162-6 
 
i     AN ADDRESS
DELIVERED IX THE
   CAPITOL, IN WASHINGTON CITY,

       February 16th, 1828,

                AT

AN EXHIBITION OF THREE OF THE PUPILp
PENNSYLVANIA INSTITUTION FOR THE EDU-
    CATION OF THE DEAF AND DUIKB.

           ____________( s~--?s
           BY LEWIS WELD,   \ — / V n
        PRINCIPAL OF THE INSTITUTION.  \*fi   /
PUBLISHED BY REQUEST,
    WASHINGTON :

WAY & G1J1EON, PRINTERS.
        1828. 
4        •
the hands of the intelligent they are capable of application to all
the subjects of thought and of communication, between man and
man.
  It was this discovery and the success attending the course of
instruction which followed it,  that gave rise to the Royal Insti-
tution of France, and in fact to those of most of the countries of
Europe ; several of which depend  for support upon the bounty
of their  respective governments.  Others are most liberally sus-
tained  by private charity: so  that the best opportunities have
been enjoyed for perfecting this most difficult system of educa^
tion, and bringing it to the test of experience.  About ten years
since it  was introduced  into the United States,  in its most ap-
proved form and by men singularly qualified for the undertaking.
Its  success here has been witnessed by thousands of our fellow
citizens, and its good effects have been experienced by hun-
dreds of their children, who must otherwise have remained but
blanks in society.
  Happily for those engaged in the  cause of education, they
meet nothing in the genius of  our  country or her  institutions,
unfriendly to their  object.  On the contrary, the diffusion of
knowledge among all classes of society, is  one of her distin-
guishing characteristics, and hence, little more is requisite than
to make known  the necessities of the ignorant, and the claims of
the unfortunate, to  ensure relief.  But that we may act under-
standing^ in the cause of the  Deaf and  Dumb, it  becomes ne-
cessary  to know the extent of the evil  we are  called upon to
remedy, as well as those general principles in  the  management
of institutions for  them, which experience has proved the most
efficacious.
  In the year 1820 the number of  deaf-mutes was ascertained
in forty-one counties, of the state of Pennsylvania.  The result
was, that among the  whole white population  of twenty-five of
these  counties, the  proportion of the Deaf and Dumb, was pre-
cisely one  to every  two thousand, and in regard  to the whole
population of the state, this proportion holds very nearly.
  Similar enumerations have been made in other states, and in
foreign countries, and the results tend to establish the same posi-
tion. 
5
  Assuming it then as proved, that this is the true proportion in
<aur country generally,  we  may easily ascertain not  only the
whole number of Deaf and Dumb persons, but those who are pro-
per subjects for instruction.  To this end I have referred to the
census of 1820, as published under the direction of  the govern-
ment,  and have ascertained the free white population of the
several states and  territories of the Union, and also  that portion
of this population  between the ages of ten and twenty-six years;
knowing that the proper period for educating the Deaf and Dumb,
is between those ages.  Indeed the best period is generally be-
tween  twelve and  eighteen  years.   The result  of  calculations
made on these  data is. that among the whole free white popula-
tion of the United States in  1820,  there were three  thousand
nine hundred and  thirty-five deaf-mutes of all ages:  among that
portion of this population between  ten and twenty-six years  of
age, there were probably one thousand three hundred and eighty-
eight.   Most of these we may suppose were at that time capa-
ble of receiving an education.
   Of these, there  were in the six eastern states, 824 of all ages;
296 between 10 and 26.
   In the four  middle states,  1327 of all ages; 471 between  1®
and 26.
   In the six southern states,  901 of all ages; 317  between  10
and 26.
   In the eight  western states, and the territories of the Union,
883 of all ages; 304 between 10 and 26.
   Making a total  of 3935 of all ages; 1388 between 10 and 26.
   From the preceding statements as well as from others which
might be made, we may form an estimate of the number of in-
stitutions necessary for the education of the  Deaf and Dumb
throughout the United States.
   The experience of  the best institutions goes to shew, that one
which is  well  supported, is able to keep constantly under in
struction from  one hundred and  fifty to two  hundred  pupils.
This is important on  various accounts, but principally, perhaps,
from  motives  of  economy.   The expenses of qualifying and
supporting teachers, procuring suitable buildings, furniture, &c.
are necessarily great. But an institution fairly established, can 
                             6

