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Lorsque le document est trop grand pour Atre reproduit en un aaul clichA, il eat film* A partir de Tangle supArieur gauche, de gauche i droite, et de haut en Isaa, en prenant le nombre d'imagea nAceasaire. Lea diagrammea suivants illustrent la mAthode. 1 2 3 1 2 3 4 5 6 I . \ ■ \r •<- ^...4. 'Win / ii'L ! / .T /, i.V w . ' 1 ,\i > fi \ cjS, # *r*CTessBE=*- H m :\ py \ BE \ ^' "^f^^" • '?'' ■ ' ni : 1 FI HEAD JJ FIRST BOOK OF LESSONS. HOME EDUCATION FOR THE DEAF AND DUMB: BY .i. BARRETT MGAM, AUTHOR OK 'HABE1" FOR THE. DEAF AND DUMB. "* "»I!MKI. WITH TIIK l.Krr MAM.. if I i TO COLONKL WM. MlillCRR WILSON, L.L.D., WARDKN COUNTV OK NORFOLK, Mv Dear Sir, Having bad the honor of dedlcatinf? to you a Work fntitled "Sukfkkixo Himanitv," (in two parts), of which this merely contains the Elementary Lessons of the second part, now issued in an abridged form, with th«^ view of supplying a want hitherto felt by teachers and pureMts of intelligent deaf mutes, who are desirous of giving to this unfortu-uite class some prepp.ratory instruclijn in the Common Schools, where a knowledge of the amount of their deprivation will not fail to enlist the tender siunpathy of their more fornuiate companions, amongst whom nuiny will be I'cnml, kind in heart, fruitful in expedients, ut in cases together, •ican schools 5 to as high the natural mb, so as to communica- itroduced. call into rc- :ary, ignores had devised L* as possible, of instruc- ig them into ;c., &c,, thus ea with its ilated form, stir up and ;ivc it sound ;nts of Ian- en, pin, txit, , simple in ! a stcpping- higher prin- m of induct- fixing ideas this philan- intellectual, being whom iiind to the level of little children — to become an older child anions infants, as the deaf-mute at the age of 20 merely possesses the amount of knowledge of a speaking child of 2 years of age. It is, however, true that their instinct of self-preserva- tion, &o., approaches reason. "Be sure to exercise patience, a cheerful and happy temper, whtQ engaged in the work of instruction, and never promise what you do not mean to perform. MANUAL ALPHABET (SEE rBONTISPIBCE.) The one-handed alphabet is decidedly superior in every respect to the two-handed, if we except the advantage which the latter possesses while conversing in the dark, when the sense of toaoh conveys more distinctly the forms of the letters of the two-handed alphabet. The various positions in which the hand is placed, and the manipulated forms used in the vovwls as in the consonants, give to the one- handed alphabet a decided preference over the two-handed. But, apart from the decided advantage of distinct manipula- tion, the fact of only one hand being employed is a great personal convenience, for we can carry a parcel, cane, um- brella, &c,, with one hand, and at the same time converse with the other. WRITING. Rule out lines on a slate, at least one-and-a-half inch apart, in order to compel the pupil to move the fingers and wrist-joint in the formation of top and bottom curves. Boldness and rapidity of execution in writing depends, in a great measure, on the training of the muscles in the for- mation of large letters : indeed too much care cannot be observed on this point, and in the indispensable necessity /i / / Ul / 14 of extending the fingers full length on the pen, which should be held by the second finger and the thumb, the first finger being stretched lifelessly on the back of the pen or pencil, while the tip of the thumb \» bent exactly o^ipositc the first joint in the forefinger, and the pen juttin^ out at the second joint, and pointing to the right shoulder. As writing is a very essential instrumentality in teaching language to deaf-mutes, it Is a point of no slight importance to the pupil to contract a good habit in the beginning. A slate pencil should invariable be placed in a quill to guard against the crippled hold which is the inevitable result of writing with a short pencil. Keep the wrist off the paper, and be sure that the move- ments of wrist and fingers be simultanenvs. Instead of giving, as is usual in 'arge hand, down strokes, let your parrallel lines be formed upwards in hair strokes, as a preventive against the crippling -f tlie fingers in the effort of the unpracticed hand to bring it down weightily. When the deaf mute can form all the letters on a slate, he should bo taught to manipulate them by one of his play- mates, under the direction of the teacher ; and when learned off promiscuously, they should be formed on the black-board, to show him that the combination of three or more of these becomes the representative of an object or idea — thus : a h c d e f g h i j h I vi 11 o ji q r s t u V 10 X y z pin. Pick out three letters from the above, as p i jj. Point to p and write it as above, point to i and join it to p, point to II, and join it to t. You have now the representative of an idea which may be conveyed to the deaf-mute mind by call- ing up one of the school-children who can road, and who, on seeing ^tJi, will look for one in the sleeve or breast of his coat, and if not found there, will go, as it were, and seek for one among his school-mates, and bring it to the teacher, who smiles and bows by way of acknowledging the correct- hiob should ), the first the pen or tly opposite in'j out at der. in teaching importance inning. A ill to guard le result of t the move- Instead of IS, let your okes, as a 1 the eflFort tily. i on a slate, of his play- hen learned alack-board, )re of these -thus : V w X y z . Point to I p, point to tative of an lind by call- d, and who, jreast of hiu e, and seek the teacher, the correct- % ^14/^ •w 15 ness of the prO' sess. A second boy or girl will go througli the same proceis. Another boy comes up to the black- board, reads the w )rd pin, and brings it to the deaf-mute. Next take the letters ju. e. «., and make the deaf-mute write them, as in the former example. Call up his cla8S-mat«, who, on reading the word, will go to the desk and bring a 'peu. He will now, if smart and intelligent, catch the idea; if not, leave him to one of his class-mates, who will feel much pleasure it> taking pains to convey the correct idea by other processes. Oh ! how pleased and delighted will the mute feel, when he can interchange an idea with his school- mate. The words jmi, pin, will now form a copjline, which lie will write over and over again for two hours, after which lu' will spell them on the fingers for the same time. The next process is to show him a pin, and, at the same time, spell it on your fingers. Same with pen. Show him a pin again, and tell him to spell it, and afterwards write the word on a slate. Same with pen. He may add the word hat to the foregoing. For the first month's instruc- tion, the names of three objects familiar to the pupil is suf- ficient for a new lesson. The forenoon of every day should be occupied in writing and spelling alternately, for one hour the repetition lesson, or those noun-names previously learned ; and the afternoon in preparing a new lesson undet the care of his class-mate. egg nest /■^ 16 f|i!; f iiii ■ 6 6 f 8 hen fox lamb owl duck goat ass featlier goose rabbit ox fly pigeon horse bird bee crow sheep bed louse 9 10 11 12 fish louse lock boy frog watch axe girl snake chain adz child worm bell awl man bug quill violin woman IS 14 16 16 top coat shoo bonnet pie nest glove ribbon nut pants stocking needle nail shirt mitten thread tree boot frock comb 17 18 19 brush landkerchief fence cape ijeck-tie door apron LioUai- house belt button bench thimble ( drawers brush When the pupil haq learned 60 or 60 of the above objects, which can conveniently be shown, or their pictures pointed out to him, he may commence to learn adjectivea of colour in a manner somewhat similar to that iu which he has learned the nouns. ADJECTr\ Ef OF COLOR. Lesson 20. Black white red blue brown yellow green purple orange pink gray- •»'^~.. :^..i*r„ IT ther se Id n man met 3on die ;ad tib the above 3ir pictures adjectives t iu which In conveying the idea of colour it is desirable to pain one or two of them in the presence of the pupil. We cai daub a slip of w'lite paper with ink, writing black under it. The yolk oi' an epj^- would answer for yellow, if paint cannot be had. Let nie suppoje that a slip of papwr is painted /- 'ick, write hfurk under it, and