appearing together, and in several instances the proximity would
seriously interfere with distinct spelling; for instance, the group "u,"
"y," "g," is formed upon the extreme joint of the little finger. The
slight discoverable system that seems to attach to his arrangement of
the letters is the placing of the vowels in order upon the points of the
fingers successively, beginning with the thumb, intended, as we suppose,
to be of mnemonic assistance to the learner. Such assistance is hardly
necessary, as a pupil will learn one arrangement about as rapidly as
another. If any arrangement has advantage over another, we consider it
the one which has so grouped the letters as to admit of an increased
rapidity of manipulation. The arrangement of the above alphabet, it is
believed, does admit of this. Yet it is not claimed that it is as
perfect as the test of actual use may yet make it. Improvements in the
arrangement will, doubtless, suggest themselves, when the alterations
can be made with little need of affecting the principle.

In order to transmit a message by this alphabet, the following described
appliance is suggested: A matrix of cast iron, or made of any suitable
material, into which the person receiving the message (the pupil) places
his left hand, palm down, is fixed to the table or desk. The matrix,
fitting the hand, has twenty-six holes in it, corresponding in position
to the points upon the hand assigned to the different letters of the
alphabet. In these holes are small styles, or sharp points, which are so
placed as but slightly to touch the hand. Connected with each style is a
short line of wire, the other end of which is connected with a principal
wire leading to the desk of the operator (the teacher), and there so
arranged as to admit of opening and closing the circuit of an electric
current at will by the simple touch of a button, and thereby producing
along the line of that particular wire simultaneous electric impulses,
intended to act mechanically upon all the styles connected with it. By
these impulses, produced by the will of the sender, the styles are
driven upward with a quick motion, but with only sufficient force to be
felt and located upon the hand by the recipient. Twenty-six of these
principal or primary wires are run from the teacher's desk (there
connected with as many buttons) under the floor along the line of
pupils' desks. From each matrix upon the desk run twenty-six secondary
wires down to a