THO the Soul of man come into the world, Tabula Rasa; yet is it withal, Tabula Cerata; capable thro study and discipline, of having ma­ny fair, and goodly images, stampt upon it. This capacity is actuated, by the mi­nistry of bodily Organs. The Organs of the Body, serving the Soul in exerting her powers, in this state of union are four; the Eye and the Ear; the Hand and the Tongue: the first pair fitted for taking in, the other for giving out; Both the one and the other, equally necessary for com­munication, and society.

That the Ear and the Tongue alone, secluding the other two, can perfect a man in knowledge (excepting of some few things which are the proper Objects of seeing) and enable him to express what he knows in Vocal Signs, or a Language [Page 2]spoken, is known by daily experience in blind people. That an equal degree of knowledge is attainable by the Eye, and expressible by the Hand in Characters, or a Language written, is no less evident in the Theory, for the reasons following.

All signs, both vocal, and written, are equally arbitrary and ex instituto. Nei­ther is there any reason in Nature, why the mind should more easily apprehend, the images of things imprest upon Sounds, than upon Characters; when there is no­thing either natural, or Symbolical, in the one or the other.

Therefore that blind people should come sooner to speak, and understand, than Dumb persons to write, and under­stand, is not, because there is any more discerning faculty in the Ear, than in the Eye; nor from the Nature of Sounds and Characters, that the one should have a greater fitness then the other to conveigh those Notions imprest upon them, thro the respective doors of the Senses into the Soul; neither that pronounciation of ar­ticulate words is sooner, or, more easily learned, then written Characters; neither [Page 3]yet, that the Ear is quicker in perceiving its object then the Eye: But it is from o­ther accidental causes, and circumstan­ces, which give the Ear many consider­able advantages, in the matter of Com­munication, above the Eye. And yet, e­ven in this particular, the Eye wants not its own priviledges; which if rightly used, may perhaps outweigh the advantages on the other side. For illustrating this, I will compare a Deaf man with a Blind. 1. The blind man goes to School in his cradle; this so early care is not taken of the Deaf. 2. The blind man is still learn­ing from all that are about him; For e­very body he converses with, is a Tutor, and every word he hears, is a lecture to him; by which he either learns what he knew not, or confirms what he had. The Deaf man not being capable of this way of discipline, has no teacher at all: and tho necessity may put him upon contriving, & using a few signs; yet those have no affi­nity to the Language by which they that are about him do converse amongst them­selves, and therefore are of little use to him. 3. The Blind man goes thro the [Page 4]discipline of Language in the best of his time, Childhood, and under the best of Teachers, women and children: The Deaf man is deprived of both these op­portunities. 4. The blind man learns his Language by the by, and aliud agens; the Deaf cannot attain a language without instruction, and the expence of much time and pains. 5. The deaf man is con­fined to the circumstances of light, di­stance, posture of body, both in himself, and him he communicates with: the blind man is free from these streightning cir­cumstances.

Lastly, all the advantages the Ear has above the eye, may be summed up in these two. First, more opportunities of time; secondly, quicker dispatch, or doing more work in less time: Both which may be in a great measure remedied by skill and care; by which if there were a timely applica­tion made to Deaf persons, I conceive they might be more improved in knowledge; and so their condition be much more happy than that of the blind: which will appear by the following advantages that the Deaf man has above the Blind.

