbey.
as
5s.
2s.
of useful information,
3s. 8d.
by post,
Clubs.
Army Equipment.
Projectiles
With
Hand-book
Engineer
RJJ.
the different
the
of
at the
Regulations for
use
Frankxand,
8vo. With
2b.
for the
Col. W. A.
Royal
In
one
of
Department,
Fencing,
volume.
Prepared
at
War Office.
Alphabetically arranged.
and Exercises for
Crown 8vo.
the
By
1877.
Topographical
2s.
and
Past. 1.
Cavalry. Compiled by Lieut. H. M, Hoziee, 2nd Life
Guards. Royal 8vo. 4s.
Paet 4. Military Train.
Compiled by Lieut. H. M. Hoziee,
2nd Life Guards. Royal 8vo. 2s. 6d.
Paet 6. Infantry.
Compiled by Capt. F. Marmn Petbie,
Royal 8vo. With Plates. 5s.
31
Commissariat.
Past 6.
Compiled by Lieut. H. M. Hoziee, 2nd
Life Guards. Royal 8vo. Is. 6d.
Fast 7. Hospital Service. Compiled by Capt. Maktin. Petrie.
Royal 8vo. With Plates. 5s.
Notes
on
4th Edition.
Ammunition.
Regulations
1877.
Medical
Regulations
Comprising
for the
Army,
2s. 6d.
6d.
Encampments.
Is. 6d.
Musketry.
2s.
Army,
Purveyors' Regulations
Officers of Purveyors'
Priced
Vocabulary
Military
Law.
by
Army, Militia,
By Colonel J. K. Pipon,
Pocket
Revised Edition.
Regulations applicable
to
to
the
European Officer
26s.
in India. Con
use
of
Captains
and Subalterns of Infantry, Militia, and Rifle Volunteers, and for Ser
jeants of Volunteers. By Capt. G. H. Geeaves. 2nd edit. 2s.
The
Military Encyclopaedia
Memoirs of
tives of Remarkable Battles.
Military Sciences,
The
Operations
Hamley.
of War
referring exclusively
By
Explained
New Edition
to
the
distinguished Soldiers,
and Illustrated.
Royal
By
8vo.
Col.
30s.
Lessons of War.
By
Col. Sir
By
22
8s. 6d.
1
Strength of Austria.
3s.
of
Denmark.
Strength
Armed Strength of Russia. Translated from the German.
Armed Strength of Sweden and Norway. 3s. 6d.
5s. 6d.
Armed Strength of Italy.
8s. 6d.
Armed Strength of Germany. Part I.
The Franco-German War of 187071.
By Capt. C.
Armed
2s.
Armed
7s.
H.
Clabke.
The
Military
Military
Sketches.
By
Single
Treatise
on
Military Carriages,
Steppe Campaign
Lectures.
Gymnasium.
6s.
Is
2s.
Military
use
6d.
2s.
Army Surgeons.
Army Hospital Corps. 9d.
Hospital Corps.
Jackson and
Regulations for
By
Artificers.
Officers, Army
3s.
of Auxiliary
Cavalry. 2s.
Army. 5s. 6d.
Army. Is. 3d.
6d.
for the
Equipment Regulations
Statute Law relating to the
Regulations for Commissariat and Ordnance Department
Regulations for the Commissariat Department. Is. 6d.
Regulations for the Ordnance Department. Is. 6d.
Artillerist's Handbook of Reference for the
and Reserve
An
Essay
on
Bridges, by
Artillery, by
the
Principles
use
of the
5b.
and Construction of
1853.
15s.
2s.
Royal
Military
Mailer's
The
By
23
H. H. Wilson.
9 vols.
(Max) Rig-Veda-Sanhita.
Sacred
Mysteries
and Bismillah.
Nirgis ; a Tale of the Indian Mutiny, from the Diary of a
Slave Girl : and Bismillah ; or, Happy Days in Cashmere.
By Hafiz Allard. Post 8vo. 10s. 6d.
Nirgis
Notes
By
on
5s.
Irriga
Osborne
information it contains, but also from the fact of its being the first work
written
by
Owen
(Sidney)
an
Indian
lady,
India
and that
on
lady a Queen.
the Eve of the British
Conquest.
