giti Lingua_," written "by a
person who had conversed no otherwise in above nine years." Some half a
century later we find the name of Henry Baker, son-in-law of Daniel
Defoe, who gave instruction in speech.

Other countries of Europe were hardly behind England in their interest
in the deaf and their instruction. Spain, besides the names we have
mentioned, had notably Ramirez de Carion, himself a deaf man, who lived
not long after Bonet. Italy had in particular Padre Lana Terzi, who in
1670 published a work on articulation; and also Fabrizio d'Acquapendente
and Affinite, who in their writings threw out references to speech for
the deaf. In Holland there were Peter Montans, who about 1635 issued
several tracts on speech; Jan Baptista Van Helmont, who in 1667 wrote on
speech and an alphabet; and John Conrad Amman, formerly a Swiss
physician, who in 1692 gave out his "_Surdus Loquens_," which was
enlarged and republished in 1700 as "_Dissertatio de Loquela_." The name
of Amman is especially notable, not only for his instruction in speech
of several deaf children, but for his influence on later oral methods.
In Switzerland we find at Basel in 1531, or perhaps a few years sooner,
an account of a deaf person who was instructed in speech by
[OE]colampadius, the Reformer and friend of Luther; at Geneva in 1604 of
a deaf child instructed by St. Francis de Sales; and also in Geneva in
1685 of a deaf person who had probably received instruction.

In Germany we have a regular succession of names of those who either
attempted to instruct the deaf or who wrote of this instruction, some of
these names being among the earliest of those in Europe who showed an
interest in the matter. In the year 1578 we meet the name of Pasch, a
clergyman of Brandenburgh, who taught his daughter by means of pictures.
In 1621 Rudolph Camerarius wrote a book on speech, and in 1642 Gaspard
Schott mentions a case of successful instruction. In 1701 or 1704 Kerger
at Liegnitz in Silesia taught some pupils orally, having what seemed a
temporary school. In 1718 Georges Raphel, who had taught his three deaf
daughters, wrote a book explaining his process of instruction. Among
other names appearing earlier or later were those of Morhoff,
Mallenkrot, Wild, Niederoff, Lichwitz, Shulze, Ettmuller, Arnoldi,
Lasius, Heinicke, and Nicolai. Of all these much the most renowned is
that of Samuel Heinicke. In 1754 at Dresden he became interested in the
deaf, and a few year