First, the Deaf man has greater advan­tages of acquiring Real knowledge, than the blind; because the Eye has greater variety of objects then the Ear. 2. The Deaf man has a greater certainty of that knowledge he attains by the Eye, than the Blind can have of that he receives by the Ear; for Pluris est oculatus testis unus, quam auriti decem. 3. As he has the bet­ter of the other in the knowledge of Na­ture; so also he exceeds him much, in Speaking and Reading the Language of Nature. For besides reading the Glory, and wisdom of God, in the book of the Creation; he is able also to read much of the minds of men, in the Book of their Countenance; which, seconded with the postures, gestures, actions of the whole body; more particularly, the indications of the hands, feet, fingers, and other cir­cumstances; laies open much of their in­side to him: And he, by the same Dumb eloquence is able to notifie his desires to others. Of which way of communication, the blind mans condition renders him wholly uncapable. So that the one is a­ble to prove himself a man, in any society [Page 6]of Mankind, all the world over: The o­ther, take him from the company of his country-men, has little else left him wherewith to difference himself from a brute, but the childish Rhetorick of De­mocritus, and Heraclitus. But fourthly, to come closer to our purpose with the com­parison. The Deaf man learns a Lan­guage by Art, and exercising his rational faculties; the Blind man learns by Rote; so that he gets a language and he himself knows not how. There is therefore as great difference in the point of language between a Deaf and a Blind man (sup­posing both to have made an equal pro­gress,) as between one bred in the Uni­versity, and a Clown that knows not a letter. Fifthly, tho the Blind man have the start of the Deaf, yet the deaf man will be too hard for him at the long run: For he, after he has once got a compe­tency of language, will be able to help himself, and direct his own course in the further pursuit of all Real knowledge. On the contrary, the blind man who in learning a language needed no particular Guide, because every body was his Guide; [Page 7]now he is at a stand, and cannot so much as advance one step, without one to lead him. Sixthly, the Deaf man has this great advantage above the Blind, which weighs heavier then all that can be laid in the Scales against it: That he is able to write down his notions, and reflect upon them as often as he will. And now the advan­tage of having much time for study, and doing much work in little time is as much the Deaf mans, as at first setting out it was the Blind mans. Seventhly, in the su­perfetation of language the Deaf man will sooner be impregnate with a 2 ^d, or 3 ^d, language then the Blind; insomuch as one language learned by study and Art, is a greater step to facilitate the learning of another, then the mother Tongue which comes by meer use and Rote.

TAking it for granted, That Deaf peo­ple are equal, in the faculties of ap­prehension, and memory, not only to the Blind; but even to those that have all their senses: and having formerly shewn; that these faculties can as easily receive, and retain, the Images of things, by the conveiance of Figures, thro the Eye, as of Sounds thro the Ear: It will follow, That the Deaf man is, not only, as capa­ble; but also, as soon capable of Instru­ction in Letters, as the blind man. And if we compare them, as to their intrinsick powers, has the advantage of him too; insomuch as he has a more distinct and perfect perception, of external Objects, then the other. For the Blind man has no certain knowledge of things without him; but what he receives, from the informa­tion of the gross sense of Feeling; which, [Page 9]tho it be a sure intelligencer; yet is its in­telligence very scanty: For what he re­ceives by the Ear, is but a second-hand knowledge, depending upon testimony, and the credit of others. So that the ad­vantages I gave the blind man, at first set­ting out, are not in his own faculties, but from extrinsick and adventitious helps.

Therefore I conceive, there might be succesful addresses made to a Dumb child, even in his cradle; when he begins — risu cognoscere matrem: if the Mother, or, Nurse had but as nimble a hand, as commonly they have a Tongue. For instance, I doubt not but the words, hand, foot, dog, cat, hat, &c. written fair, and as often pre­sented to the Deaf childs Eye, pointing from the words to the Things and vice versa; as the blind child hears them spo­ken, would be known, and remembred assoon by the one, as the other. And as I think the Eye to be as docile, as the Ear; so neither see I any reason, but the Hand might be made as tractable an Organ, as the Tongue; and assoon brought to form, if not fair, at least legible Characters, as [Page 10]the tongue to imitate, and Echo back, ar­ticulate Sounds.

Here it may be doubted; whether it were more advisable, to train up the deaf child in Typology, or Dactylology. For the first, it may be said, That tho the in­stitution is equally arbitrary in both, and therefore equally easy to the learner: yet, writing is permanent, and therefore gives the young Scholar time to contemplate, and so makes the deeper impression: whereas, pointing to the fingers is tran­sient, and gone before it can be appre­hended. This made me at first incline more to writing: But upon further con­sideration, I judge the other way much more expedient. For tho it cannot be de­nied, but the permanency of the Chara­cters is in it self an advantage, if well improved; yet, transient motions, if of­ten repeated, make as great an impressi­on upon the memory, as fixt and immov­able objects. A clear proof of this we have from young ones learning to understand a Language, from the Transient moti­ons of the tongue: and which is yet more difficult; to imitate the same transient [Page 11]motions; where, neither can the distin­ctions be so manifest, nor the formati­on so easy, as in the Hand-language. Which, as it confirms me; That pointing to the Hand, would be the better way of teaching, so it makes me think: That if closely followed, it might be easier at­tained, by young ones, then speaking; in­somuch as the motions of the Hand, are much more easy then those of the tongue.