A Historical Sketch.
By Sidney Owen, M.A. Reader in
Indian Law and History in the University of Oxford.
Formerly Professor of History in the Elphinstone College,
Bombay. Post 8vo. 8s.
Oxenham
salism.
(Bev.
Oxenham
(Bev.
H.
N.)
Essay
H.
on
N.)
An Historical
an
2nd Edit.
8vo.
1 Os. 6d.
charmingly
By
"
Times.
24
Oxenham (H. N.) The First Age of Christianity and the Church.
Ozanam's
College,
Oxford.
Third Edition.
2 vols.
the French.
21s.
Pehody (Charles)
Francis Jeffrey
Authors at Work.
Sir Walter Scott
Lamb
R. B. Sheridan
Wordsworth Tom Moore
10s. 6d.
Sydney
By
8vo.
London.
1825.
26s.
Prichard's Chronicles of
Or Sketches of Life in
Budgepore, &c.
Upper India. 2 Vols., Foolscap
8vo. 12s.
Besults.
Deducible from Recent Discoveries in Affghanistan.
T. Prinsep.
8vo. Lond. 1844.
15s.
By
H.
25
8vo.
Baverty (Major
18s.
London, 1825.
H.
G)
The Pus'hto
Manual; comprising
"
"
Inheritance."
8vo.
Bumsey (Almaric)
1 2s.
A Chart of Hindu
enlarged.
^Family Inheritance.
8vo.
6s. 6d.
Sachau
Sanderson
1 5 s.
Fcp. 4to.
(B.) Analytical History of India.
Edition.
Sewell
26
By
Crown 8vo.
J. W. Sherer,
6s.
Esq.,
6s.
attempt
Present Associations,
8vo.
2 2s.
See page 12.
Law and Customs of Hindu Castes.
Third edition.
Steele (A.)
15s.
8vo.
By Arthur Steele.
Royal
8vo.
1. Is.
"
Stothard
and
objects in nature ne
By Robert T.
27
Horary Tables.
Thornton's
History of India.
The History of the British Empire in India, by Edward
Thornton, Esq. Containing a Copious Glossary of Indian
Terms, and a Complete Chronological Index of Events, to aid
the Aspirant for Public Examinations. Third edition.
1 vol.
8vo.
With Map.
12s.
Compiled chiefly
***
The
chief objects
in view in
compiling this
Gazetteer
are:
1st. To fix the relative position of the various cities, towns, and
with
much
villaget
as
Library
Edition.
vols., 8vo.
Thornton
(E.)
Thornton
By
(T.)
to
India,
on
T. Thornton.
Thornton
&c.
the north
Beloochistan, the Punjaub,
Edward Thornton, Esq.
Punjaub, Afghanistan,
adjacent
8vo.
(T.) History
London, 1823.
of the
10s.
Punjaub,
28
Tod
of the Jains,
and the most Celebrated Shrines of Hindu Faith between
Rajpootana and the Indus, with an account of the Ancient
By the late Lieut.- Col. James Tod,
City of Nehrwalla.
Illustrations. Royal 4to. 3 3s.
Uniform, &c.
10s. 6d.
8vo.
Trotter
The
Trotter
(L. J.)
Warren
Hastings,
Biography.
Crown 8vo.
"
9s.
(The).
A valuable
guide
on
almost untrodden
ground."
Athenaeum.
of India.
Watson
of the
Watson.
Crown 8vo.
6s.
(See
French
page
by
2.)
Mae-
7s. 6d.
numerous
3. 5s.
29
Watson
Webb
Indica.
Wellesley's Despatches.
The Despatches, Minutes, and Correspondence of the Marquis
Wellesley, K.G., during his Administration in India. 5 vols.
8vo. With Portrait, Map, &c. 6. 10s.
This work should be
Civil Services.
perused by
all who
proceed
to India in the
Wellington in India.
Military History of the Duke of Wellington in India. Is.
Wilberforce (E.) Franz Schubert.
A Musical Biography, from the German of Dr. Heinrich
Kreisle von Hellborn.
By Edward Wilberforce, Esq.,
Author of "Social Life in Munich."
Post 8vo.
6s.
some
remarks
on
"
Williams.
