of the deaf are disagreeable and attract notice; that
communication readily and with pleasure among the deaf by speech and
speech-reading cannot be accomplished to any wide extent; that only with
the gifted few, and not with the general body of the deaf, can such
proficiency in the use of speech and speech-reading be attained as to
cause them to be "restored to society", in that they can with ease and
with any considerable degree of satisfaction carry on intercourse with
the hearing; and that, finally, the great majority of the deaf
vigorously demand the retention of the sign language.

[549] The New York Institution, by a resolution adopted at the first
meeting of its board of directors in 1818, decided for the employment of
articulation teaching, which policy was continued for some ten years.
Report, 1908, p. 30; E. H. Currier, "History of Articulation Teaching in
the New York Institution", 1894 (Proceedings of American Association to
Promote the Teaching of Speech to the Deaf, iv., sec. 12); _American
Journal of Education_, iii., 1828, p. 397.

[550] In addition, there have always been sporadic instances of private
instruction in speech, as by one's family or friends.

[551] It is also claimed that it was by accident that the sign method
came into vogue in America, Gallaudet in his trip to Europe having found
the London and Edinburgh schools closed to him, and having for this
reason been compelled to turn to France, where the sign method was in
use.

[552] It is interesting to note that after Mann and Howe had made their
report, the American School at Hartford and the New York Institution
sent special representatives to Europe to investigate, these advising
little change on the whole. See Report of American School, 1845, p. 25;
New York Institution, 1844, p. 62; 1851, p. 83.

[553] See "Life and Works of Horace Mann", 1891, iii., p. 245; "Life and
Journals of Samuel G. Howe", 1909, p. 169; Report of Board of Charities
of Massachusetts, 1867, p. lxxii.; 1868, p. lx.; Report of Special Joint
Committee of the Legislature on Education of Deaf-Mutes, Massachusetts,
1867; _North American Review_, lix., 1844, p. 329; civ., 1867, p. 528;
American Review, iii., 1846, p. 497; _Common School Journal_ (Boston),
vi., 1844, p. 65; Nation, iv., 1867, pp. 249, 339; Report of New York
Institution for Improved Instruction, 1868, p. 5; 1870, p. 10; American
School, 1849, p. 33; 1866, p. 18; 1867, p. 29; 1868, p. 16; Clarke
School,