point to a black hut, a black coat, a })lack cow. or other black object alter- nately with black on the paper ; rach time placing the fore- fin^ fjr of each hand in :i horizontal ponition, and close by each other, signifying cqualif//. This sign is the niost important of the lew we use. The pupil may not at once comprehend the Hign, nor until he has learned .idjectives of dimension. Next, point to a white slip of paper, and write tvhite, pointing to every white object around you, and to white spots in a dress, &c., &c., over which move your finger. Point to a coat, rubbing your fingers over its surface ; he may spell mat, in which case ominously shake your head and look disappointed, tlnis conveying to his mind that he has committed a mistake ; pass the finger over its surface again, and write blach. Point out the various colours in a dress, and write their names on the black-board. You may now take an object of various colours as a feather. Show a white ffnthei', and write its name and colour, us, a white Jmthcr. Show a black feather, a red feather, a blue feather, &c., objects easily procured, and write their names and colours. Spell the names of colours on yonr fingers, and let the pupil point them out for you. EXAMPLES ON COLOTIRS. pie a Llack coat a black glove a black horse a black cat a white plate a white glove a white hen a white apron 2* Lesson- 21. a black wafer a black shoe a black hen black hair Lesso?/ 22. a white gown a white hor.se a white sheep a white dog black cloth black ink black paper black cow 3 white paper white thread white soap while cloth ijii a red face a red door a red rose a blue cap a blue jacket a blue plate a brown horse a brown coat a green frock a green jacket a grey coat a grey horse a yellow button a yellow book a yellow bird 18 Lesson 23. a red book a red coat red hair Lesson 24. a blue flower a blue feather blue cloth Lesson 25. a brown cow brown cloth Lesson 26. a green leaf green cloth a green ribbon green glass red paper red inlf red flowers blue paper blue ink blue flanne' brown hair brown paper grey cloth grey trousers Lesson 27. B grey bird I grey cat Lesson 28. a yellow ribbon yellow paper ayellow napkin yellow paint a yellow wafer yellow chalk Lesson 29. a purple frock a pink dress a red apple a buff vest pink paper a yellow flower a drab great coat a crimson curtain a scarlet coat Lesson SO. a striped apron a checked apron a spotted frock a striped gown checked yilk spotted cloth a striped vest checked cloth a plaid shawl striped trousers a spotted vest a plaid vest ;? ,-«<£.«&' ■^ fy ,.-c ^^<^. S<..J 19 z' '/ ^'/y ADJECTIVES OF DIMENSION, &c. Lesson 31. large small crooked narrow fat lean. Long short thick thin wide narrow high low great little tall short These adjectives must bo illustrated by objects contrasted in their qualities. For example, take a long and^ a short pencil, point to the long one, writing a long pencil ; then showing the short one, writing a short pencil. Boards having the following dimensions may easily be 4iOwn: — Long, short, thick, thin, wide, narrow ; as, a wide board, a nanj)w board, &c. A repetition of all the nouns previously learned and incorporated with adjectives should, for two weeks, be practised. It is by frequent reviews that words will be indelibly impressed upon the i.eraory ; indeed it is d '^i- rable that these repetitions should be enforced every day, from 9 till 12 o'clock We learn language by hearing it frequently spoken ; deaf-mutes learn it by frequently seeing it, either spelled, written, or manipulated. We now arrive at that i»art of their education which requires the exercise of a judgment of mind in the incorpo- ration of suitable adjectives with the npmes of those objects in Bight, and which they have already learned : for example. Write on the black-board the namea of the following object* in the school-room. a long pen a short pen a long desk a short desk a thick book a thin book a thick stick a thin stick Lesson 32. a long line a short line a long tail a short tail Lesson 33. a thick coat a thin coat thick paper thin paper long hair short hair long legs short legs thick cloth thin cloth thin soup thick milk .J xy' 20 u I Si ' I a dirty boy a clean boy a dirty book a clean book a hard ball a iioit ball soft bread a hard seal a large book a small book a large shoe a small shof a wide door a narrow door a broad ribbon Lesson 34. a dirtv road V a clean road dirty hands clean hands Lesson. 35. a soft seat a hard bed a soft bed a soft biscuit Lesson 36. large stones small stones a large house a small house Lesson 37. a narrow ribbon a wide road a narrow road a clean shirt a dirty shirt clean shoes dirty shoes a hard biscuit a hard potato a soft potato hard metal a small fish a large fish a great fish a larsre knife broad tape a broad table a narrow table a high house a low house a high bench a low bench a high door Lesson 38, a low door a high tree a low tree a high hedge a low hedge a high ceiling a low ceiling a high wall a tall man a tall boy a big boy a little boy a big foot Lesson 39. a big man a little man a little foot a big dog a little dog a big rabbit 21 n shirt r shirt n shoes ' shoes . biscuit i potato potato '. metal 11 fish ? fish t fish B knife (1 tape d table o\v table I ceiling ceiling wall man boy dog ; dog rabbit a cold potato a hot potato !i cold poker a hot poker a cold day a warm day a cold room «s a warm room a straight stick a crooked stick I a straight tree I a crooked tree a fat girl a thin girl a fat man a thin man . a smooth slate i a rough slate a smooth desk a rough desk a light book a heavy book a light stick a sharp knife a blunt knife a sharp axe Lesson 40. hot meat cold meat hot water cold water hot coffee cold coffee cool milk warm milk Lesson 41. a straight line straight pins a crooked line crooked pins a straight branch crooked wire a crooked branch straight wire cool water warm water cold hands warm hand cold weather warm weather hot weather a cold wind Lesson 42. a fat cow a lean cow a fat pig a lean pig Lesson 43. a smooth shell a rough shell smooth skin rough skin Lesson 44. a heavy stick a light stone a heavy sione Less&n 45. a blunt axe a sharp razor a sharp needle fat beef lean beef fat bacon lean bacon smooth stones rough stones smooth paper rough paper light clothing heavy clothing a light chair a blunt needle sharp shears blunt shears «v#* 22 i^A a fine jacket a coarse jacket a fine shirt a coarse shirt fine bread a new book an old book a new jacket an old jacket new milk Lesson 46. coarse bread a fine towel a coarse towel fine cloth coarse cloth Lesson 47. old milk a new cap an old cap a new house an old house fine thread coarse thread fine sand coarse sand fine calico a new knife an old knife new shoes old shoes new clothes Lesson 48. . . . . bench desk pencil ttrayon Prefix suitable adjectives to the above, as — A long bench A wide desk A short pencil A long crayon. Lesson 49. Write down the following adjectives : — A yellow A white A long . A thick A crooked The pupil will affix the suitable object as follows A yellow pin A white collar A long bench A thick book. 23- The teacher should at this stage take all the nouns already le^xmed, and write them on the slate or black-board, and tell his pupil to prefix to each suitable adjectives , and affix names to those adjectives of colour and dimension already learned. Lesson 60. Write unsuttable combiuations and let them be corrected by the pupil as follows : — A fat (desk) . . . . j Erase " desk " and A black (shirt) ... I write " man " in A high (man) A tall (door) \ the blank space J &c. Lesson 51. Correct the adjectives in like manner, leaving the nouns untouched. Lesson 52. — Two Adjectives before a Noun, A certain order of precedence is observed when an adjec- tive of colour and of dimension, &c., precede a noun ; the former is usually placed before the noun, a noun used adjectively excepted ; and the adjectives^, old, young, and new are similarly placed. To Is desirable to form incorrect arrangements of the adjectives for the pupils correction ; as, a red large house, dravving his attention to house and red, placing it in its proper place in the phrase, as, a large red house. LESSON. a lare;e red book a small red book a long black feather a short black feather a large brown horse a small brown horse a thin white frock a crooked yellow pin a straight yellow pin a long low bench a tall black man a little yellow bird a long white string a short high bench a large thick blue book a long straight pole a short narrow bench a long wide bench. u Correct the following phrases : — a white slate a crooked gun a black little boy a yellow fat cow a white large horse a red goose a fat door blue two books a bird little red large slates four. m 1 one 2 two 3 three 4 four 5 five 6 six 7 seven NUMBERS. 