If here it should be objected; That words written are more distinct, and easy to be apprehended; for tho consisting of seve­ral distinct letters; yet being joyned, they pass in this rude discipline, for one indi­vidual Sign, for our Scholar is supposed as yet, to understand nothing of the di­stinction of letters: whereas in pointing to the Fingers; The distinct motions to make up a word, will be more manifest; and so will be a hinderance to the Scho­lars weak intention, to apprehend that, which is represented by many touches so distinctly, under the Notion of one word.

To this I answer. If we compare the action of writing, with pointing to the Fingers, this is much more simple then [Page 12]that; and therefore less amusing. But secondly, if we compare words written with pointing; this is still not only more simple, and therefore more easily appre­hended; But also it is as easy to represent a word as one Compositum with a continu­ed action of the Hand, tho there be ma­ny distinct pointings, as to make One Word by an aggregate of many distinct letters. Add to this, that pointing to the Hand is capable of more Emphasis; for frequent repetition accompanied with si­gnificant gestures, will come near to the way of teaching viva voce, which incul­cates more then the beholding of a stand­ing object. But here there is need of cau­tion; That we follow the conduct of Na­ture; That is, to begin with Words most simple and easy. For we see that young children when they begin to speak are not able to pronounce long words, nor yet all letters. But here the only care to be taken is, to chuse short words; for all let­ters are equally easy. Now before I pro­ceed I think it will be very proper to add some thing of the easiness of the whole Task; both to remove prejudices in o­thers, [Page 13]and more particularly to encourage the careful Mother the more cheerfully to undertake it.

There are many mothers who (to their great praise) do teach their children to Read, even almost before they can speak. And yet (I hope) it will appear from the following considerations; That to read and write upon the Fingers, is much ea­sier to the learner, than to read and write in Books; there being many difficulties in the one, which are avoided in the other. For, 1. in reading, single letters must be learned; which are very remote, and ab­stracted from sense, as being but parts of a Signs Sign, e. g. H. is the 4th part of the word Hand, which word written is a sign of the vocal sound, the vocal sound is the immediate sign of the thing it self. 2. Next to this difficulty is the learning to name the same letters in the precise abstracted notion of them a, b, c, d, &c. without bor­rowing names to them from other things; contrary to what the first fathers of let­ters have taught us, as appears by their naming the simple elements Aleph, Beth, Gimel, Daleth, &c. And here by the by I [Page 14]cannot but observe; That we Europeans have been so dull Sholars, as not to take out the lesson: Yea our wise Masters the Grecians in this particular, are the great­est Dunces of the rest; For others have been truants and taken out no lesson; and they have taken it out false. For they have named them by Barbarous and insignifi­cant words corrupted from the Hebrew; which is worse then to name them by their own powers alone. Which halluci­nation of theirs has a remarkable provi­dence in it; For thereby they have given a convincing proof, and openly confes­sed (tho they neither designed, nor own­ed any such thing) that the Doctors of Athens have learned their a b c at the feet of Gamaliel. And here amongst our selves and neighbouring Nations, it is observ­able, that in this point of discipline, our Dames are wiser than our Doctors: for they find a necessity of bringing home these abstracted notions to young ones senses, by borrowing names from known and familiar things. But if there were one way of naming the simple Elements agreed upon, and this put in all Primers [Page 15]and Horn-books, it would not only be of good use to children and unskilful Dames; but also the thing being celebrated would give occasion to ingenious allusions and Metaphors, an instance whereof we have in A and Ω in the Greek. But to return to our purpose. A third difficulty in read­ing is true pronounciation of the simple letters. And 4. joyning them in syllables is yet more difficult; the single letters of­ten times either quite loosing, or, chang­ing their powers. And 5. the dividing syl­lables a right, and joyning them to make words. All which are such difficulties that one may justly wonder how young ones come to get over them: And how late, and with how great pains they are over­come by some, I appeal to those that know what belongs to the breeding of youth. Now the Deaf child under his Mothers tuition, passes securely by all these Rocks and Quick-sands. The distin­ction of letters, their names, their powers, their order, the giving them true shape or figure (which answers to others pro­nouncing true,) the dividing words into Syllables, and of them again making [Page 16]words, to which may be added Tone, and Accent. None of these puzling niceties hinder his progress. All the teacher has to do, is, to go with one continued mo­tion over all the points that make up the word, pointing withal to the things. And at first it will be convenient to ini­tiate the young Scholar with words of few letters. and a near affinity; as, Hat, Cat, Hog, Dog, Hand, Sand. It is true, after he has past the discipline of the Nursery, and comes to learn Grammatically, then he must begin to learn to know letters writ­ten, by their figure, number, and order. But the rest of the difficulties I have but now mentioned, are proper to the Ear, and therefore do not concern him.