Williams
vols., 8vo.
of
14s.
Bishop Atterbury.
Williams
Or
and Ethical
30
Departments
Wilson (H.H.)
other Languages.
Compiled and published under the autho
the
of
the
Hon.
Court of Directors of the E. I. Company.
rity
4to., cloth. 1 10s.
White
By
With 10
Photographs.
Wollaston
(Arthur N.)
Corps.
8vo.
14s.
Anwari Suhaili,
or
Lights of Canopus
Designed
for the
use
Indian Reader.
Anglo-Vernacular
of Students in the
Schools in India.
Fcap. Is.
H.)
Lives of Eminent Serjeants-at-Law of the English Bar. By
Humphry W. Woolrych, Serjeant-at-Law. 2 vols. 8vo. 30s.
Wraxall (Sir L., Bart.) Caroline Matilda.
Queen of Denmark, Sister of George 3rd. From Family and
State Papers. By Sir Lascelles Wraxall, Bart. 3 vols., 8vo.
Woolrych (Serjeant
W.
18s.
Course of Mathematics.
A Course of
veteran."
Athenteum.
SELECTION
31
FROM
LANGUAGES,
&c.
Forbes's Works
Forbes's
are
used
as
Forbes's
and Schools
Colleges
an
one
English Hindustani
volume. By Dun
in the
Character.
English
Forbes's Smaller
Royal 8vo.
Dictionary,
English Character.
English,
in the
12s.
36s.
Hindustani and
Specimens
of
Writing
and
in the
Vocabulary.
Forbes's
Bagh
Vocabulary.
Forbes's
Bagh
New
Edition, entirely
Bagh
By J.
T. Platts.
English,
Forbes's
revised.
with
8vo.
"
Tales of
Explanatory Notes,
8s.
English
Character.
5s.
"
Forbes's Oriental
Penmanship
4to.
Guide to
8s.
Writing
Hindustani
32
Co.,
(Edward B.)
English,
Small's
with
(Rev. G.)
lated into
Hindustani-Language.
Bagh-o-Bahar literally
The
copious explanatory
English.
8vo.
translated into
Selections, with
James R. Ballantyne.
Battisi.
Singhasan
Parrot." Trans
8s.
Hindustani
10s. 6d.
8vo.
notes.
8vo. 12s.
translated
English.
1845.
Robertson's Hindustani
Sted Abdooiah.
Royal
8vo.
an
Introduction and
12s. 6d.
Sakuntala.
Copious
3s. 6d.
Vocabulary.
By
By
5s.
Notes.
8s.
of the Words.
Vocabulary
Second Edition.
8vo.
English.
of the Sanskrit.
Bengali
recension
and
SANSCRIT.
Sanscrit and Bengali Dictionary, in the Bengali
Character, with Index, serving as a reversed dictionary. 4to. 80s.
Haughton's
Williams's
18mo.
4s.
(Monier) Sakuntala,
with Literal
English
Translation
Williams's
(Monier)
and Verse.
Williams's
Cowell's
Sakuntala.
Fourth Edition.
Translated into
8s.
(Monier) Vikramorvasi.
(E. B.) Translation of the
The Text.
English
8vo.
Vikramorvasi.
copious
Prose
5s.
8vo.
3s. 6d.
33
Notes, Illustrations,
Vocabulary. Royal
6s.
8vo.
PERSIAN.
Richardson's Persian, Arabic, and
of 1852.
By
F.Johnson.
4to.
Royal
8vo.
Carefully
By
Vocabulary.
Provinces,
Gulistan.
Reading Lessons,
OuSeley's
Royal
Keene's
Vocabulary.
John
Platts,
Royal
8vo.
8vo."
Anwari Soheili.
(Arthur N.)
late
Inspector
Schools,
Central
Copious
Notes
of
12s. 6d.
12s. 63.
4to.
42s.
2 2s.
8vo.
(Rev.
Text.
India.'
Platts.
WolTaston's
and
Translated from
By John
Edition
12s. 6d.
Gulistan.
English Dictionary.
4,.
H.
8vo.
G.)
Persian
5s.
Keene's
8vo.
3s. 6d.
PART I.