8 eight 15 fifteen 40 forty 9 nine 16 sixteen 50 fifty 10 ten 17 seventeen 60 sixty 11 eleven 18 eighteen 70 seventy 12 twelve 19 nineteen 80 eighty 13 thirteen 20 twenty 90 ninety 14 fourteen 30 thirty 100 one hundred Th<^ time of the teacher need not be occupied in giving instruction, as any intelligent boy or girl in the school will be glad t<> render af^sistance to their unfortunate companion. The advantage to the pupils cannot be too highly appreciated, as mani- pulation will become a favorite practice, and a moat etfective instrument in making firet-rate Rpellerts ; besides thits. the appli- cation of induction throughout the lessons will prove a valuable source ofknowledge to those who witness the school-room processes. The teacherK of the Port Hope and Peterboro' ScV li— the best I have visited in Canada W>st— speak in flattering tei i of the posi- tive advantage of which the system will be productivt •> the pupils in whose presence instruction will be given to a deal-mute ; but the gain sinks into comparative insignificance be i-/re the practical benefit that will arise from the deep sympathy which will be excited in the mind of yo\ith, on behalf of their less favoured com- pauiou, to whom they will become fondly attached, and in after years assist to lighten the shadow resting upon him by their ability to convorre with him and soothe his sorrows. The deaf and dumb are very sensible of kindness, and cher inh a grateful remem- brance of it. Place 10 boys or girls in a class, and spell one; he points to the first in the class : spell two, and so on till he knows their number by counting from the first to the required number. Place 1 over the article, 2 over tho adjective, and 3 over the noun ; showing that the article is placed before the adjective, and tho adjective before the noun. 26 Lesson 53. 2 1 5 Black a hat 3 U 1 Bench long a 1 A I A 3 2 shirt red red shirt. CORRECT THESE, Lesson 54 — Plural of Nouns in s. SINGULAR. a pen a key a pin a cup a hen a boy a girl a cart a pig a pan a shoe a boot a rat a fork a hat a nnt a dog a pea a cow PLURAL. pens keys pins cups hens boys girls carts pigs pans shoes boots rats forks hats nuts dogs peas cows SINGULAR. a pencil a coat a stone a tree a slate a ship a window 'A table a chair a vest a plate a quill a letter a desk a hoof a fife a dwarf a button a hammer PLURAL. pencils coats stones trees slates ships windows tables chairs vests plates quills letters desks hoofs fifes dwarfs buttons hammers Lesson 55— The Noun preceded by an. SINGULAR. an ant an axe an arm an awl an apple an acorn PLURAL. ants axes arms awls apples acorns SINGULAR. an elbow an image an owl an onion an oyster an oven PLURAL. elbows images owls onions oysters ovens ►•I 26 Lesson 66 — continued. an eye eyes an orange oranges an ear ears an urn urns an ear-ring ear-rings an uncle uncles an egg an eel Pggs eels an herb an hostler herbs hostlers Lesson 66— -Plural in es BINOULAR. PLURAL. SINGULAR. PLURAL. a watch watches a brush brushes a coach coaches a bench benches an ass asses a leech leeches a glass glasses a church churches a lass lasses an arch arches a crocus crocuses a match matches a box boxes a peach peaches a fox foxes a fish fishes a potato potatoes a dish dishes a negro negroes Lesson 57 — Plural of Nonns in ies, ves , Sf irregular Plural /// ies. Plural irregular. LINGULAR. PLURAL. SINGULAR. PLURAL. a pony ponies a foot feet ally a lady flies ladies a goose a toolh geese teeth a baby babies a mouse mice a cherry cherries a louse lice PIm-al SlNGULAIl. in ves. PLURAL. a penny an ox a child pence oxen children a calf calves a man men a leaf leaves a woman woman a loaf loaves a sow swine a stall staves a sheaf sheaves a sheep sheep a knife knives a dcor deer 2,7 Tn conveying plurality of idea, take one pencil and write down a pencil, at the same time holding up one finger ; take up two or three pencils and hold up one, two, or three fingers after each other, erasing a, because it signifies one, and adding s signifying two or more. Try this with several other objects. Write on the black-board the plural forma, thus — S, X, z. sh, ch=es. and write (log fox ax church pig bench dish . ass bird desk ox. Point to the last letter of dog, (i. e.) ff, alternately point- ing to s and ff, to x and p, to z and g, o and nn 59. BRING. CARRY, SHOW. bring a slate bring two pencils bring some books bring many books bring two girls show a stone show a large tree The above lesson is carry a chair carry a stick carry a little boy show a large boy show five girls show a tall tree carry a desk be taught by manipulation, you may bring in the run of all the nouns and adjectives, as-*- bring a black cap ; show a clean apron, &c,, &c. to 29 I in the Lesson 60. lown : — GOOD. B ^norant a good pen a bad pen 3olisli a good book a bad book mooth a good horae a bad horse a good cow a bad cow a good dog a bad dog ih a good apple a bad apple a good egg a bad egg y a good boy a bad boy DIRECTION. r le jn ess d t ea J8 of his IS school tion, you ives, as-*- BAD. bring a good pen throw away that bad applo throw away that bad pen bring four large books bring six small books Manipulation must, for the future, be the chief instru- ment of instruction. To read well on the fingers is an Important auxiliary in learning language. a busy boy an idle boy a careful girl a careless boy &c. EXAMPLES. a lazy boy an honest girl a cross boy a good boy an industrious boy an angry girl a kind man a bad boy &c. The pupil will now see that actions, like qualities, ha\v names ; and that, as the idea of quality has been conveyed to the mind by gestures, so will the idea of action be simi- larly conveyed in the various gestures and movements of the body, and its parts, imitative of the different actions employed by us in the events which bring them into opera- tion. These signs are called " descriptive signs," and s]\ould invariably be performed in the action itself Our signs for eating, drinking, writing, reading, are actions imitative of these operations. 30 I W Place a boy in a standing position, and write, A boy standing. Tell him to sit down, and, pointing to him, write, A boy sitting. A boy 8its careleHwly at his desk — point to him, and write, A boy idling. Pursue the same instruction in all tlie notions set forth in the following lessons : — Lesson 61- -Intransitive Verbs. u boy standing a man riding u boy running a man skating a boy jumping a man coming a boy playing a man boxing a boy idling a man bowing a boy quarrelling a man stooping a boy sneezing a man fishing a boy sliding a man swimming a boy coughing a man shouting a boy rising a man praying a girl skipping a woman sitting a girl running a woman walking Lesson 62- -Intransitive Verbs. a girl dancing a woman looking a girl swinging a woman speaking a girl spitting a woman frowning a girl signing a woman talking a girl laughing a dog barking a girl curtseying a cat mewing a girl leaning a duck swimming a girl sobbing a fish swimming a child falling a duck diving a child crying a horse trotting a child smiling a horse grazing 31 Lesson 03 — a bird Hying u pigeon tunnbiing a .ship sailing wood floating u M\one sinking a ( t climbing a cock crowing a cat drowning a woman singing an ass braying Intransitive Verbs. a watcii ticking soldiers marching trees growing stars twinkling maps hanging the sun rising the sun setting wind blowing the sun shining the boys running Lesson 04 — Intransit've Verbs. a cow lying a cow lowing a cow graziirg a dog crouching water boiling snow falling ice melting a fire smoking a fire blazing a candle burning a man walking two girls and a a gentleman, a many rooks Hying a little girl crying some girls dancing boys dining trees shaking two dogs fighting a ball rolling a bee buzzing a pig grunting a mouse squeaking and a woman sitting boy dancing lady, and a boy coming Lesson 65 a woman washing a girl sweeping a girl sewing a man sewing a boy