*«eceive and  educate a pretty large number at a rate much less
in proportion than a small one,  and be quite  as likely or more
so, to give them the best advantages.  Such  an institution can
readily  furnish mechanical  and other proper employments  for
the poor among its pupils;  and thus  by giving them industrious
habits, and  a knowledge of some proper occupation,  may pre-
pare  them for usefulness immediately upon leaving it.
  It  must  be evident, that an institution could not exist in each
state of the  Union, even  if one were  established; for,  after
eight or ten years,  when the annual increase, only  are to be
taught, it  could not have pupils enough to furnish employment
for a teacher.
   Let us  suppose that six institutions were endowed, properly
located and  provided with instructors; and also,.Jthat the whole
number of deaf-mutes which probably existed among the whites
of the United States in the year 1820, namely, three thousand
nine hundred and  thirty-five, should in the course of ten suc-
cessive years be offered  to them. There  would be about three
hundred and ninety-four for them all,  or about sixty-six for each,
annually.  If the course  of instruction continued  five years,
the whole  number of pupils in each institution, would be three
hundred  and thirty; but all the  facts we can  collect, tend to
prove, that this estimate is  by far two large, for deductions are
to be made for  disease, idiocy, accident and death; to each of
which evils,  this class of people are  no less liable than others.
Age  too,   at the present time, would make another deduction,
though this  will eventually cease to operate,  because all may
be received  at the proper age.
   On the whole it appears, that in a population of a million,
after making all due allowances, about sixteen only, will annu-
ally  become  suitable subjects for instruction.  Taking the whole
population of the  United States at twelve  millions, we find  in-
rluded six  thousand deaf-mutes, giving by previous estimates
an annual  number of  two  hundred for instruction.  These
might be divided among the six institutions supposed.
   The New England states all unite  in patronizing one institu-
tion; and  it  is capable of demonstration, that it is much cheaper
tir the ctate of Maine, for example,  to send her pupils to Con- 
7
 necticut  for education,  than to  establish a  school of her own.
 Maine, Massachusetts, New Hampshire, and Vermont, have for
 some years made appropriations for the education of their indi-
 gent deaf-mutes at the Asylum in Connecticut.  This example,
 I am persuaded, will be followed by the other  sections of the
 Union,  unless the multiplying of institutions prevent,  before
 information  is diffused and the subject  is properly understood.
 If one institution is sufficient for the New England states at this
 time, when there are, so to speak, two or three generations to be
 educated, it will surely remain  so when  the annual  increase
 only is to be  taught.  The same remark may be made  of the
 other divisions of the country.
   We ought in  this  connexion to recollect, that the population
 of our country is rapidly increasing, and hence, the proportion
 of deaf-mutes continuing the same, we may reasonably suppose,
 that six institutions would be supplied with a respectable num-
 ber  of pupils, notwithstanding the numerous necessary deduc-
 tions to which we have alluded.
   There  are many reasons why it seems proper, that aid for the
 support  of this  object should be asked of the  general govern-
 ment.  Public institutions having from necessity, if prosperous,
 to derive their pupils from  a considerably extent of country,
 including several states, cannot expect to  be permanently
 endowed  by any individual  state.  If they are not prosperous,
 in other  words, if they cannot have a pretty  large number of
 pupils, they obviously will not long exist.  Another reason is,
 that a great majority of these people are in indigent  circum-
 stances.   If educated at all, the expense to their friends, must
 therefore  be small.
   But let me  appeal  to parents,  and ask whether those little
 ones, the objects of their fondest hopes and most anxious cares,
 are  not  constantly liable  to  this great  misfortune? Can that
 darling child, who already perhaps gives  promise of future dis-
 tinction,  become a poor helpless mute?  and that too  without
 the  permanent loss of either bodily or  mental  vigour? This
 m ty  be the case  with  him;  it often has been with others.  At
leist one half of the  Deaf and Dumb who come to instruction,
ou«.e  possessed perfectly  the sense of hearing, but losing this,. 
8
they of  course  lo«t  the  faculty  of  speech.  Has  not  every
parent then, indeed every good citizen,  a deep interest in  this
subject?  Can  such an  one leave  his unfortunate  relative, or
neighbour, without the means of relief, if those means are with-
in his  power? Can he consent to  see  this individual a mere
human animal, without a knowledge of his own  nature, or the
cause,  or reasons of his existence? Will he  suffer him to  live
surrounded by a world of mystery, about which he cannot even
intelligibly  inquire, exposed from a strange  perversity in hu-
man nature to be the sport of the mischievous, and the dupe of
the wicked, and as  he  advances  to maturity, excluded from  par-
ticipation in the enjoyments of  others, become morose,  melan-
choly and burdensome to himself and  his friends?  Shall he re-
main in this degraded condition, when a few years of education
will, with the blessing of God, give  him the delights of social
intercourse, the means of happiness and usefulness which others
enjoy, and above all the knowledge of his God, his Saviour, the
great  end  of his being, and the consolations of the Christian
Faith?   In  the long catalogue of human misfortunes, what one
can be named, which so truly enchains the mind and debars it
the acquisition  of knowledge, as the loss of hearing and its
necessary consequences?   In  idiocy, the  mind can hardly be
said to exist,  and in lunacy,  it is destroyed;  but in the case of
the deaf-mute, it exist* in a prison-house, and, however active
in its unaided efforts for freedom, it must there remain, anxious,
