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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 we treat of, and of the like genius, may not have their talents lost for want of the like assistance.

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.

Of gesture; as stand, lie, sit, kneel, sleep.

Of motion; as move, stir, rest, walk, go, come, run, leap, ride, fall, rise, swim, sink, drawn, slide, creep, crawl, fly, pull, draw, thrust, throw, bring, fetch, carry.

Then words relating to time; place, number, weight, measure, money, &c., are, in convenient time, to be showed him distinctly; for which the teacher, according to his discretion, may take a convenient season.

As likewise the time of the day; the days of the week, the days of the month, the months of the year, and other things relating to the almanack, which he will quickly be capable to understand, if once methodically shown him.

As likewise the names and situation of places and countries, which are convenient for him to know; which may be orderly written in his book, and showed him in the map of London, England, Europe, the world, &c.

But these may be done at leisure, as likewise the practice of arithmetic, and other like pieces of learning.

In the mean time, after the concord of substantive and adjective, he is to be showed by convenient examples, that of the nominative and verb; as, for instance, I go, you see, he sits, they stand, the fire burns, the sun shines, the wind blows, the rain falls, the water runs, and the like, with the titles in the top nominative verb.

After this, under the titles nominative verb, accusative, give him examples of verbs transitive; as I see you, you see me, the fire burns the wood, the boy makes the fire, the cook roasts the meat, the butler lays the cloth, we eat our dinner.

Or even with a double accusative; as, you teach me writing or to write, John teacheth me to dance, Thomas, tell me a tale, &c.

After this you may teach him the flexion or conjugation of the verb, or what is equivalent thereunto; for in our English tongue each verb hath but two tenses, the present and the preter; two participles, the active and the passive; all the rest is performed by auxiliaries, which auxiliaries have no more tenses than the other verbs.

Those auxiliaries are, do, did, will, would, shall, should, may, might, can, could, must, ought, to, have, had, am, be, was. And if by examples you can insinuate the signification of these few words, you have taught him the whole flexion of the verb.

And here it will be convenient, once for all, to write him out a full paradigm of some one verb, suppose 'to see,' through all those auxiliaries.

The verb itself hath but these four words to be learned, see, saw, seeing, seen, save that after thou, in the second person singular, in both tenses, we add est, and in the third person singular, in the present tense, eth or es, or instead thereof, st, th, s, and so in all verbs.

Then to the auxiliaries, do, did, will, would, shall, should, may, might, can, could, must, ought, to, we join the indefinite see. And after have, had, am, be, was, the passive particle seen, and so for all other verbs.

But the auxiliary, 'am,' or 'be,' is somewhat irregular in a double form.

Am, art, is; plural are; was, wast, was; plural were.

Be, beest, be; plural be; were, wert, were; plural were.

Be, am, was, being, been.

Which, attended with the other auxiliaries, make us the whole passive voice.

All verbs, without exceptions, in the active participle, are formed by adding ing, as see, seeing; teach, teaching, &c.

The preter tense and the participle are formed regularly, by adding ed, but are often subject to contractions and other irregularities, sometimes the same in both, sometimes different, and therefore it is convenient here to give a table of verbs, especially the most usual, for those three cases, which may at once teach their signification and formation; as boil, boiled; roast, roasted, roasted; bake, baked, baked, &c.; teach, taught, taught; bring, brought, brought; buy, bought, bought, &c.; see, saw, seen; give, gave, given; take, took, taken; forsake, forsook, forsaken; write, wrote, written, &c.; with many more fit to be learned.

The verbs being thus dispatched, he is then to learn the prepositions, wherein lies the whole regimen of the noun. For diversity of cases we have none, the force of which is to be insinuated by convenient examples, suited to their different significations; as for instance, of a piece of bread, a pint of wine, the colour of a pot, the colour of gold, a ring of gold, a cup of silver, the mayor of London, the longest of all, &c.

And in like manner, for, off, on, upon, to, unto, till, until, from, at, in, within, out, without, into, out of; about, over, under; above, below; between, among; before, behind, after; for, by, with, through, against, concerning; and by this time he will be pretty well enabled to understand a single sentence.

In the last place, he is in like manner to be taught conjunctions, which serve to connect not words only, but sentences; as and, also; likewise, either or whether; neither, nor, if, then, why, wherefore, because, therefore, but, though, yet, &c.; and these illustrated by convenient examples in each case, as, Because I am cold, therefore I go to the fire, that I may be warm, for it is cold weather.