reading u man sawing a mail digging a gij knitting a barber shaving boys writing — Transitive Verbs. — 1 . a woman spinning a womnn ironing a squirrel climbing a giri smelling hens pecking some women reaping a poor woman gleaning a farmer threshing a milkmaid milking a girl spelling 32 Lesson 66 — TVansitive Verbs, \¥ a man engraving a weaver weaving a farmer ploughing a joiner planing a thief stealing some men rowing a gentleman smoking a horse kicking a boy eating a horse drinking a dog biting a man printing a mower mowing a man carving a gardener raking a boy pumping a porter earring men building a servant scouring a bookbinder pasting a boy striking a girl counting two boys lifting a gardener planting a cat lapping a mason hewing Lesson 67 — Tfavsitive Verbs. — 2. washing clothes sweeping the floor sewing a shirt sowing grain reading a book sawing wood digging a garden knitting a stocking shaving a man writing copies shooting a bird engraving a picture weaving cloth ploughing a field planting wood stealing money rowing a boat smoking a pipe kicking a boy eating bread drinking water biting a boy spinning wool ironing clothes climbing a tree smelling a rose peeking barley reaping corn gleaning wheat threshing oats milking a cow spelling words begging money carving beef raking a v/alk pumping water carrying a trunk building a house scouring a room pasting a book striking an ass counting pencils lifting a bench planting flowers 33 We must, at this stage of instruction, change the phrase- ology by which the pupil expressed a judgment of the mind, and bring into use the verb to he in the following manner : — •d black cat = that cat is black a crooked fence = that fence is crooked a pretty lady = that lady is pretty The following process will give him a faint idea of the verb is and its use as a copula. crooked „ . . • table (a) fat ...... . copy book (a) red .... A' . . goose (a) tall . door (a) high tree that Erase a, and draw an angular line from the suitable adjec- tive, crooked, to the object tret ; place that before it and write it down thus — That tree is crooked, The line which joins the object and adjective connects them and is = to is. Point t(» the picture of a man or boy in u book, and write — A boy standing. Tell one of the boys to stand and write- That boy is standing. Point to other pictures or models and do likewise, con- veying the idea of existence by feeling the person or thing, and pointing to the picture, feeling the paper with a counte- nance indicative of non-existence. When pointing to a picture we cannot say, " that picture is Prince Albert,'' but " it represents Prince Albert ," on seeing whom we say— ■' that is Prince Albert." '» {{ a We disuse the terms, ''ragged hoy," "(i large tree, canning girl,' kc, &c., and write, that hoy is ragged, that tree is large, &c. ; and when this form be thoroughly im- pressed upon the mind of the pupil, we change the singular form of the sentence into the plural thus— Those trees are large, &c., &c. . The lesson conveying the idea of who and what is the i \ .1 34 most difficult of the wliole course, and taxes the patience and ingenuity of botli teacher and pupil to the very uttermost. _ We must, in the first instance, fall back upon the adjec- tives of color aiitl write — A red whai.^ a yellow what? u brown what? a white what ? canceling- the ulni, and writing in ita place the name of the object sought, i\< — A red fcLiiher [shoioing it.) A yellow pin {showing it.) When you point to what, look around and show some object to which the adj.'ctive may be suitably joined. A long board A short board Reverse this order and write — 1 (what) is tail ? 4 (what) is short ' 2 (what) is yellow ? 5 (what) is hi,^h - 3 (who) is tail ' C (what) is tall ? Cancel the interrogatives and write the subsequent or answer to the question in its stead, thus:— 1 that tree is tall 4 that pencil is short 2 that pin is yellow 5 that door is high 6 that horse is tall (who) is kind ? (who) is fat ? (who) is clean ? (who) is lean ? (who) is pretty? 3 that boy is tali .... (who) is cros-s ? . . . .(what) is fat? . . . .(who) is ragged ? .. . .(what) is lean? . . . .(what) is pretty ? WHO AND WHAT APPLIED TO ACTIONS. 1 (who) is running ? 1 (who) is smiling ? 2 (what) is walking? 2 (what) is walking? 3 (who) is sitting? 3 (who) is writing? Erase the interrogative pronouns, and replace them with the appropriate nominatives, as follows : — 1 that girl is running 1 that man is smiling 2 that horse is walking 2 that cat is walking 3 that girl is sitting 3 that boy is writing. atience and tttermost. the adjeo- what? a lame of the r- it.) r I't.) ome object sequent, or ihort .1] hem with iling :ing ing. This pencil That boy is fat That girl is tall This slate is broi?en This pencil is long 85 Lesson 68. AFFIRMATION AND NEGATION OF QUALITY. SINGULAR. PLtJRAL. That boy Those boys This girl These girls That slate Those slates Those pencils That boy is not fat That girl is not tall That slate is not broken That pencil is not long Who is fat ? what is long ? what i!=i broken ? Form the plural number of the above. Lesson GO. AFFIRMATION AND NEGATION OF ACTION. That boy is not jumping That boy is jumping This boy is sitting That boy is not sitting That horse is running That horse is not running This girl is smiling That girl is not smiling That girl is crying That girl is not crying Form the plural of the above, and ask questions in the ningular and plural form in the (ifirmo.tive only. Bring some slates Bring many slates Bring some books Bring many books Bring some pencils Bring many pencils. Lesson 70. Sunday, Monday, Tuesday, Wednesday, Thurs- day, Friday, Saturday. Lesson 71. HABITUAL TENSE. A gentleman rides A baby cries A baby smiles A boy swims, &c., &c. A man walks A boy writes A girl sews A lady smiles ■ iPr M,' 11 36 The teacher will now fall back on the present participles, expressive of action, (sec page 30,) as-vl % standing, ^? and change these into the habitual tense, expres- sive'of the habits and characteristics of persons and anima s. For example, a boy stands ; a boy writes, reads runs, eats, walks, drinks, plays, jumps, laugh, swims, &c., &c. A girl sews, dances, reads, cries, hops, &c. A woman knits, works, sews, walks, &c. A man dances, works, talks, swims, &c. A horse trots, drinks, runs, swims, &c. A duck swims, dives, flies, eats, drmks, &c. A man works, a woman sews, a girl knits, a child cries, a goose swims. The greatest care should be observed in conveying to the mind of the pupil clearly defined ideas on the habitual, present (a hoy writes), and the actual present, (that boy is v-riting ) The former implies that the action is habitual, while the latter indicates that he is now engaged in it^ The following questions put alternately on each torm ot the verb, will, in a little time, convey the correct idea, and enable the pupil to discern between these tenses : — Who drinks? who is drinking ?—( suiting the action to ihe last question.) Who writes ? who is writing ? what walks ? who is walkmg ? what is walking? who reads? who is reading? These questions should bo put, and answers given, in alphabetic language. The words often and sometimes may now be taught in connection with the habitual tense, as, that hoy laughs of tm, that girl laughs som.etim.es, &c., &c. ; " noia may be taught in connection with the ao^a^ present, as, that boy is jumphig now. Lesson 72. Does a boy laugh ? Yes, often. Does a horse laugh ? Never. Does a cow dance ? No, never. Does a pig swim ? Sometimes. 37 Does a hen swim ? No. Does a boy fly ? No. Does a goose fly ? Yes, sometimes. Is that boy cross ? Yes, sometimes. Is that boy idle ? No. Is that man working ? Yes, that man is working. Is that slate broken ? No, that slate is not broken. Here take the run of all the adjectives and verbs in the form of questions. What flies .? What eats ? Who flies ? What swims ? Who cries ^ Who plays ? What cries ? What is James doing ? What is Jane doing.? &c., &c. Lesson 73. A pen A desk A pencil A slate four things. six animals. A horse A cow A pig A fish A bird A worm A man A boy A girl [ five persons. A woman A child A pen is a thing. A desk is a thing. A horse is an animal. A boy is a person. A fly is an insect. A woman is a person. A slate is a thing. 38 f ;i, Lesson 74. A horse is nol a person. A slale is not an animal. A cow is not a thin(^ A watch is not a person. A man is not a ihinir Is a boy an animal ? No, sir. 