A concise Grammar of the Language, with Exer
cises on its more Prominent Peculiarities, together with a Selection of
Useful Phrases, Dialogues, and Subjects for Translation into Persian.
PART II. A Vocabulary of Useful Wobds, English Attn
Persian, showing at the same time the difference of idiom between
the two Languages. 18mo. 7s. 6d.
The
Bustan.
By
Shaikh
Muslihu-d-Di'n
Sa'di
Shirazi.
Translated for the first time into Prose, with Explanatory Notes
and Index.
By Captain H. Wilberforce Clarke, R.E. 8vo.
With Portrait. 30s.
by
T. W. H.
Language.
34
BENGALI.
and
Forbes's
8vo.
Bengali Grammar,
12s. 6d.
Forbes's
Bengali Reader,
Royal 8vo.
Nabo Nari.
with
an
Index, serving
dialogues.
Translation and
Royal
Vocabulary
12s. 6d.
12mo.
7s.
ARABIC.
more
Edition
use
of
for the East India Civil Service, and also for the
instructing students in general. Royal 8vo., cloth. 18s.
young men
use of self
preparing
Authors,
An Arabic Manual.
(In
tht
18s.
8vo.
By
with
of
Easy
Extracts
cloth.
15s.
Professor E. H. Palmer.
press.)
TEL00G00.
Brown's
Dictionary, reversed;
Dialects used in
Campbell's Dictionary.
Bromn's Reader.
Brown's
8vo.
Royal
Percival's
8vo.
2 vols.
Dialogues, Teloogoo
Pancha Tantra.
with
3 vols, in
Teloogoo.
and
Dictionary
2, royal 8vo.
30s.
of the Mixed
5.
14s.
English.
8vo.
5s. 6d.
8s.
English-Teloogoo Dictionary.
10s. 6d.
TAMIL.
Rottler's
35
GUZRATTEE.
Mavor's
2ls.
MAHRATTA.
Molesworth's
Molesworth's
Stevenson's Grammar.
Esop's Fables.
Fifth
Reading
12mo.
Book.
8vo., cloth.
4to.
42s.
4to.
42s.
17s. 6d.
2s. 6d.
7s.
MALAY.
Marsden's Grammar.
1 Is.
4to.
CHINESE.
Morrison's
Dictionary.
Marshman's
Clavis Sinica,
Chinese Grammar.
Philological
purposes
4to.
;
2 2s.
containing a
Sketch of Chinese
PUS'HTO.
MISCELLANEOUS.
Reeve's
English-Carnatica
2 vols.
Collett's
Esop's
Malayalam
Reader.
Fables in Carnatica.
A Turkish
and
Carnatica-English Dictionary.
8.
12s. 6d.
8vo. bound.
Manual, comprising
12s. 6d.
36
a chronological
and' Historical
CHART OF
INDIA,
or
in case, 20*.
at one view, all the principal nations, .governments, and empires which
have existed in that country from the earliest times to the suppression of the Great
Mutiny, A.D. 1868, with the date of each historical event according to the various
Showing,
eras
used in India.
Br
ARTHUR ALLEN
Of the High
Court
DURTNALL,
of Justice
in
England.
subject,
may, by an hour's
Chart, any person, however ignorant of the
By
attention, obtain a clear view of the broad lines of Indian History, and of the
evolutions which have resulted in the dominion of Her Majesty as EMPRESS OF
INDIA.
It will be found invaluable for Educational Pubposes, especially in
Colleges and Schools, where an Indian career is in contemplation, It will also be
found of permanent DTiiiTT in all Libraries and Offices as a work of ready
Besides the History of India, it
reference for the connection of events and dates.
histories of Afghanistan, Central Asia, and
includes the
this
contemporaneous
Europe.
A RELIEVO
MAP OF INDIA.
BY
HENRY F. BRION.
In Frame, 21s.
before us such a picture of the surface of a given,
country as no ordinary map could ever do. To the mind's eye of the average
of
'the plains '.and 'the hills,' chiefly of the former,
India
consists
Englishman,
the hills being limited to the Himalayas and the Nilgiris.