If it were fair, then it would be good walking, but however, though it rain, yet I must go, because I promised; with other like instances.

And by this time his book, if well furnished with plenty of words, and those well digested under several heads, and in good order, and well recruited from time to time as new words occur, will serve him in the nature of a dictionary and grammar.

And in case the deaf person be otherwise of a good natural capacity, and the teacher of a good sagacity, by this method, proceeding gradually step by step, you may, with diligence and due application of teacher and learner, in a year's time, or thereabouts, perceive a greater progress than you would expect, and a good foundation laid for farther instruction in matters of religion and other knowledge which may be taught by books.

It will be convenient all along to have pen, ink, and paper, ready at hand, to write down in a word what you signify to him by signs, and cause him to write, or show how to write what he signifies by signs, which way of signifying their mind by signs deaf persons are often very good at; and we must endeavour to learn their language, if I may so call it, in order to teach them ours, by showing what words answer to their signs.

It will be convenient, also, as you go along, after some convenient progress made, to express, in as plain language as may be, the import of some of the tables; as for instance: —

The head is the highest part of the body, the feet the lowest part; the face is the fore part of the head, the forehead is over the eyes, the cheeks are under the eyes, the nose is between the cheeks, the mouth is under the nose and above the chin, &c.

And such plain discourse put into writing, and particularly explained, will teach him by degrees to understand plain sentences; and like advantages a sagacious teacher may take, as occasion offers itself from time to time.

This extract is mostly taken out of the ingenious Dr. Wallis, and lying hid in that little book, which is but rarely inquired after and too scarcely known, died in a manner with that great man. And as he designed it for the general use of mankind that laboured under the misfortune of losing those two valuable talents of hearing and speaking, I thought it might not be amiss (in the life of so particular a dumb person as I am writing) to give them this small but particular fragment of grammar and syntax.

It is exactly adjusted to the English tongue; because such are the persons with whom the Doctor had to deal, and such the persons whose benefit alone I consult in this treatise.

One of the chief persons who was taught by Dr. Wallis was Mr. Alexander Popham, brother-in-law (if I am not mistaken) to the present Earl of Oxford; and he was a very great proficient in this way; and though he was born deaf and dumb, understood the language so well as to give under his hand, many rare indications of a masterly genius.

The uncle of his present Sardinian Majesty, as I have been credibly informed, had the want of the same organs, and yet was a perfect statesman, and wrote in five or six different languages elegantly well.

Bishop Burnet, in his book of travels, tells us a wonderful story, almost incredible; but tells it as a passage that deserves our belief. It is concerning a young lady at Genoa, who was not only deaf and dumb, but blind, too, it seems, into the bargain; and this lady, he assures us as a truth, could, by putting her hand on her sister's mouth, know everything she said.

But to return back to England. We have many rare instances of our own countrymen, the principal of whom I shall mention, as their names occur to my memory. Sir John Gawdy, Sir Thomas Knotcliff, Sir – Gostwick, Sir Henry Lydall, and Mr. Richard Lyns of Oxford, were all of this number, and yet men eminent in their several capacities, for understanding many authors, and expressing themselves in writing with wonderful facility.

In Hatton garden, there now lives a miracle of wit and good nature, I mean the daughter of Mr. Loggin, who, though born deaf and dumb, (and she has a brother who has the same impediments), yet writes her mind down upon any subject with such acuteness as would amaze learned men themselves and put many students that have passed for wits, to the blush, to see themselves so far surpassed by a woman amidst that deficiency of the common organs. If anybody speaks a word distinctly, this lady will, by observing narrowly the motion of the speaker's lips pronounce the word afterwards very intelligibly.

As there are a great many families in England and Ireland that have several, and some even have five or six dumb persons belonging to them; and as a great many more believe it impossible for persons born deaf and dumb to write and read, and have thence taken occasion to say and assert that Mr. Campbell could certainly speak, I could never think it a digression in the history of this man's life to set down the grammar by which he himself was taught, and which he has taught others (two of which scholars of his are boys in this town), partly to confute the slander made against him, and partly for the help of others dumb and deaf, whose parents may by these examples be encouraged to get them taught.