'f ^ slate a thing ? Vos, sir. >ooIv a thing? Ves, sir. M^movoLm' f "^ "•"''^' ^' '"''y'y^ ^y coutrasting it witli mo^oIuent— bj an mscet or animal in si-ht Animal may be contrasted .nth person-tho former unabie to thbk &€., &c., the latter able to read, write, &c. , Is a horae an animal ? Yen, a horse is an animal. Is u negro a person ? Yes. Is a slate an animal v No, a slate is not an animal. Lesson 75. TKAXSITIVE VERBS. Pre..»^ /uri.V,^^, ,-.,/,^,„V,. /,,..e«f, ac^««; or imperfect A aog chaoes a hen. That dog is chasmo- a hen A girl sews a frock. That girl is sewing a froek A cat serutches a child. That ?at is seratcWng a child. It IS advisable to exercise the pupil on all the verb- alreadv lerrned under this form, and to chanoo the 'in4 ar form for the plural, and vice versa. " ^ ^"''*^ INTERROGATION. Who.? What.? Does? Is doinq:.? mi Doint to' ??'"' •?/'/ '^^''''' « ^'< *^^« teacher will an wer to ti;;^^'/ ^f' '^' ^w of finding the subsequent, or K ^L '' ^ r.'- /';"* t? ''^^■^"^''" ^^"'^ '^« ^'i» point to «yoy, and to '^ahenr Point to ^Uhrs" and he habiJual .?^/^^*,-5-y regard its sy„onym-tl,e Jresen there ?' nn "'T' • ^T' *' " '' '^'^''^^^' ^"^ ^^^^^^ that Extend tS ''^ '" ^'* f^''''' tern^H'-^tinS in %. l^xtend this interrogative form as,- Who ea?s ? Who 3d '\'?9"\l. ^^^* "^"'""^ • A '^o^ Chases. A do- ohaseB whaW What does a dog chase ? Vhat is a dog Ising ? H^o, cfofs IS (/o%, and ii-hat, should be used in a simi lar manner with a 1 the phrases, till the pupil becomes w^II acquainted with their use and meaningf aSd perceTves^he assertion and time contained in the verbs P^'^"'^^^ ^^^ PROPOSITIONS. Lesson 76.— 1st Scale- A book on a desk. A book iVi a desk. A book U7ider a desk. An inkstand in a desk. A slate in a desk. A pen in an inkstand. A man on a chair. A pencil on a floor A •111. -see 7iote. A hat on a table. A book under a slate. Some butter on a plate. Some money in a purse. Some flour in a barrel. A boy at a desk. A girl at a door. A hat over a door. A man behind a chair. A girl behind a door. The teacher will prefix to each phrase, there is, or / see, as — ' >"*»-* There is a book on a desk. I see a hat on a table. As the foregoing lessons embrace a year and six months' course m a school for the deaf and dumb, vhere classes have, for SIX hours each day, the undivided attention of a professional teacher, well versed in the practical application ot all the school-room processes employed in the art of instruction, it is not expected that a non-professional teacher, having the supervision of a Common School, and who cannot devote more than a few minutes each day to the direct instruction of a deaf-mute pupil, will be abfe to put him thoroughly and well over these series of lessons in less than three years, and not even in that time unless he have the occasional assistance of some ot his intelligent scholars. There are some deaf-mutes who, having been kept at. home and not permitted to associate with their hearing and speaking friends, are very dull, and cannot learn more than the noun-names in the time specified Let us bear in mind that the only way by which we may best secure our own earthly happiness is to promote the 40 happiness of others more especially those whose infirmity isolates them from the mam portion of the human family It 18 therefore our boundcn duty to remedy what may be called the greatest of human evils, by cultivating what proves to every man to be the greatest of human enjoy- ments— intellectual gratification. The process by which we associate clearly defined ideas to personal, possessive, and relative pronouns ; to transitive and mstransive verbs, prepositions, adverbs, abstract terms and idioniatic phrases will be published in full when permanent provision be made for a Provincial Institution A few scales of the process by which ideas are attached to primary prepositions in their respective relations to time means oj action, movement, (place and direction), rest, and muse and purpose of an action are given with the view to show the intellectual character of these graduated scales of which there are seven employed.* The prepositions {to, into) expressing motion maybe taught in connection with those of rest by way of contrast, a^. There is a slate in that desk (pointing to the slate : and then requesting a boy to put a slate into a desk- or a pen info an inkstand, directing the attention of the pupil to the movanenf, showing that it is the agent employed to change the preposition in, to into. A few similar examples will convey a distinct, relational idea of rest and motion The pupil is at this stage of his progress, unable to apply prepositions which express hoih placc\ud direction, lUt ZuT^'ufT ^^'^r "'/"'''' '^^'•' "^^ «"« he attempt it, til he be able to apply the personal pronouns, and discern between verbs active, neuter, and passive. i„, • !"' ?/■ ''^'*'''' ^".® I'^^**-'"'- ^("Observed by the pupil, by which the prepositions may be illustrated wheu mi a»s there is a book on the desk, there is a crayon in there is a pen urder th.' table. Let him observe you hiiiuff movement, as, that boy has put a book upon the tHe table. Under implies both rest and movmeyit. We &/'™f '" ''i'"''-,'?'"' "^""^ * boy jumps in^o a room, implies place and direction. the objects ' is defined, the box, when de- desk, that pen under may say a The latter 'se infirmity wan family, iiat may be ating what man enjoy- led ideas to msitive and t terms and permanent n. A few .ttaehed to IS to time, ), rest, and le view to i scales, of )n may be f contrast, slate; and desk; or, P the pupil nployed to ' examples motioji. e to apply ion, agent ttcmpt it, d discern tho objects is defined, tbe box, when de- desk, that pen undei- may say a The latter 41 SCALE 6th. witVi'/' 7'"' 'a' '^' '"^ '^' ^'•^'"^' °"' ^P^"' ^y. "^ after, tTe'di^amUt:""'^ ''"^ ""'^^ '''''' ''^^'^ ^-^« - PLACE MOVE^fENT. timp: at. in. AGENT, OK REST. I'l.Arir. Pl.ACi: AM) DiRKcrrov. |0R MEAXS OF ACTION. under, over. iindf^r. over, into. 1 1 by. with, at, on. in. by. to. 'of, from, upon. after. 1 ibroiigh. btjfore. after, before. 0)1 1 of. betwofn. *c. behind, between. &n. in. on. between. imtc. >)efore. since, &c. I ^^J'Z^:!^:^''''' significations, to all of which correct Point out a preposition (otr in the above diagram in rela- tion to rest," and let the pupil incorporate it in a sentence m connection with a visible object in the schoolroom, as Ihert IS a pen on the desk ; There is a hat on the table. I'omt out a preposition (to) in relation to movement in con- nection with an occurrence presented during the day as James has walked to school. Point out - xoith" in relation to _ means, &c. ; James lias struck me witJi a whip. T^ext point out in in relation to time, as That girl came to school in the morning. Point out one {Into) in relation to place and direction ; He .put a handkerchief into his hat. In the above diagram it may be seen that -in" comes onder tJie head of rest, movement, and time. To illustrate -His, show a pen in an inkstand, jump in a room. He will come m the morning. Next, take the preposition into. Stand at the door and jump into the room. Put a pen into an inkstand. Throw a ball in the room. Stand outside and throw a ball into the room Stand on a board for a few moments. Jump on if fetand on the floor, or on a table, and jump from either upon the board. If, as some very eminent philolo^^ists il 42 assert the preposition upon has become obsolete, surely then, tJic preposition into must, on the same principle, be disused; butthevare not, nor never will, for where piace and direction IS denoted in a movement, these prepositions {into vjmi,) formed, as they are, of two separate prc- positons .expressive of rest in one relation ^m\ movement m the other, must be used to express the correct relation in which they stand to the noun or pronoun, or to the dvcn action implying loth place and direction, or a chanrrc of place terminating in rest. SCALE 7tii. I saw a .vx.uno. Udy and gentleman step a carriage which was drawn four horses. ° There is a boy walkir^,' the batlm.g plank. He w'"j«n^P It the lake. There is a boy walking a bridge. There is a pencil the desk— Bring it me I have had good news my mamma. I liave reccn^d a letter 9 o'clock morning. Ha e you had a letter.. ..your friend John. Have you J^eard . him. Yes, I heard of him kst week. ^ ^ ""''^^.f ^J^e lake, jumped it, and swam " ten minutes. r.flw''^''^;l ""■'"' ^^^^V",'"^*^' ' '^ "P t^« blanks when he reflects on the nature of the verbs. Grammarians may know a preposition by observing that n is not like adverbs, moveable to another part of the sen- tence without destroying the sense, exeapt in connection with the noun or verb to which it relates; and as the prepositions aLtrnf 'i''"' '•'' "i"^'"' ?'T'^^' '^''•' ^^^ «^«^ ^« abstract adverbs of place, implying both rest and motion, according must hp'T -''Vf *'^^i;, "^7 qualify, ingenious processed must be devised to enable the deaf-mute to discriminate between the modification of a sentonce by an adverb, and the distinctive relational idea of the same word as a prepo- Strong wise weak foolish Lesson 77. learned just Ignorant unjust 43 Some men are strong' Some men are weak Ihatyoun-man is stion*/ That old man is weak Horses are strong I.jttle children are weak J5ome men are wise Some men are foolishh (iOT). 