And because the advantages the Blind man hath over the Deaf, are more consi­derably such, in the time of childhood; It cannot be denied, but the blind child, is in a greater capacity of learning the Mother-Tongue then the Deaf: yet so, as skill and care might advance the Deaf child in a vocabulary of the names of vi­sible Objects, much above what the other can be supposed to get from the common [Page 17]use of the Mother-Tongue. For the one is still running the same round, in a narrow circle, hearing the same words redun­dantly: the other might be in a constant progressive motion.

And tho I perswade my self, that some time or other, there may be a mother found, who by her own care, and such directions as I am treating of, will lay a good foundation of Language in her Deaf child, even in the first stage of his Minority; yet seeing this is like to be but rara avis, I will advance our blind and deaf Scholars to a higher Form, and place them under a severer discipline then that of the Nursery; which I suppose none will deny them now able to bear: for I will suppose them entred in the 7th year of their age. Together then with this e­quality of age, let us suppose them every other way equal, in their natural parts, both faculties and inclinations, under Tu­tors equally both skilful and careful: And to make their capacities every way equal; the Deaf boy to write as fair and quick a hand, as can be expected from that age. In these circumstances, they are [Page 18]both of them to begin to learn a Lan­guage: the blind boy Latin, the deaf boy his Mothers Tongue.

The case being thus stated, It is my own opinion, that the Deaf boy would come to read & write the Mother-Tongue both much better and sooner then the blind boy to understand and speak the Latin. For reasons of my so thinking, be­side what may be gathered from chap. 1. I will here carry on the comparison be­tween the blind boy and the deaf in some particulars coming closer to our present case.

1. The Blind boy has the advantage of knowing a language already, which is a great help to the learning any second language. For tho there be no affinity between the words of some languages; yet there is something of a Natural and Universal Grammar runs thro all Lan­guages, wherein all agree. This contra­dicts not what I have said to the deaf mans advantage Chap. 1. Num. 6. Because there the blind and deaf are supposed both to understand the Mother-Tongue when they begin to learn a second lan­guage. [Page 19]Here the deaf is supposed to have no language, and the blind to have the Mother-Tongue; which tho by him learn­ed, not by Rule, but by Rote; yet is it an advantage over him that has none.

2. Beside this notion of Natural and Uni­versal Grammar, which the blindboy hath got with the Mother-Tongue; he not be­ing to learn Words for Things, but Words for Words; and it falling out so, that often­times there is a great affinity between the words to be learned, and the words for which they are to be learned; this makes that he learns with less pains then the deaf boy, who learning words for Things, it can never happen, that a combination of Alphabetical Characters making up a word, should have any affinity to, or re­semblance of the thing for which it is sub­stituted.

3 Onomatopoeia is a great help to the blind Scholar, for Example, grunnitus, hinnitus, rugitus, ululatus, &c. are easier to be learned by the blind man, then the deaf; because as they pass in Sounds thro the Ear, they are of a mixt Institution, partly Natural, partly Arbitrary; But [Page 20]these same words written in Characters are of a meer arbitrary Institution, whether they be considered with relation to the immediate, or mediate Signatum. So that our dumb Scholar has nothing to trust to, but diligence and strength of memory: Reason can do him no service at all, at least so far as either Primitive words, or words of an irregular inflexion from them extend; which make up the body of all languages. Neither can fancy help him much, which oftentimes is of great use by working a connexion between a strange and a known word, because as yet we suppose most words to be strangers to him.

