," etc.

For a knowledge of intellectual development in the child possessed of
all the senses, and of the great extent to which he is independent of
verbal language in the formation of concepts, it is indispensable to
make a collection of such concepts as uneducated deaf-mutes not
acquainted either with the finger-alphabet or with articulation express
by means of their own gestures in a manner intelligible to others. Their
language, however, comprises "not only the various expressive changes of
countenance (play of feature), but also the varied movements of the
hands (gesticulations), the positions, attitudes, bearing, and movements
of the other parts of the entire body, through which the deaf-mute
naturally, i. e., _untouched by educational influences_, expresses his
ideas and conceptions." But I refrain from making such a catalogue here,
as we are concerned with the fact that _many concepts are, without any
learning of words whatever, plainly expressed and logically combined
with one another_, and their correctness is proved by the conduct of any
and every untaught child born deaf. Besides, such a catalogue, in order
to possess the psychogenetic value desired by me, needs a critical
examination extremely difficult to carry through as to whether the
"educational influences" supposed to be excluded are actually wholly
excluded in all cases as they really are in some cases, e. g., in regard
to food.

Degerando (1827) has enumerated a long list of concepts, which
deaf-mutes before they are instructed represent by pantomimic
gesture. Many of these forms of expression in French deaf-mutes are
identical with those of German. It is most earnestly to be wished
that this international language of feature and gesture used by
children entirely uninstructed, born deaf, may be made accessible to
psycho-physiological and linguistic study by means of pictorial
representations--photographic best of all. This should be founded on
the experiences of German, French, English, Russian, Italian, and
other teachers of deaf-mutes.

For there is hardly a better proof that thinking is not dependent on the
language of words than the conduct of deaf-mutes, who express, indeed,
many more concepts of unlike content in the same manner than any verbal
language does--just as children with all their senses do before they
possess a satisfactory stock of words--but who, by gesticulation and
pantomime before receiving any