1. Some men are strong. God is almighty. Some men are wise. God is all-wise. Some men are learned. God is omniscient. We are weak, ibolisli, and ignorant. God is almighty, all-wise, and omniscient. 2. Men are often weary. God is never weary. Men often sleep. God never sleeps. Men often err. God never errs. Men often forget. God never forgets. Men often change. God never changes. God is never weary. God never sleeps- God never errs. God never forgets. God nevf r changes. 3. Men' are often wicked. God is holy. Men are often unkind. God is good. Men are often deceitful God is true. Men are often unjust. God is just. Men are often cruel. God is merciful. God is holy. Good is good. God is true. God is just. God is merciful. Good men do wrong sometimes. God always does right. 44 4. All men have been children. God has always been God. All men will die. God will never die. God has never been young. God will never be old. God is eternal. QUESTIONS. 2. Does God ever sleep ? Does God ever err ? Does God ever forget ? Does God ever change ? 8. Does God ever do wrong ? 4. Will God ever die ? WHERE IS GOD ? 6. God is in heaven and everywhere. We cannot see Him. He is a Spirit. The angels see Him. Good men will see IJim in heaven. 6. We cannot see God, but God sees us always. He sees us in the dark. He knows all we do. He knows all we say. He knows all we think. 7. God loves and will reward the good. God hates and will punish the wicked. We cannot hide from God. We cannot deceive Him. We cannot escape Him. We must fear and obey Him. QUESTIONS. Where is God .^ Can we see God .'' What is God.'* Who sec God .'' Where will good men see God ? 6. Docs God see us .'' '' ^es God need light to see us .'' Does God know what we do, say, and think ? 7. Whom does God love and reward ? Whom does God hate and punish? Can we hide from God ? Can we deceive or escape 11 im ? A man made this table God made the trees A man made tiiis house God made the sky A man made tliis fire God made the sun, moon, and stars Aman made this chair God made man, hor.ses, cows, &heep, birds. A man made this tub God made rivers, lakes. MRTIIOI) ANM) 1M10(M-SS Of TEACH IN(1 MKCIIANICAL ARTtCIJLATION AMD READING ON THE LIPS -♦♦••- The employment of Articulation and Readin- on the Lips as instruments of instruction is peculiar to the German School on account of the rej^mlar orthography in respect to pronunciation being favoui Jole in the way of success, while the many inflections of the French and English languages interpose insurmountable obstacles to those who cannot call into requisition the aid of the ear. ^ The following methods and processes arc given m tuU from the pen of Rev. Dr. Day, who was specially commis- sioned to enquire into all sources of information bearing upon tho education of the deaf and dumb in Germany, with the view to refute the arguments of Horace Mann, Esq., Chief Superintendent of Education, U. S., who, in one ot his annual reports, speaks in glowing terms of the success which crowns the efforts of the German masters in teaching articulation : METHOD OF INSTRUCTION. 4* 46 what Bounds are made by others in speaking, would be able to imitate them, or in other words, to talk. As total deafness debars from all such knowledge, they necessarily remain silent or raiite ; in other words, they are dumb solely in consequence of deaftiess. Even where a child has already learned to talk, but subsequently at a tender ago becomes deaf, he gradually loses one word after another, from no longer hearing them spoken, and finally relapses into silence. . , The end proposed in teaching articulation is, by means ot the eye, aided by the sense of touch, to supply to the deaf-mute the lost sense of hearing. As different sounds represent themselves, each in a different manner, on the lips, or in the position and play of the vocal organs, although frequently with very slight variations, the effort is made to accustom the deaf-mute to notice and recognize these positions and variations on the one hand, and on the other, to Imitate t'em himself, with the addition of those missions of sound of which he is naturally capable. In this process, nearly every teacher has certain peculiarities of his own, although in the naain they do and must agree. In the following description, Mr. Hill's course has been generally preferred, as being on the whole as suc- cessful as any, with occasional reference, also, to other teachers and published works. 1. Qualifications required iu an instructor. In order to be a suc- cessful teacher of articulation, according to the German measure of success, it is necessary to have, first, well formed and perfect organs of speech, and a correct pronunciation ; secondly, an accu- rate knowledge of the vocal organs, and of their positions and motions in the production of different pounds ; thirdly, skill in making the deaf-mute perceive the different motions of the mouth, and teaching him to imitate them himself ; and^na%, '• infinite patience." " The difficulty,'' says one, " consists more in the expenditure of strength, which the exertion of teaching the deaf and dumb to arti- culate requires, than in the understanding of what is to be done, which demands no special genius.' 2. General description of the method of teaching. In order to make the pupil acquainted with the position of the organs necessary for the production of the sounds of language, the teacher places his own organs in the necessary position, makes tV' scholar by sight and feeling notice these positions ; encourages him to do the same himself; and finally, proceeds from simple to composite sounds, that is, to syllables and words, and from these to sentences. As apparatus, a looking-glass, in which the pupil may view the position of his own mouth, as compared with that of the teacher '.s, and a paper-folder, used to direct the motions of the pupil's tongue, are generally employed. Such contrivances as india-rubber tongues, the expediency of which has sometimes been suggested, are in fact never resorted to. Some teachers, instead of a paper-folder, put their fingers into the scholar's mouth. This Mr. Hill discounte- nances, on the ground, among others, that " sometimes unwittingly and sometimes on purpose, the scholar is in danger of biting it.'"* *I shall never forget the unpleasant impression made upon me, in watchino' the efforts of a little deaf-mute who had boon at school able to 5 debars r mute ; leaftiess. equently )r(l after relapses [ the eye, the lost ves, each lay of the tions, the recognize other, to of sound ■ly every the main Mr. Hill's le as suc- 3hers and be a suc- leasure of a perfect , an accu- tions and in making 3uth, and latience." idilure of lb to arti- be done, ;r to make cssary for places his ? by sight the same ;e sounds, cs. view the teacher's, I's tongue, ir tongues, are in fact folder, put discounte- nwittingly ting it.'"* upon me, 1 at school 47 One of the earliest requisites in such a course, is evidently the power on the part of the deaf-muto of makmg voVV'?^^ wn^» ?Kn the hea^ng is only partially lost, or tb^ ^.^^J.^^J^.^^,^^?* deaf after having once learned to talk, and in cert^m otheywes, there is no peculiar difficulty. Sometimes, «» ^^^ « J^?[,Sktand siderable time and labor are spent m making t^.