comparatively inexpensive mechanism would produce the desired result.

[Illustration: TOUCH TRANSMISSION BY ELECTRICITY.]

The matter now to consider, and the one of greater interest to the
teacher of deaf children, is, Of what utility can the device be in the
instruction of deaf-mutes? What advantage is there, not found in the
prevailing methods of communication with the deaf, i.e., by gestures,
dactylology, speech and speech-reading, and writing?

I. The language of gestures, first systematized and applied to the
conveying of ideas to the deaf by the Abbe de l'Epee during the latter
part of the last century, has been, in America, so developed and
improved upon by Gallaudet, Peet, and their successors, as to leave but
little else to be desired for the purpose for which it was intended. The
rapidity and ease with which ideas can be expressed and understood by
this "language" will never cease to be interesting and wonderful, and
its value to the deaf can never fail of being appreciated by those
familiar with it. But the genius of the language of signs is such as to
be in itself of very little, if any, direct assistance in the
acquisition of syntactical language, owing to the diversity in the order
of construction existing between the English language and the language
of signs. Sundry attempts have been made to enforce upon the
sign-language conformity to the English order, but they have, in all
cases known to the writer, been attended with failure. The sign-language
is as immovable as the English order, and in this instance certainly
Mahomet and the mountain will never know what it is to be in each
other's embrace. School exercises in language composition are given with
great success upon the basis of the sign-language. But in all such
exercises there must be a translation from one language to the other.