Instruction of the Deaf and Dumb.

275

in, is the same which is now, by the mercy of God, in our hands. Do we then read in it constantly, and delight in it as they did? "Search the Scripturés," said our blessed Lord. Do we call ourselves Christians, and yet not listen to this command of our master? We are not required to have all the words of this book in our memory, but we should endeavour, through God's grace, to have its holy laws written in our hearts, and to keep them always in our thoughts. We find, by looking to the examples of the Christians of old, that the more the Holy Scriptures are studied, the more they will be prized; and that, if we could see as we ought, we should count all things here of small value, compared with those Holy Scriptures "which are able to make us wise unto salvation, through faith which is in Christ Jesus."

N.* N.

INSTRUCTION OF THE DEAF AND DUMB.

LETTER THE SIXTH.

MY GOOD FRIEND,

I HOPE your child has by this time written out into a copy-book all the words I have directed you to teach him, and that he can explain the meaning of all these words by signs and if this is the case, he will wish to add to his stock of words, which he will begin to consider as his treasure. The following list of words you will find so easy, that I will not trouble you with any directions about the signs necessary to explain their meaning.

Walking-standing-sitting-running-jumping

-hopping-falling-kneeling — eating — drinking -biting-tasting-swallowing-sleeping-crying —laughing—smiling-working-reading—writing -hemming-stitching -- darning-sweepingwashing-ironing-cutting-digging-ploughing

sowing-reaping-threshing-mowing-feeling

stroking-pushing-pricking-breaking-bending -hanging-warming-swimming-growing-killcatching-creeping-opening-shutting

ing

shaving combing weighing sawing-trottinggallopping-coughing-bowing-curtseying, &c.

&c.

I think you will find it so easy to make a sign, which will explain the meaning of each of these words, that I will only give you hints for a very few of them; thinking-put your finger to your forehead, as if considering something; helping— let him try to reach or lift something he is not tall or strong enough to reach or lift; and do you help him to do it; buying-pretend to count out money before you receive something from him; sellinglet the child pretend to give you money, for something you give him.

And now I will add a list of short sentences, in which there will be these new little words: the, is, are, not, my, your, on, in, under. Before you begin to teach your child to read these sentences, look them over yourself, and consider whether you quite understand the directions which I have added for teaching you how to explain them, and, how to put together out of your own head, more sentences of the same kind.

The table is hard-the table is brown-the table is not white-the table is square-the table is not round-the grass is green - the grass is not red-the sun is bright-the paper is white-the paper is not black-the woman is tall -the woman is not short-the knife is sharp

Instruction of the Deaf and Dumb.

277

your cheeks are soft-my lips are soft-my lips are not hard-your cheeks are not hard-your hair is brown-my hair is black-my hair is not brownyour hair is not black-my mother is workingmy father is digging the baby is sleeping-my sister is knitting-my brother is reading-Fanny is laughing-Mary is smiling-a plate is on the table -two knives are on the table-ten apples are in the basket-three books are on the shelf—my thimble is in my pocket-your hand is in your pocketthe cat is in the cupboard-the dog is under the table-John is sitting under the table-Mary is kneeling on the ground-a penny is in my handtwo-pence are in your hand-four loaves are on the table-five keys are on the ring-six plates are on the shelf—your thimble is on your finger-my thimble is not on my finger-my thimble is in my workbag-my hat is hanging on a peg-my coat is in the drawer.

In my last letter I advised you to hold up the fore-finger of the right hand, as a sign for the little word a. When you use the word the, instead of holding the fore finger straight up, point with it at the thing you are speaking about.

:

When you try to explain the word is point the fore-finger down on the table as if making a dot. Suppose your sentence to be-The girl is laughing, point with your fore-finger for the word the then make the sign for girl; then point down as if just making a dot for the word is; then laugh yourself to shew the sign for the word laughing. But when you explain this sentence, take care that some girl you can point at in the room really is laughing. So when you teach the baby is sleeping, point at a sleeping baby.

When you use the word are instead of the word is, try to make your child understand that this word

You will, I think, find the following directions answer: put one knife, or spoon, or cup, on the table, and write a knife is on the table, or one spoon or cup is on the table, then put two or three knives, cups, or spoons, on the table before your child, and write three knives are on the table, or two cups, or four spoons are on the table. The sign for the word are must be like the sign for is, only you may add the middle finger to the fore-finger. When you explain the word not, you need only shake your head. The sign for on, is laying your hand flat on the table. The sign for in is given by curling up the fingers of one hand, and introducing the forefinger of the other hand within them.

To explain the word under, put your hand just under the table.

But mind, in explaining all the sentences in which these little words are used, that the child must really see the thing just as the sentence says it is. I mean, if you write a penny is in my hand, you must really let him see a penny in your hand: when you teach such a sentence as this, my thimble is on my finger, you must really put your thimble on your finger. To explain the word my, you must lay your hand on your breast, and shew him by your look, that the thing you are speaking of is your own and not his. When you teach him the meaning of the word your, put your hand on his breast, and shew him the thing he is talking about belongs to him. And, now if you will look over the lists of words I have given you in my former letters, I think a number of little sentences of the same kind as those I have sent you, will come into your head: take any thing whatever that comes to hand, and set it before you, sup pose a spoon, a hat, or a box, or a cup, or milk, and only think for a minute what you can say about it, and at once it will come into your head to write many little things such as these. The spoon is in

Instruction of the Deaf and Dumb.

279

the cup milk is white—milk is nice—my hat is on the table-my hat is not on my head my hat is black-my my hat is round-my shoes are on my feetmy shoes are black-a box is on the table-the box is open-the box is not shut-two pence are in the box.

In my last letter, I told you how to begin to teach your child to count. I think what I shall now add to this letter will put you in the way of making T some variety in his counting lessons, which may be pleasant and improving to him. Get some beans, pebbles, or counters, and put different numbers of these in different places, and then make him count the number of beans, or counters, that you have put either in a box or in a bag, or drawer, or in your hand; and make him write on his slate such little sentences as the following-ten beans are in the box -two beans are in your hand-four pebbles are under the table, &c. &c. or he may write the figures which stand for the words one, two, three, &c.

But pray observe that when he writes the figures 10, 11, 12, 13, &c. you must try to make him sensiS ble that the figure 1 on the left hand stands for one ten, and the figures 1, 2, 3, &c. on the right hand, stands for ones, or units-what I shall add, may, I think, help you to explain this to him.

Ι