The new map will at
least enable him ,to correct his notions of Indian geography. It combines the
usual features of a good plain map of the country on a scale of 150 miles to the
inch, with a' faithful representation of all the uneven surfaces, modelledon a scale
thirty-two times the hoiizontal one ; thus bringing out into clear relief the com
parative heights and outlines of all the hill-ranges, and showing broad tracts of
uneven ground, of intermingled hill and valley, which a common map of the
Bame size would hardly indicate, except to a very practised eye.
The plains of
Upper India are reduced to their true proportions; the Central Provinces,
Malwa, and Western Bengal reveal their actual ruggedness at a ,glance ; and
Southern India, from the Vindhyas to Cape Comorin, proclaims its real height
To the. historical as well as the geographical student such a
above the sea-level.
map is an obvious and important aid in tracing the course of past campaigns, in
realising the conditions under which successive races carried their arms or settle
ments through the Peninsula, and in comprehending the difference of race, climate,
and physical surroundings which make up our Indian Empire.
Set in a neat
frame of maplewood, the map seems to attract the eye like a prettily-coloured
picture, and its price, a guinea, should place it within the reach of all who care to
oombiue the useful with the ornamental." Home News.
A map of this
kind, brings
MAPS OF
INDIA,
Messrs. Allen
District
Map
etc.
A General
Map
of India
corrected' to 1876
Compiled chiefly
Map
Map
to
1874
Map
Hindoostan,
The Punjab, Cabool, Scinde, Bhawulpore, &c., including all the States
between Candahar and Allahabad.
On four sheets size, 4 ft. 4in.
wide ; 4 ft. 2 in. high, 30s. ; or, in case, 2 ; rollers, varnished, 2 10s.
Map
Map
of
the
Steam
Communication
and
Map
Overland
In
Routes
case, 14s. ;
on
of China,
Map
of the World ;
Maps
of India.
Giving the Latitude and Longitude of places of note. 3 8mo. 3s. 6d.
Russian Official Map of Central Asia. Compiled in accord
ance with the Discoveries and Surveys of Russian Staff Officers up
In 2 Sheets.
10s. 6d., or in cloth
to the1 close of the year 1877.
case, 14s.
In
January
and
THE INDIA
BY
PERMISSION OP
is published in
THE
SECRETARY
OF
CONTENTS.
ROYAL
AND
FOR
COURT
KALENDAK,
AND
CITY
REGISTER,
Correct List
Parliament,
Session
of
summoned
the
to
Twenty-First Imperial
for
their
First
meet
House of Peers
Price with,
Index,
7 s.
Published
on
the arrival
of
ALLAN'S
INDIAN
MAIL,
AND
ichtl
INDIA, CHINA,
<%iiv
AND ALL
Allen's Indian Mail contains the fullest and most authentic Reports
of all important Occurrences in the Countries to which it is devoted, com
piled chiefly from private and exclusive sources. It has been pronounced
by the Press in general to be indispensable to all who have Friends or Rela
tives in the East, as affording the only correct information regarding the
Services, Movements of Troops, Shipping, and all events of Domestic and
individual interest.
The subjoined list of the usual Contents will show the importance and
variety of the information concentrated in Allen's Indian Mail.
Summary
Precis of Public
and Review
of Eastern News.
Shipping Arrival
Intelligence
Ships
Passengers
,,
Departure of Ships
Passengers
Movements of Troops
The Government Gazette
of
,,
Courts Martial
Indian Securities
Freights
Marriages
,,
Home
6cc.
&c.
Deaths
,,
Intelligence relating
to
&c.
India, Sfc.
reported
in
England
Original Articles
Arrival
Miscellaneous Information
Departures
ShippingArrival of Ships
Passengers
Departure of Ships
Passengers
Military
Vessel
Ecclesiastical and
,,
&c.
Marine
,,
spoken
with
dec.
dec.
an
Index is
furnished,
to
enable Subscribers to
which forms
complete
(PUBLISHERS
TO THE INDIA
OFFICE),
In
Monthly
Subscription,
Parts.
32s. per
Price, 3s.
annum.
Postage
Free.
PRECIS
OF
OFFICIAL
PAPERS,
be;ing
Abstracts of all
Parliamentary
Returns
DIRECTED TO BE PBINTED BY
BOTH
HOUSES OF
I. H. ALLEN AND
PARLIAMENT.
LO WD ON".