The reason of this difference between words spoken and written is. Because speaking being before writing, has more of Nature and less of Art in it. For all languages guided by the instinct of Na­ture, have more or less of Onomatopoeia in them, and I think our English as much as any: For beside the naming the voices of Animals, and some other Musical Sounds, which for the most part is done by this Figure in other languages, we ex­tend [Page 21]it often to more obscure, and in­distinct sounds. Take for example, wash, dash, plash, flash, clash, hash, lash, slash, trash, gash, &c. So grumble, tumble, crum­ble, jumble, fumble, stumble, humble, mum­ble, &c. of which kind of words, The Learned and my worthy friend Dr Wallis has given a good account in his English Grammar. In all these and such like words there is something Symboliz­ing, and Analogous to the notions of the things; which makes them both more Emphatic, and easy to the memory. But in words literally written, and of a meer arbitrary Institution, there can be no­thing Symbolical. But to draw something out of this digression to our present stated case. Tho Onomatopoeia gives our blind Scholar some advantage over his Deaf Schoolfellow; yet is it short of what it would be if he were learning English. This is all that at present comes into my thoughts to say for maintaining the Para­dox of a blind guide. I will now offer my reasons for giving him the precedency, that has two Eyes open in his head, which seems to be the more plausible opinion.

1. The Deaf mans mind is like clean pa­per, and therefore takes the impression the more easily, fair and distinct: where­as the scriblings and blottings upon the Table of the Blind mans memory, as they leave little room for new impressions, so they breed confusion, and makes him rea­dy to mistake, when he comes to read them.

2. Words laid up in the deaf Boyes me­mory, are like Characters engraven in Steel or Marble: The blind boyes words are but chalked out, or, nigro carbone No­tata, and therefore easily defaced. For the deaf boy having but one word for e­very thing he knows, is therefore obliged to reflect upon it, as often as he has occa­sion to think, or speak of the thing it self: And it is this frequency of recognizing words, and using them upon all occasions that makes a man master of a Language: Whereas the blind boy having two words for one thing, the one an intimate and old acquaintance, even a teneris unguicu­lis, the other a stranger to him; upon all occasions he loves to converse with his old crony, and keeps at a distance from [Page 23]the stranger; unless it be at set times, when force or fear commands his attendance. So that this consideration alone (speci­ally if it be seconded with the care and diligence of those that are about him, in forbearing all other Signs with him but letters) may seem to outweigh all that can be said for the blind Boy.

3. The deaf boy can conn a lesson by himself, for litera scripta manet; The Blind boy can do nothing without one prompting him for vox perit.

Lastly, I think none will deny but that it stands with reason, That a deaf Scholar must be exact in Orthography. But for the blind I know it by experience, that it will be a hard matter to make him spel true.

THAT a Deaf man may be taught to speak, is no more a doubt to me, then that a Blind man may be taught to write: Both which I think not only possi­ble, but also not very difficult; I will carry on the comparison in several parti­culars. First, both have the respective Organs, the Tongue, and the Hand, e­qually entire, and in a capacity to act. 2. Both are equally destitute of their proper guids, the Ey, and the Ear, to di­rect them in acting: and therefore, 3. both must be equally obliged to the sense of of Feeling for direction.

And yet so Magisterial are the Senses of Hearing, and Seeing; that tho the Sense of Feeling alone may guide the Tongue, and Hand, in speaking, and writing, af­ter a habit is acquired yet for introducing this habit, directions from the Eye, and Ear are necessary. And which is observ­able [Page 25]in this point of discipline: The eye and ear seem to act out of their own Sphere, and to exchange their stations, and powers; for the Blind man learns to write by the Ear, and the Deaf man to speak by the Eye: From which to infer that community of Senses, which some Philosophers, and Physicians speak of, I think would be absurd; the external ob­jects still remaining distinct: But the true inference from this will be. That the soul can exert her powers, by the ministry of any of the Senses. And therefore when she is deprived of her principal Secreta­ries, the eye, and the ear; then she must be contented with the service of her Lac­queys, and Scullions, the other Senses; which are no less true and faithful to their Mistress, then the eye, and the ear; but not so quick for dispatch.

