being able to communicate their ideas in this new way, and the increased intelligence which appeared in the expression of their faces. As soon, he says, as the born-mute is sufficiently taught to enable him to increase his stock of ideas by the power of naming them, he begins to talk aloud in his sleep, and when this happens, it shows that the power of thinking in words has taken root.[1] Heinicke was, however, an enthusiast for his system of teaching, and in practice it is I believe generally found that articulation does not displace gesture-signs and written language as a medium of thought; and certainly, the deaf-and-dumb who can speak, very much prefer the sign language for practical use among themselves. Of course, no one doubts that it is desirable that the children should be taught to speak, and to read from the lips, especially when the deafness is not total: but the question whether it is worth while to devote to this object a large proportion of the few years' instruction which is given to the poorer pupils, is not yet a settled one among instructors. It is asserted in Germany, that a want of the natural use of the lungs promotes the tendency to consumption, which is very common among the deaf-and-dumb, and that teaching them to articulate tends to counteract this. This sounds probable enough, though I do not find, even in Schmalz, any sufficient evidence to prove it, but at any rate, there is no doubt that the deaf-and-dumb should be encouraged to use their lungs in shouting at their play, as they naturally do.
It is quite clear that the loss of the powers of hearing and speech is a loss to the mind which no substitute can fully replace. Children who have learnt to speak and afterwards become deaf, lose the power of thinking in inward language, and become to all intents and purposes the same as those who could never hear at all, unless great pains are taken to keep up and increase their knowledge by other means. "And thus even those who become hard of hearing at an age when they can already speak a little, by little and little lose all that they have learnt. Their voices lose all cheerfulness and euphony, every day wipes a word out of the memory, and with it the idea of which it was the sign."[2]
