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

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      When once a deaf person has learned so far as to understand the common discourse of others, and to express his mind tolerably well in writing, I see no room to doubt but that, provided nature has endowed him with a proper strength of genius, as other men that hear, he may become capable, upon farther improvement, of such farther knowledge as is attainable by reading. For I must here join with the learned Doctor Wallis in asserting, as to the present case before us, that no reason can be assigned why such a deaf person may not attain the understanding of a language as perfectly as those that hear; and with the same learned author I take upon me to lay down this proposition as certain, that allowing the deaf person the like time and exercise, as to other men is requisite in order to attain the perfection of a language, and the elegance of it, he may understand as well, and write as good language, as other men; and abating only what doth depend upon sound, as tones, cadences, and such punctilios, no whit inferior to what he might attain to, if he had his hearing as others have?

An Extract from Dr. Wallis, concerning the method of teaching the Deaf and Dumb to Read

      It is most natural, (as children learn the names of things), to furnish him by degrees with a nomenclator, containing a competent number of names of things common and obvious to the eye, that you may show the thing answering to such a name, and these digested under convenient titles, and placed under them in such convenient order, in several columns, or other orderly situation in the paper, as by their position best to express to the eye their relation or respect to one another. As contraries or correlatives one against the other, subordinates or appurtenances under their principle, which may serve as a kind of local memory.

      Thus, in one paper, under the title mankind, may be placed, not confusedly, but in decent order, man, woman, child (boy, girl).

      In another paper, under the title body, may be written, in like convenient order, head (hair, skin, ear), face, forehead, eye (eyelid, eyebrow), cheek, nose (nostril), mouth (lip, chin), neck, throat, back, breast, side (right side, left side), belly, shoulders, arm (elbow, wrist, hand, – back, palm), finger (thumb, buckle, nail), thigh, knee, leg (shin, calf, ancle), foot (heel, sole), toe.

      And when he hath learned the import of words in each paper, let him write them in like manner, in distinct leaves or pages of a book, prepared for that purpose, to confirm his memory, and to have recourse to it upon occasion.

      In a third paper, you may give him the inward parts; as skull (brain), throat (windpipe, gullet), stomach, guts, heart, lungs, liver, spleen, kidney, bladder (urine), vein (blood), bone (marrow), flesh, fat, &c.

      In another paper, under the title beast, may be placed horse (stonehorse, gelding), mare (colt), bull (ox), cow, calf. Sheep, ram (wether), ewe (lamb), hog, boar, sow, pig, dog, (mastiff, hound, greyhound, spaniel), bitch (whelp, puppy), hare, rabbit, cat, mouse, rat, &c.

      Under the title bird, or fowl, put cock, capon, hen, chick, goose (gander), gosling, duck (drake), swan, crow, kite, lark, &c.

      Under the title fish, put pike, eel, place, salmon, lobster, crawfish, &c.

      You may then put plants or vegetables under several heads or subdivisions of the same head; as tree (root, body, bark, bough, leaf, fruit), oak, ash, apple-tree, pear-tree, vine, &c. Fruit: apple, pear, plum, cherry, grape, nut, orange, lemon. Flower; rose, tulip, gilliflower herb, (weed), grass, corn, wheat, barley, rye, pea, bean.

      And the like of inanimates; as heaven, sun, moon, star, element, earth, water, air, fire; and under the title earth, – clay, sand, gravel, stone. Metal; gold, silver, brass, copper, iron (steel), lead, tin (pewter), glass. Under the title water, put sea, pond, river, stream; under that of air, put light, dark, mist, fog, cloud, wind, rain, hail, snow, thunder, lightning, rainbow. Under that of fire; coal, flame, smoke, soot, ashes.

      Under the title clothes, put woollen (cloth, stuff), linen (holland, lawn, lockarum), silk, (satin, velvet), hat, cap, band, doublet, breeches, coat, cloak, stocking, shoe, boot, shirt, petticoat, gown, &c.

      Under the title house, put wall, roof, door, window, casement, room.

      Under room, put shop, hall, parlour, dining-room, chamber, study, closet, kitchen, cellar, stable, &c.

      And under each of these, as distinct heads, the furniture or utensils belonging thereunto; with divisions and subdivisions, as there is occasion, which I forbear to mention, that I be not too prolix.

      And in like manner, from time to time, may be added more collections, or classes of names or words, conveniently digested, under distinct heads, and suitable distributions, to be written in distinct leaves or pages of his book in such order as may seem convenient.

      When he is furnished with a competent number of names, though not so many as I have mentioned, it will be seasonable to teach him under the titles singular and plural, the formation of plurals from singulars, by adding s, or es; as hand, hands; face, faces; fish, fishes, &c., with some few irregulars, as man, men; woman, women; foot, feet; tooth, teeth; mouse, mice; louse, lice; ox, oxen, &c.

      Which, except the irregulars, will serve for possessives, to be after taught him, which are formed by their primitives by like addition of s or es, except some few irregulars, as my, mine; thy, thine; our, ours; your, yours; his, her, hers; their, theirs, &c.

      And in all those and other like cases, it will be proper first to show him the particulars, and then the general title.

      Then teach him in another page or paper, the particles, a, an, the, this, that, these, those.

      And the pronouns, I, me, my, mine, thou, thee, thy, thine, we, us, our, ours, ye, you, your, yours, he, him, his, she, her, hers, it, its, they, them, their, shoes, heirs, who, whom, whose.

      Then under the titles substantive, adjective, teach him to connect these, as my hand, your head, his foot, his feet, her arm, her arms, our hats, their John's coat, William's band, &c.

      And in order to furnish him with more adjectives, under the title colours, you may place black, white, gray, green, blue, yellow, red, &c., and having showed the particulars, let him know that these are called colours. The like for taste and smell; as sweet, bitter, sour, stink.

      And for hearing, sound, noise, word.

      Then for touch or feeling, hot, warm, cold, cool, wet, moist, dry, hard, soft, tough, brittle, heavy, light, &c.

      From whence you may furnish him with more examples of adjectives with substantives; as white bread, brown bread, green grass, soft cheese, hard cheese, black hat, my black hat, &c.

      And then inverting the order, substantive, adjective, with the verb copulative between; as silver is white, gold is yellow, lead is heavy, wood is light, snow is white, ink is black, flesh is soft, bone is hard, I am sick, I am not well, &c., which will begin to give him some notion of syntax.

      In like manner when substantive and substantive are so connected; as gold is a metal, a rose is a flower, they are men, they are women, horses are beasts, geese are fowls, larks are birds, &c.

      Then as those before relate to quality, you may give him some other words relating to quantity. As long, short, broad, narrow; thick, thin; high, tall, low; deep, shallow, great, big, small (little), much, little; many, few, full, empty; whole, part, piece; all, some, none, strong, weak, quick, slow, equal, unequal, bigger, less.

      Then words of figure; as straight, crooked, plain, bowed, concave, hollow, convex; round, square, three-square, sphere, globe, bowl, cube, die, upright, sloping, leaning forward, leaning backward, like, unlike.

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