After having exhibited the signs representing various animals and other objects, the young man gave us sonic specimens of pantomime, in which be excels. To see how he would succeed with something entirely new, the teacher related to the class the well-known anecdote of Henry Clay's adventure with the goat. All eyes were intently fixed upon the rapidly moving fingers as they spelled word after word; and no sooner was the story finished than Jones proceeded to dramatize it in the most amusing fashion that can be imagined. We saw the great Senator taking his dignified "constitutional" in the streets of Washington, the little ragamuffins maliciously teasing the long-bearded goat, the benevolent interference of Mr. Clay in behalf of the unhappy animal, the ungrateful attack of the goat upon his deliverer, the glee of the rascally little spectators, and finally the ignominious retreat of the great statesman when he was forced to "let go and run like blazes." Of course it was ten times funnier in pantomime than in words.

Another member of the high class has shown a decided taste for chemistry in some of its practical applications. The annual report for 1871 says of him: "He is already a good photographer, and can operate the magnetic telegraph with considerable skill. . . . This young man became deaf at the age of two years, and when he entered the institution did not know a word of any language. He has been under instruction nine years."

As school-hours end at dinner, other employments are provided for the afternoon. The boys are taught cabinet-making, shoemaking, or tailoring in the shops belonging to the institution, where they work three hours a day under skillful superintendence. Other branches of industry are to be introduced, especially printing and the arts of design. The girls learn sewing and mending, and some of them work in the tailors' shop. Before school in the morning the larger girls also do sweeping and dusting. The training received in these various employments is, of course, of great value in enabling the pupils to gain their livelihood after leaving school.

The religious exercises of the institution form an important part of its system of education, although every thing sectarian is carefully avoided. The course of "Scripture Lessons" has already been mentioned. There are regular Sabbath services in the chapel, and also a daily devotional exercise at eight o'clock in the morning, at both of which Professor Peet officiates. There is also a Sabbath-school, in which the various professors and teachers assist. I attended prayers in the chapel one morning, the teacher at my side interpreting, so that I might be able to follow the course of the exercises. The Scripture portion was the story of Jesus healing the man with the withered hand, which was related and commented upon by Professor Peet. He used the sign language chiefly, as the younger pupils could not otherwise have understood him. At the close of the service all stood up and repeated together in signs the sacred petitions of the Lord's Prayer. It was touching to witness the dumb pleading of those hands silently uplifted to "Our Father."

Many other matters which interested me must be omitted in this brief sketch. In closing I will only add that if any body has the least doubt that the institution is doing a great work, and doing it well, he ought to go there and see.