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Show SUPPLEMENT DECEMBER THE RIVAL SYSTEMS. Theadm rers of pure oral ism cannot feel much flittered by transpiring; events in countries where their favorite system has prevailed for many years, unfettered by other means of educa ting the deaf. Iq Giranay, the home of the purest oral ism, as a general means of instruction, there is now a decided protest agiinst the exclusion of other methods. The best educated deaf persons in that country ars almost unanimousin their demand for a change aud the adoption of the combined system. In Eogland, too, there is a 1, 1892. this report from the criticisms of the oralists, and insists that its conclusions are J untitled by facts. He conclu des: "The. system you (the oralists) advocate has been in operation iu England lor about twenty year, and is certaiuly an educated deaf-muqualified far better than you citi be to judge of its results, and you will And them almost to a man opposed to oralism. It is sometimes advanced as an argument that the old style teachers will be sure to go against a system t hat will damage their profession. For myself, I am not a teacher, never was and never expect to be, therefore the argument does not apply in my case, te unless, indeed, that I have worked anions them for love, not money. I have a deaf-mut- e wife and sister-in-laand have heeu m constant coniact with the deal, both iu England and America, f jr the last tnirty years. 1 myself became stone deaf at trie age of seven years. I think the.eforc that I am as well quail tied to give an opiuiou on this matter as any theorist iu the country; aud must declare my deliberate couvictiou tuat fur burn the oral system is an entire failure and dangerous delusion." We could add to this kind of testimony were it necessary to establish the fact that oralism is not p rowing in popular favor amoug the deaf where it Das been thorougnly tested. Toe Deaf Mutes' Journal supports ihis view of the case in au editorial ol recent date, from which we quote as follow?; "Strenuous efforts have been made to iatroduce foreign methods of educating the deaf, and to do away with the most important feature in the system adopted by the leading Ameri can Schools that is, the sign language. Yet, from those quarters of the earth where the benefit of this language has been withheld in imparting instruction, there comes forth a wail for a freer use of that gr at instrument in inculcating knowledge. Isn't it about time for the 'hobbyists' to pay a little attention to the experience of the educated deaf? The best system of education is that which will meet all conditions; the system should be made to lit the conditions, and not the conditions be was mainly condemnatory in its con- made to tit the system; and many of clusions. Mr. Beale vigorouly defends the hitherto pure oralists are begin manifest reaction that bodes little encouragement for thos who, in Amer-richave recently become zealous converts to the oral system. This reaction is voiced by the deaf, who repudiate the actions of a majority of the Royal Commissoners in recommending the adoption of oralism in its most exclusive form. Last July Mr, it. E. Bray, an educated deaf Englishman, who has resided in Canada and the United States for several years, wrote to the Deaf Mutes1 Journal, contrasting the arragements for educating the deaf in England and America, much to the advantage of the latter system The Deaf Chronicle, of Leeds, Eng. commenting on Mr. Bray'stetter, backs up his arguments with vigorous sentences, and concludes a article as follows : "If twenty deaf-mutfail under the oral, system, they say it is because they had bad teaching. If one exceptoinally sharp-eye- d and clever semi mute can manage to read lips and speak fairly well they credit such with intellectual ability far above those who are unable to do so, albeit their education, if carefully examined, niigtht be found to be far below their more solid, but less showy, manualist brethren." Mr. H. B. Beale also an intelligent deaf Englishman, who has bad a wide experience in England an! America, contributes to the Deaf Chronicle an interesting: letter on the subject. He refers particularly to the report of an expert appointed to investigate the re suits of the oral system, and which a, well-conside- red es w, ning to tlnd tnis out. The educated deaf should continue to give a full and free expression to the teachings of their experience, and eventually they will penetrate the obtuslty of those wdo believe that heroic measures are the best, and that every deaf child must get an education by a single method, or plud through the world without any." What is now, aud hat been, transpiring iu America and elsewhere, relative to the merits o! the rival systems of educating the deaf, only more tlriuly conviuce us that the combined system, as practiced in a la ge majority of the American scholc, results in the greater good to the greater number. There are comparatively lew congeuitally deaf persons who can oe taugnt to intelli' gently cominuuicate with others by speech and lip reading. Even ttiose Wuo, after a Joug process of drill at school, show some ability in this respect, resort to other meaus of communication som after leaving their teachers and tue. scaool room associations Canadiau Mute. deaf-mute- s, THE CONDITIONS ESSENTIAL TO A MODEL SCHOOL FOK 'rilK DEAF. 1. It should be a board iulcujoI, for deaf children need special iraiuiug aud instruction ou aide of the hours uf school, which tuey cannot, or at least do not, receive iu the homes from vvnieu they mostly come. 2. It should be under the charge of a man well versed iu all the methods of teaching the deaf, iucludiug a thorougu familiarily with tne language of signs. He should also be a man of earnest religious convictions;prepared to inspire and develop veneration for G jd aid cue highest moral aims. 3. All the teachers should have a good knowledge of the language of sigus; a majority should be highly educated persons, some of them bein deaf cue m selves. 4. There should be a department, or classes, in which pupils cau oe trained from the start br the oral method, aud every pupil should nave a full opportunity of acquiriug speech. o.Only those pupils should be retained |