« P"P^ "^Xo JSd what is reauired of him. At Le pzig, I saw a little girl who naa £undeT^stn?ction a couple Sf weeks, but without ma^^^^^^^ progress. Day after daj , she had been ^aUed up and the teachw had pronounced the usual sound a (a as m .f^t^^^Vi .w hlr littfe ternary devices ot prolongation and Pe^c/xssion. placing her Utt^ hand before his mouth and under his chm, to show f er ^hat tne Sreath must be strongly expired and a jar ^« "^,ff„«. ^"J\y "^'jj organs, but all to no effect. She P^f ^^ ,bf , Jf ^^^'in b?eathTng directed, before her own mouth and under her f^^^^'^^^^^ Btronelv enough, but making no sound. As 1 saw ner TTora ume toffi onmv vbits to the school, with her mouth wide open, but ^n rranU trLnorance of the munner of producing the jar she "oticeS heSacher, I became interested in the c^^^^ P<1 thp teacher to inform me, as soon as he succeeded, m ''"e/'"!,""'' mmmmm ''The process of instruaion is exceedingly slow an;|^f "^|S and requires that only one -1^1- be ta.igh at a tu^e. Seating himself beside a window, so that the igut ™,;:," ;' ^.jje^^^ face, placing his head in an ^J^J P^f^^^f^^^^^^ his tongue far enough forward and the jnly BO^^inu ^^^^ that ofsch. {sh.) A quarter of a« J J^" {J*^^^^^^^^^^ Ws paper-folder voring to remedy the mistake, ^^'.^^^^^^^y^ V^.^^^f gje but without image of despair. Alftongb 3„'f°^JeS wilh artieulation ^^^^.S, '^^^ aTri4rSlS-,e„ce e«.oi.. .y the pupil :=. ■^ 48 deeervt's to be noticed, although it cannot bo said that one ha« bor- rowed the improvement from the other, that in Germany, both in the schools for hearing children and the deaf and dumb, the sounds of the letters. of the alphabet are taught instead of the names. For deaf-mutes, indeed, no other source wou.d be practicable. The best order in which to teach the sounds of the alphabet varies somewhat with different pupils ; and hence it is the practice of the best teachers, as early as possible, to try all the sounds of the alphabet, in order both to test the pupil's capability, and ascertain to what points their attention must be specially directed. Generally, "however, experience has shown the following order to be as success- ful as any, viz : h ; a (ah), u (oo), i (ee) ; p, t, fc, or 6, d, g ; o, e, (a in fate); uu {ou), cd (i in lion); /, s, c/t, (the last a peculiar sound) ; w nearly v), f, j, {y) ; a (or ae) ; b, d, g, or p, t, k; sch (s/i); J)i, n, ng ^ I; r ; ii ; i'l; (the two last have a peculiar sound.) Care must be taken not to practice the pupil too long on the conso- nants alone, but, as soon as possible, to bring k and t, for in.stance, into connection with the vowels, in the formation of simple syllables. This is the first stage. With some variations in the order of the letters and syllables, relieved also by exercises in learning to make the written characters, the pupil is practiced in these elementary sounds during several weeks. Next follow the consonants placed after the vowels, an.] forming of significant words, as a/, of, Huf, Uhr, etc. " The main object here is rather mechanical readiness in speaking, than acquaintance with the meaning of words." Afterwards, syllables, are united into words, and these again into sentences. What infinite patience is required in the course of instruction thus briefly sketched, in which the teacher's mouth, the looking- glass, and the constant watching and feeling of the position of the tongue, must be relied on to supply the loss of hearing, a few of the mistakes into which the pupils are most apt to fall, will be suf- ficient to show. We may commence with the letter h. It is a mere emission of breath, but yet must be made in a certain fixed manner. In attempting to imitate the teacher, the pupil not unfrequently makes a sound, instead of an aspiration, or places his tongue in such a position as to make a wrong aspiration, or sends the air through the nose. The remedy consists, for the first mistake, in placing the pupil's hand under his own chin, and then under the teacher's, and making him perceive that there must be no vibra- tion ; for the second, in pressing the tongue into the right position by means of the paper-folder ; and for the third , in pressing the pupil's nose, and preventing the passage of the air in this direction. This must be repeated, until the pupil has acquired the habit of instantly recollecting the proper position, on the one hand, and the mechanical expertness necessary to secure it, on the otJier other. In passing next to vocal sounds, as the deaf-mute has no ear to guide him, either in respect to pitch or intonation, he can be ex- pected, in many cases, to utter only those which are rude and unpleasant. Sometimes these sounds are so high as be almost a scream ; sometimes so low as to be little better than a growl, and sometimes extremely nasal. To remedy those defects, even very in'.perfectly. is a work, as all confo*?. of time and labor. 49 Tho sound of the vowel a («?0 is generally, attended with less difficulty than any other to the deaf-mut^ Stil , if he opens his mouth too wide, or lifts his tongue to high, he is sure to make an Srrec? sound Such cases occur ; and here the looking-glass the folder and the teacher's mouth, must again bj brought into 'He 3 Uee) not unfrequently makes a great deal of trouble but -'one must not lose courage if he does not at once succeed '' * The letters p, t, k, are often difficult for the less competent deaf- mutef Such mistakes as mpe instead pe, ^rie n^^ie^^ of pe,^ch and ng instead of k, are of frequent occurrence. R is foi many the most difficult sound. Indeed there is not a sound in the whole alphXt, which has not to the deaf and dumb its Pecu^fJ^^f ^^j^" ties and does not subject them to the danger of mistake. In respect to the sounds peculiar to the German language, represented bvTand i the attempt to teach their correct pronunciation is Sldom if ever made. Contenting themselves with the remark that tSese" ounds are often confounded, by those who hear, wUh c and r, the teachers wisely allow their pupils to say IMre for Mohre, ^^hTulS'lifftrent letters in.one word and the modifications in sound which hence result, constitute a still further difficulty. A Sng t?me is usually requisite, in order to bring the ^l?w-moving organs ot the deaf and dumb, to the necessary quickness, m pronouncing the short voicels. Sometimes ttiey pronounce i (ee) Td like land » {oo). Sometimes they actually drop .hem. A very frequent mistake is, the too great Prominence given to the consonants e. s.--io. m, n, I, r, when connected with the short vowXwhich'' of course renders the sound very unpleasant and Steliigible." The union of consonants, without an intervening vS which demands for their pronunciation much exercise aud flexibility of the vocal organs, constitutes a special difficulty for the unpractised organs of the deaf-mute. In protvouncmg such syllaSesaspia./m aJ,<,he is almost sure, either to separate the consonants, take breath between them, or interpose a vowel sound, "fttoSTbf tei to follow out all th. errors into which deaf- miiterin this toilsome process fall, and the particular directions Svep for endeavoring to rectify them. What has already been faid will be sufficient to show, that this process is correctly called bv the German writers, meehanical spmking ; that much time must necessarily be devoted to it. and that with the greatest efforts only a defective utterance can be reasonably expected, even under the labors of the most experienced instructors. 2. METHOD OF INSTUCTION IN READING ON THE LIPS. This branch Of instruction, though carried on at the same time with articulation, has difficulties of its own, which arc confessed by the German teachers to be peculiar and great. As the fomer exercises have for their object, the enabling of the deai-raute to express his own ideas in articulate language to others, it is ^e ■ -bject of this to teach him to understand what is said by others, by * Hill ; Mech. Sprecli. i*3. 50 watching the motions of the lips. How formidable the attempt.