But to go on with the comparison. 4. It will be hard to teach the deaf man to ob­serve tone, accent, and Emphasis in speak­ing; so will it be as hard to bring the blind man to write a fair hand, or diverse hands, yet the one may speak so as to be under­stood, and the other write so as what he [Page 26]writes may be read. 5. As there may be more simple, and therefore more easy Characters to be written, contrived for the use of the blind man; So may there sounds of an easier pronounciation than any in common use, be invented for the use of the Deaf, 6. They are equally un­capable the one of singing, the other of flourishing and painting. 7. As the Deaf man has this advantage above the Blind, that speaking in common commerce, and business is of more frequent and greater use than writing: So the Blind man comes even again with him in this. That there is one way of writing, and that of great use too, to the Deaf man; which the blind can learn both assoon and to as great a degree of perfection, as the deaf; whereas the deaf man cannot learn to speak without much time, and pains; and yet can never come to perfection in speak­ing. This way of writing is, by an Alpha­bet upon the fingers. 8. As to any direct tendency of improving either of them with knowledg, or dispatch of business and converse in vita communi, I judge them both equally useless, or at least of [Page 27]no very great use; because I think scarce attainable to that degree of perfection, as to be ready for use upon all occasions. That there may be cases wherein they may be of great use I do not deny.

And of several that offer themselves, I will single out that of a blind Master, and deaf Servant, for stating of which the more clearly; I will premise. 1. That to read and write is a commendation in a ser­vant. 2. It recommends him the more if he be to serve a blind Master. And 3. if his blind Master be a man of much busi­ness or learning, this enhanses his service yet the more. These things premised; let our case be this.

Blind Homer hearing of an ingenious, but Deaf slave, called Aesop, who was train­ed up in all the forementioned waies of Sematology, and he himself being expert in Dactylology, he resolved to purchase Aesop at any rate. The first service he puts him upon, was to write out his Ilias fair, from his own blotted Copy: And because Aesop could scarce read his hand, he was alwaies present himself, correcting the faults of his Pen, upon his fingers. And [Page 28]here I leave them for a while till I have resolved another material doubt:

That which is my main design in this Treatise (to teach how to come to un­derstand a language by reading and writ­ing) suggests to me here to resolve this question. How a blind person might com­municate with a dumb? The cause of doubting being upon the dumb mans part. I answer. The defect of his Tongue must be supplied with a musical Instru­ment, having the letters equally distin­guished upon the Keys, or Strings, both to the Eye of the Dumb, and in the sounds to the Ear of the Blind; which I take for granted might produce the same effects with Oral speech. And here it is observ­able that that same action would very pro­perly be, both Writing and Speaking; writing from the hand of the dumb touch­ing the Keys, or Strings; speaking to the Ears of the Blind man from the sound of the Instrument.

After this short enterlude, let us bring Homer and Aesop upon the stage again. The old man was mightily pleased with Aesop, till unfortunately on a certain [Page 29]time, the stuttering of his Tongue gave Homer occasion to suspect him of a ly: for which, in a sudden passion, he cuts out his Tongue: But afterwards repenting what he had done, resolved not to put him away; for he considered that he was yet as capable of serving him as ever; and perhaps more, the other waies of inter­pretation that he was skilled in, being more distinct than Glossology could be in a Deaf man. It happened soon after that Homer had invited some friends to din­ner, commanding Aesop to provide the greatest rarities the Market did afford. Aesop made a show of great preparation; but set nothing upon the Table, beside the tip of his own Tongue, in a large dish; upbraiding his Master with his pipe, that he did not tear his blotted papers when he could not read them; but had pati­ence till he himself corrected them upon his fingers. Homer not enduring this af­front before strangers throws Aesops pype in the fire. Aesop fearing worse to follow, throws himself at his Masters feet taking him by the hand, and by the rules of Hap­tology begs his pardon, promising if he [Page 30]would have patience, to make amends for his fault. Homer startled at this, to find both a Tongue, and a Pype, in Aesops fingers; was transported from wrath to fear, and admiration, concluding for cer­tain, That Aesop was a conjurer, and that he deserved to be thrown in the fire after his pype. Yet resolving once more to try his wit and honesty: and for making sa­tisfaction to his friends who had lost their dinner, he invites them to return to mor­row, charging Aesop to provide the oldest, and leanest carrion, he could find. The night following, Aesop serves his blind Master with lex talionis tongue for tongue, and repeated the same dinner to his friends the next day; excusing the mat­ter, that he had from first to last obeyed his Masters commands, to the best of his judgment. Homer taking it ill, to be so o­ften outwitted by a slave, by Dactylology begs of his provoked friends, to revenge him upon Aesop, by plucking out his Eyes; that his condition might not be more comfortable than his own. After this old age and a fit of sickness deprived Homer of his Hearing. This reconciled him again to [Page 31] Aesop; for he judged him the fittest com­panion he could find, with whom to be­moan his folly, and misery. After this, they lived good friends, passing the time in telling old stories; some times upon their fingers ends, and sometimes with hand in hand, traversing the Alphabeti­cal Ilias.

