In this paper the author takes a positive not a negative view of sign language. It is the center of attention, not as an object of interest to the specialist in language, but as the central feature in the complex sociolinguistic and psycholinguistic system that makes the deaf person part of general American culture and at the same time part of a special group. To see sign language in this way the author first examines the ways language may be presented to the eye instead of to the ear and points out the contrasts and parallels between speech and sign language. He then considers the relation of sign language to the education of the deaf in the light of bilingualism. Finally, he looks at steps that concerned teachers can take to apply research of their own of the most practical kind. The author states that sign language cannot be learned as a living, working language from these pages but hopes that teachers and educators reading them may find a new understanding of what this language is like, of how it relates to English, and of its importance in the intellectual development of the deaf child. (Author/DO)