-- well for the deaf-mutes in the German schools that they aro imper- fectly aware of it, -will appear, from consider- ng the fcllowine circumstances, mentioned by the German teachers themselves (1.) There are man^ sounds, which demand positions of the organs so eatiiely similar to each other, as it respects external observation, that only a very practiced eye can discover the dilTerence. (2.) No peculiar opening of the lips is necessary, in the pronun- ciation of most of the consonants. In such cases it is usually . decided by the vowel immediately preceding, and as the lips then conceal, for the most part, the interior of the mouth, the scholar must hence, in respect to many consonants, remain in uncertainty. (3.) In the flow of discourse, sounds run so much into one an- other, that only a very practiced eye can seize hold of the indivi- dual parts. (4.) The pronunciation oi different persons, has to the eye so many variations, as sorely to puzzle the deaf rud dumb. (5.) In connected discourse, many sounds wliich properly belong to words are lost, which greatly increases the difficulty of under- standing by means of sight. For instance, in the sentence this Singer ran nineteen hiiles, few persons pronounce so distinctly as to make the s, r. and n twice perceptible, even to the ear, much less to the eye. So_ great are these difficulties, both singly and in combination, tnat It IS not pretended that deaf mutes ever become able in ordi- nary discourse, to make out each word, or perhaps the" greater number. All they do is to m:±e out a few pnd guess at the remamder This was distinctly told me by the most accomplished reader on the lips whom I saw in Prussia. Method of Instruction. In learning to utter sounds himself, the deaf mute has the aid of two senses, sight and feeling ; in learninff to read on the lips, however, he must trust exclusively to his eye. Hence the need of special exercises in this department. The fbl- lowmg may be pomted out as the most noticeable things in such a course :— & v. a (1.) At first, tJio teacher speaks as slowly as possible, opens his mouth wide, and distinctly utters every sound. The consequence IS, as 1 have had repeated occasion to observe, that the pronuncia- tion of many teachers to their scholars is very unnatural, and such as 18 never heard m society. This probably is one reason also of the unnaturalness observable in the pronunciation of even the edu- cated deaf-mutes, which I shall presently have occasion to notice. (2.) Ihe most experienced teachers divide the sentences thev utter into small groups of words, with pauses between them. Sometimes this division goes so far as the making of a pause after every word or even syllable. (3.) Occasion is taken as often as possible, to make speaklne a medium of communication. ^ • i*"^ '^'}^^ ^"P'' ^^ generally nviuirod to repeat after the teacher, either silently or aloud. (5.) Where the pupil fails to catch the word, it is either written in the air or on a slate, to aid him. A lew teachers use the manual 51 To the ignorunce that prevails as to tlie amount of depriva- tion under which the deaf and dumb suffer — the silent and unobtrusive nature of which, unlike other infirmities which on first eight attract attention — may be ascribed the apathy and indifference which have been manifested towards this class of earth's unfortunates. It not unfrequently happens that deaf- mutes live from childhood to manhood in one's immediate vicinity without knowledge of their condition. When the humane feeling prompted us to open a school for their instruction, we met considerable opposition, and was refused support on the ground that the number of this class being so small — would not justify the expenditure consequent upon the enterprize ; but further enquiry revealed the deplor- able fact that there were 32 in this City of Toronto, and 632 in the Upper Province. The importance, therefore, of diffusing information on a subject so very little understood is apparent to every reflecting mind, affecting, as it does, the temporal and spiritual well-being of so large a portion of our fellow-creatures. The statistics of the deaf and dumb and the blind of this Pro- vince given in the census returns of 1861, show that we have 632 deaf-mutes and 473 blind,* who silently utter, in the lan- guage of the heart, " Come over and help us"'— to which pathetic appeal we respond—" Jhn I my brother's keeper:' The following table, showing the number of deaf and dumb and blind in the cities and counties of Canada AVest, may direct special local attention to the necessity of making some provision for their education : — *The writer entertains grave doubts as to the correctness of the Census Returns in relation to the number of deaf-mutes in the Province. He has met in three Townships in Middlesex the number given for that County. Parents conceal this infirmity in their offspring. The proportion of deaf and dumb in Canada West to the population i.« th<' low. st in the world , 1 in 2260. In Europe it is 1 in 1550. fi2 DEAF AND DUMB AND BLIND IN CANADA WEST. CITY OR COUNTY. . Hamilton City. B. Kingston City . C. Ix)ndon City.. D. Ottawa City... E. 'I'oronto City.. 1 2. 3. 4. 6. 6. 7. 8. 9. 10. 11. 12. 13. 14. 16. 16. 17. 18. 19. 20. 21. 22. 23. 24. 26. £6. 27. 28. 29. 30. 31. 32. 33. 34. 35 36. 37. 38. 39. 40. 41. 42. 43. Brant Bruce Carleton Dondas Durham Elgin Essex Frontenac Glcngary Grenville Grey Halclimand Halton Hastings Huron Kent I.ambtun Lanark Leeds Lennox and Ad*, love, jn\j, hatred, sorrow, &c. The infant at the breast can interpret a mother's tmilo or frown ; and it is upon this instinctive mode of communica- tion we lay the foundation of deaf-mute education. The actions of eating, drinking, sleeping,— imitative of these operation ,, — can easily be interpreted ; and if the deaf-mute be encouraged in the use of this language of pantomime, and the perbon who feels an interest in him bo gifted with a moderate share ot* mimicry, he can with ease learn his language, and make it a test of comprehension ' between him and his pupil. Let it be observed that our siigns arc imitative signs of the diflfcrent actions employed by man in the various duties of life. We ignore the use of arbitrary signs altogether, and make it a point of paramount importance to associate the idea of the pupil directly with the written or printed word without making the sign an intermediary between the idea and its I'cpresentative. Deaf-mutes shoula be sent to a common school at the age of 9 years, and on no account earlier. Every effort should be made to promote their physical strength by open- air exercise, gymnastics, &c. They should have a liberal dietary, and kept in a cheerful mood. It is a very rare sight to see one of this class reach 54 years of age. ^ °The graduated series of lessons contained in this work are intended for the instruction of young persons from 9 to 12 years of age. •-d "r^f-W.'^ <»Y- I \ yy 9nd Edition to be Issued in January^ 1*964. ?../ SUFFERING HUMANITY, B^2- JOHN BARRETT McGANN. ? OOHSTTEKrTc CllAPrER I. Tho amount of privation which Ueaf-dumbness entaila upon those of the human family thus aaiiutud— Proportions of Deaf-mutes to tho populations of Europe, British Amorica, and the United States— Causes which produce various propor- tions in various countries— Topographical and Special Hygiene— Influence of Climuto, Soil, locality, i-c, on tho proportion of Deaf-mutes to tlio population, and the pro luctioa of dcaf-dumbnofS. CUAITER U. Degrees of deafnera— Tangible percussion supplies tho only intimation which has tho slightest approximation to that of hearing— Dr. Kotto's sensations from tho effects of tangible por»;ussion— Congenital and Acquired deaf-dumbness— Causes which operate to produce Congenital and Acquired deafness— Kesults of Hereditary Transmision, or family peculiai itios in the production of deaf childrtn— Consanguineous lutermarriag s— Constitutional Debility of Pa- rents-Neglect of Hygienic Tnatmcut of children— Influence of fear operating on the mind of the mother during pn giiancy ; are the causis to which this fearful malady is ascribed CHA1T1<31 in. Pioportiou of Deaf-mutes and Blind in ihc Counties of Catia.-^a West and Cana- da East-b'ociul Condition of tho Deaf and ■ umb in tho States and iu Canada- State of the Deaf-mu'e mind prcviour to receiving instruction. CHAPTER IV. Rise and Progross of Doif-mute Education in Europo and America-System of Instruction, Discipline, and Scale ol Dietary adontod in Great Britain and the Stites-Scl ool8 for Idiots, with a full description of tho Procissos of Instruction, both Physical and Mental, to restore ihem to society- Tho various systems pur- suo'J in tho Kducation of the Blind. PRXCE 25 CENTS. 0^"^' ^ V/ v^