restless,  inquiring  ; infantile, though  mature in age, and  soli-
tary, though  loaned  for society.  Education, however, when
brought to  such a  mind, dispels its darkness and removes its
chains.   Individuals now before you are examples of its efficacy,
though their course of instruction is yet incomplete.
   But  should any  one still doubt the practicability of accom-
plishing all for which  we contend, let him visit a well regulated
institution  for the  Deaf and Dumb,  and  examine for himself.
He will  there see an interesting assemblage of  these children
of misfortune, po3Se^ing all the variety of dispositions, tastes
and talents which  nature  bestows  upon his more fortunate fel-
low-beings, and  in all the different stages of knowledge from
that of an infant to that of the educated man. 
9
    He wifl see one perhaps just brought from the obscurity of
  his home.   With a vacant countenance and a wandering  eye,
  he gazes upon the new scene around him, and, after a moment
  of excitement, either sinks into his wonted apathy, or seems to
  tire with the sight of so many new and mysterious objects.   Let
  the stranger call again, after a few weeks, and he will see this
  wild  boy greatly changed: even  the features  of his face  seem
  altered, and his whole  manner is improved.  He has learned
  that  there are many others like himself,  that they are happy,
  that, though silent like him, they can converse  with facility, that
  they  can  use  books, and not only form,  but  understand those
  complicated characters they contain.  His curiosity is awakened;
  his interest is  deeply excited, for he has himself  met with some
  success, he has acquired many new ideas, and finds himself im-
  proving daily in  his own language of signs  arid  in the elements of
  written language.   Let two or three years elapse, and the stran-
  ger will then see an ardent, active youth, (such an one is before
  you,)  capable  of expressing his thoughts in an intelligible man-
  ner, taking an interest in all around him,  and  surmounting one
  obstacle after another  in the pursuit  of information.  Let two
  or three years more be  added to his course, and he becomes
  possessed of knowledge, which will qualify him to act as a useful
  member of society.  He will  be in a good degree  master of
 the ordinary branches of  a common  education, and let his ad-
 vantages for improvement still continue,  and there can be no
  limit  assigned to his advancement which does not bound  our
 own.   Let the Christian mark the various steps of his progress,
 aud he will see him  at one time in absolute ignorance of all re-
 ligion; having no  conception of a Creator, none of his own soul,
 no knowledge of  a future  state of existence, and none of any
 being superior  to man.
   Again he will see him contemplating,  with profound rever-
 ence, the character of his God and of his Saviour; receiving  in
 simplicity the instructions of Revelation ;  penitent perhaps  in
 view of his sins, and again  with faith and hope and love,  re-
joicing  in  the  promises of' the gospel, and  anticipating the
 blessedness  of  Heaven.  He will see him exhibiting gratitude
 *o his  benefactors, compassion  for his fellow sufferers, and (in 
10
ethers in  misfortune;  conscientious in the discharge of duty,
displaying  in fact with  no less uniformity than  others,  the
virtues and graces of the Christian character.
  The philosopher may find in this humble individual, much to
exercise  his best powers of investigation.  The human mind,
under these circumstances, may  well be supposed  to exhibit
phenomena, not to be  found  under any other.   The  first thing
to be ascertained is its actual state before instruction.  This is
shortly told.   It is that  of almost blank  ignorance,  except in
regard to its own experience, or to the limited number  of objects
which have been subjected to its  observation.  The  uneduca-
ed deaf-mute thinks intleed, and  it is a curious but well estab-
lished fact that  he thinks by signs.  He  has passions and may
be pleased  or grieved, delighted or enraged.   The  degree of
control  he has over his passions, depends  \ery  much  upon his
situation in life.   He is a creature of imitation and avoids those
things and actions he  has  seen others avoid, and ihdulges  as
others around him do.
   The next subject of philosophical inquiry,  is the means of
amelioration.  Here  a  vast field opens at  once, as vast and va-
rious as the powers and capacities of the mind;  for all these are
to be cultivated: presenting  also the entire subject of written
language.   It would be  found indeed, that such a  mind might
be stored with ideas, in fact that such a person might be educat-
ed by the mere language  of signs, but to restore him to society,
to give  him certain means  of intercourse  with others, he must
write ami  read the language of the nation to which he belongs.
Here is the great difficulty  with which both his teacher and him-
self must contend; for the question at once presents itself, how
is it  possible to give the knowledge  and use of a spoken lan-
guage to a person deprived of hearing,  any more  than to give
the knowledge of colours to those destitute of sight?  Most lan-
guages are exceedingly artificial  in their  structure, and are so
stored with idioms, figurative phrases and other peculiarities,
as to be very difficult of acquisition  to  intelligent foreigners.
These difficulties are  increased  beyond  all  comparison to the
Deaf and Dumb, but may  be surmounted by processes entirely
philosophical,  ingenious  and interesting to all who are fond of 
11
abstruse investigation.   But  the  description  of even a few of
them would tire the patience of any assembly.  I therefore has-
ten to give you not the description, but an exhibition of some
of the actual  processes in deaf-mute  instruction,  and while I
am grateful for your kind attention to myself, I would ask the
same for my pupils, and for the cause of the Deaf and Dumb.
Their appeal, though silent, will not be unavailing; for it is to
be made to Parents, to Christians, to Philosophers, to Legisla-
tors, to the Fathers and Rulers of our  Common Country.