The History of the Life and Adventures of Mr. Duncan Campell . Defoe Daniel

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СКАЧАТЬ Wallis, a man famous for learning, who had told him that he had taught a born deaf and dumb man to write, and to read, and even to utter some sounds articulately with his mouth; and that he told him he was then going to commit to print the method he made use of in so instructing that person, that others, in the like unfortunate condition might receive the same benefits and advantages from other masters, which his deaf and dumb pupil had received from him. A dumb man recovering his speech, or a blind man gaining his sight, or a deaf one getting his hearing, could not be more overjoyed than Mrs. Campbell was at these unexpected tidings, and she wept for gladness when he told it. The good gentleman animated and encouraged her with the kindest promises, and to keep alive her hopes, assured her he would send to one of the chief booksellers in London to inquire after the book, who would certainly procure it him if it was to be got, and that afterwards he would peruse it diligently, make himself master of Doctor Wallis's method, and though he had many great works upon his hands at that time, he would steal from his other studies leisure enough to complete so charitable an office, as teaching the dumb and deaf to read and to write, and give her son, who was by nature deprived of them, the advantages of speech, as far as art would permit that natural defect to be supplied by her powerful interposition.

      When the mother came home, the child, who could hear no knocking, and therefore it must be by a strange and inexplicable instinct in nature, was the first that ran to the door, and falling in a great fit of laughter, a thing it was not much used to before, having on the contrary rather a melancholy cast of complexion, it clung round its mother's knees, incessantly embracing and kissing them, as if just at that time it had an insight into what the mother had been doing for it, and into its own approaching relief from its misery.

      When the mother came with the child in her hand to the father, to tell him the welcome news, the child burst afresh into a great fit of laughter, which continued for an unusual space of time; and the scene of such reciprocal affection and joy between a wife and her own husband, on so signal an occasion, is a thing easier to be felt by parents of a good disposition, imagining themselves under the same circumstances, with regard to a child they loved with fondness, than to be expressed or described by the pen of any writer. But it is certain, whenever they spoke of this affair, as anybody, who knows the impatience of parents for the welfare of an only child, may guess, they must be often discoursing it over, and wishing the time was come; the boy, who used seldom so much as to smile at other times, and who could never hear the greatest noise that could be made, would constantly look wishfully in their faces and laugh immoderately, which is a plain indication that there was then a wonderful instinct in nature, as I said before, which made him foretaste his good fortune, and, if I may be allowed the expression, the dawnings as it were of the second-sight, were then pregnant within him.

      To confirm this, the happy hour of his deliverance being come, and the doctor having procured Mr. Wallis's book, came with great joy, and desired to see his pupil; scarce were the words out of his mouth when the child happened to come into the room, and running towards the doctor, fell on his knees, kissed his hand eagerly, and laughed as before, which to me is a demonstration that he had an insight into the good which the doctor intended him.

      It is certain, that several learned men, who have written concerning the second-sight, have demonstrated by incontestable proofs, and undeniable arguments, that children, nay, even horses and cows, see the second-sight, as well as men and women advanced in years. But of this I shall discourse at large in its proper place, having allotted a whole future chapter for that same subject of second-sightedness.

      In about half a year, the doctor taught his little dumb pupil first to know his letters, then to name anything whatsoever, to leave off some savage motions which he had taken of his own accord before, to signify his mind by, and to impart his thoughts by his fingers and his pen, in a manner as intelligible, and almost as swift through the eyes, as that is of conveying our ideas to one another, by our voices, through the conduits and portholes of the ears. But in little more than two years he could write and read as well as anybody. Because a great many people cannot conceive this, and others pretend it is not to be done in nature, I will a little discourse upon Doctor Wallis's foundation, and show in a manner obvious to the most ignorant, how this hitherto mysterious help may be easily administered to the deaf and the dumb, which shall be the subject of the ensuing chapter.

      But I cannot conclude this without telling the handsome saying with which this child, when not quite six years old, as soon as he thought he could express himself well, paid his first acknowledgment to his master, and which promised how great his future genius was to be, when so witty a child ripened into man. The words he wrote to him were these, only altered into English from the Scotch.

      Sir,

      It is no little work you have accomplished. My thanks are too poor amends; the world, sir, shall give you thanks; for as I could not have expressed myself without your teaching me, so those that can talk, though they have eyes, cannot see the things which I can see, and shall tell them; so that in doing me this, you have done a general service to mankind.

      CHAPTER III.

      THE METHOD OF TEACHING DEAF AND DUMB PERSONS TO WRITE, READ, AND UNDERSTAND A LANGUAGE

      It is, I must confess, in some measure, amazing to me that men, of any moderate share of learning, should not naturally conceive of themselves a plain reason for this art, and know how to account for the practicability of it, the moment they hear the proposition advanced; the reasons for it are so obvious to the very first consideration we can make about it. It will be likewise as amazing to me that the most ignorant should not conceive it, after so plain a reason is given them for it, as I am now going to set down.

      To begin: how are children at first taught a language that can hear? are they not taught by sounds? and what are those sounds, but tokens and signs to the ear, importing and signifying such and such a thing? If, then, there can be signs made to the eye, agreed by the party teaching the child, that they signify such and such a thing, will not the eye of the child convey them to the mind, as well as the ear? They are indeed different marks to different senses, but both the one and the other do equally signify the same things or notions, according to the will of the teacher, and consequently must have an equal effect with the person who is to be instructed, for though the manners signifying are different, the things signified are the same.

      For example; if, after having invented an alphabet upon the fingers, a master always keeps company with a deaf child, and teaches it to call for whatsoever it wants by such motions of the fingers which, if put down by letters, according to each invented motion of each finger, would form in writing a word of a thing which it wanted; might not he by these regular motions teach its eye the same notions of things, as sounds do to the ears of children that hear? The manner of teaching the alphabet by fingers, is plainly set down in the following table.

      When the deaf child has learned by these motions a good stock of words, as children that hear first learn by sounds, we may, methinks, call not improperly, the fingers of such a dumb infant, its mouth, and the eye of such a deaf child, its ear. When he has learnt thus far, he must be taught to write the alphabet, according as it was adapted to the motions of his fingers; as for instance, the five vowels, a, e, i, o, u, by pointing to the top of the five fingers, and the other letters, b, c, d, &c., by such other place or posture of a finger, as in the above-mentioned table is set forth, or otherwise, it shall be agreed upon. When this is done, the marks B, R, E, A, D, and so of all other words, corresponding with such fingers, conveys through his eyes, unto his head, the same notion, viz., the thing signified, as the sound we give to those same letters, making the word 'bread,' do into our head, through the ears.

      This once done, he may be easily taught to understand the parts of speech, as the verb, the noun, pronoun, &c., and so, by rules of grammar and syntax, to compound ideas, and connect his words into a language. The method of which, since it is plainly set forth in Doctor Wallis's letter to Mr. Beverly, I shall set it down by way of extract; that people in the same circumstances with the person СКАЧАТЬ