gesture; as stand, lie, sit, kneel, sleep.
Of motion; as move, stir, rest, walk, go, come, run, leap, ride, fall, rise, swim, sink, drawn, slide, creep, crawl, fly, pull, draw, thrust, throw, bring, fetch, carry.
Then words relating to time; place, number, weight, measure, money, &c., are, in convenient time, to be showed him distinctly; for which the teacher, according to his discretion, may take a convenient season.
As likewise the time of the day; the days of the week, the days of the month, the months of the year, and other things relating to the almanack, which he will quickly be capable to understand, if once methodically shown him.
As likewise the names and situation of places and countries, which are convenient for him to know; which may be orderly written in his book, and showed him in the map of London, England, Europe, the world, &c.
But these may be done at leisure, as likewise the practice of arithmetic, and other like pieces of learning.
In the mean time, after the concord of substantive and adjective, he is to be showed by convenient examples, that of the nominative and verb; as, for instance, I go, you see, he sits, they stand, the fire burns, the sun shines, the wind blows, the rain falls, the water runs, and the like, with the titles in the top nominative verb.
After this, under the titles nominative verb, accusative, give him examples of verbs transitive; as I see you, you see me, the fire burns the wood, the boy makes the fire, the cook roasts the meat, the butler lays the cloth, we eat our dinner.
Or even with a double accusative; as, you teach me writing or to write, John teacheth me to dance, Thomas, tell me a tale, &c.
After this you may teach him the flexion or conjugation of the verb, or what is equivalent thereunto; for in our English tongue each verb hath but two tenses, the present and the preter; two participles, the active and the passive; all the rest is performed by auxiliaries, which auxiliaries have no more tenses than the other verbs.
Those auxiliaries are, do, did, will, would, shall, should, may, might, can, could, must, ought, to, have, had, am, be, was. And if by examples you can insinuate the signification of these few words, you have taught him the whole flexion of the verb.
And here it will be convenient, once for all, to write him out a full paradigm of some one verb, suppose 'to see,' through all those auxiliaries.
The verb itself hath but these four words to be learned, see, saw, seeing, seen, save that after thou, in the second person singular, in both tenses, we add est, and in the third person singular, in the present tense, eth or es, or instead thereof, st, th, s, and so in all verbs.
Then to the auxiliaries, do, did, will, would, shall, should, may, might, can, could, must, ought, to, we join the indefinite see. And after have, had, am, be, was, the passive particle seen, and so for all other verbs.
But the auxiliary, 'am,' or 'be,' is somewhat irregular in a double form.
Am, art, is; plural are; was, wast, was; plural were.
Be, beest, be; plural be; were, wert, were; plural were.
Be, am, was, being, been.
Which, attended with the other auxiliaries, make us the whole passive voice.
All verbs, without exceptions, in the active participle, are formed by adding ing, as see, seeing; teach, teaching, &c.
The preter tense and the participle are formed regularly, by adding ed, but are often subject to contractions and other irregularities, sometimes the same in both, sometimes different, and therefore it is convenient here to give a table of verbs, especially the most usual, for those three cases, which may at once teach their signification and formation; as boil, boiled; roast, roasted, roasted; bake, baked, baked, &c.; teach, taught, taught; bring, brought, brought; buy, bought, bought, &c.; see, saw, seen; give, gave, given; take, took, taken; forsake, forsook, forsaken; write, wrote, written, &c.; with many more fit to be learned.
The verbs being thus dispatched, he is then to learn the prepositions, wherein lies the whole regimen of the noun. For diversity of cases we have none, the force of which is to be insinuated by convenient examples, suited to their different significations; as for instance, of a piece of bread, a pint of wine, the colour of a pot, the colour of gold, a ring of gold, a cup of silver, the mayor of London, the longest of all, &c.
And in like manner, for, off, on, upon, to, unto, till, until, from, at, in, within, out, without, into, out of; about, over, under; above, below; between, among; before, behind, after; for, by, with, through, against, concerning; and by this time he will be pretty well enabled to understand a single sentence.
In the last place, he is in like manner to be taught conjunctions, which serve to connect not words only, but sentences; as and, also; likewise, either or whether; neither, nor, if, then, why, wherefore, because, therefore, but, though, yet, &c.; and these illustrated by convenient examples in each case, as, Because I am cold, therefore I go to the fire, that I may be warm, for it is cold weather.
If it were fair, then it would be good walking, but however, though it rain, yet I must go, because I promised; with other like instances.
And by this time his book, if well furnished with plenty of words, and those well digested under several heads, and in good order, and well recruited from time to time as new words occur, will serve him in the nature of a dictionary and grammar.
And in case the deaf person be otherwise of a good natural capacity, and the teacher of a good sagacity, by this method, proceeding gradually step by step, you may, with diligence and due application of teacher and learner, in a year's time, or thereabouts, perceive a greater progress than you would expect, and a good foundation laid for farther instruction in matters of religion and other knowledge which may be taught by books.
It will be convenient all along to have pen, ink, and paper, ready at hand, to write down in a word what you signify to him by signs, and cause him to write, or show how to write what he signifies by signs, which way of signifying their mind by signs deaf persons are often very good at; and we must endeavour to learn their language, if I may so call it, in order to teach them ours, by showing what words answer to their signs.
It will be convenient, also, as you go along, after some convenient progress made, to express, in as plain language as may be, the import of some of the tables; as for instance: —
The head is the highest part of the body, the feet the lowest part; the face is the fore part of the head, the forehead is over the eyes, the cheeks are under the eyes, the nose is between the cheeks, the mouth is under the nose and above the chin, &c.
And such plain discourse put into writing, and particularly explained, will teach him by degrees to understand plain sentences; and like advantages a sagacious teacher may take, as occasion offers itself from time to time.
This extract is mostly taken out of the ingenious Dr. Wallis, and lying hid in that little book, which is but rarely inquired after and too scarcely known, died in a manner with that great man. And as he designed it for the general use of mankind that laboured under the misfortune of losing those two valuable talents of hearing and speaking, I thought it might not be amiss (in the life of so particular a dumb person as I am writing) to give them this small but particular fragment of grammar and syntax.
It is exactly adjusted to the English tongue; because such are the persons with whom the Doctor had to deal, and such the persons