This Drama being acted according to the Rules of Art, if there be any certain­ty in Art, that the promised effects will follow, is no less true than it seems to be strange. And from this we may learn two things. 1. That tho hearing and seeing be the Principal, yet are they not the only Senses of Knowledg. 2. That the Hand is, (or at least is capable of being made) a more serviceable organ of in­terpretation to the Soul than the tongue. For it has access to its Mistress's presence, by the door of 3 Senses. 1. Of hearing by Aulology. 2. Of seeing, by both Species of Schematology, to wit, Typology and Dactylology. 3. Of Feeling, by Haptolo­gy. Whereas the Tongue can only enter by the door of one Sense, and do its mes­sage only by one kind of interpretation, Glossology.

I Come now to the Deaf mans capacity of understanding the speech of others. That words might be gathered, and read from the transient motions, and configu­rations, of the mouth (if all the several distinctions of letters, were no less mani­fest and apparent to the Eye, than to the Ear form the speakers face) as readily as from permanent Characters upon paper, is not to be doubted: But that all the di­stinctions that are perceived by the Ear in speaking, cannot equally be perceived by the Eye; I will prove by an argument, which tho it be à Posteriori; yet I hope it will be of evidence and force sufficient, to effect what is thereby intended.

If the same distinctions of letters and words did appear to the Eye from the motion of the speakers mouth, which are discernable to the Ear from the articulation of his voice; [Page 33]Then it would follow; That the capacity of a Deaf man, would be equal to that of a Dumb (but not Deaf) for learning a Lan­guage, so far at least as to understand it.

But the capacity of a Deaf man is not e­qual to that of a Dumb, for learning a lan­guage from speaking.

Therefore all the distinctions of letters, are not manifest to the Deaf, man from the speak­ers mouth.

The sequel of the Major is, I think, clear from what has been said before; there being nothing in sounds to the Ear either Natural, or Symbolical, more than in motion and figures to the Eye. And if any should say; That it is not so easy to read transient motions of the lips, even supposing them sufficiently distinct (which must alwaies be supposed) as permanent Characters. To this first, I oppose reading from poynting to a finger Alphabet; which is nothing but motion. 2. All reading from whatsoever immovable object, is as proper­ly motion as hearing; for if there be no motion in the object, then it must be in the Organ of the Eye: which alters not our case, more than the Earths motion, or rest, [Page 34]alters the Phaenomena of Astronomy.

If here it should be urged; that granting Signs to the Eye to be as fit for teaching, as signs to the Ear; and therefore, that a Deaf person must be supposed to be in as great a capacity of learning to under­stand a language spoken, as a blind, when the distinctions to the Eye and Ear are the same; yet, that the blind man learns to understand a language from hearing others speak, when the Deaf man learns not to understand from seeing others speak; is from the advantages the Ear hath above the Eye.

To this I answer, that all the advan­tages the Ear hath over the Eye, will be consistent enough with the Deaf mans ca­pacity of learning to understand a lan­guage from speaking. It is true here, that the Eye is still at the loss of equal oppor­tunities of time with the ear; but the other advantage I gave the ear over the eye, of doing more work in less time, is here quite taken away: and yet the Deaf man will still have as much opportunity of time (if there were no other defect) if his Nurse and all that are about him be [Page 35]not Dumb, as sufficiently to inculcate the common Notions of Language: For tho young people learn a Language by hear­ing others speak; yet the greatest part of what they hear is redundant, and like rain falling into a full conduit, runs over. So that a deaf man tho he have not so much opportunity of learning as a blind; yet has he opportunities enough, and to spare, for learning the common notions of language.

Now for the minor so far as concerns the Deaf man, it is known by sad experience, that he learns no language from his Mo­ther or Nurse. And for the Dumb person, tho I can bring no instance; yet the case seems to me so clear, that I think no body doubts of it, and therefore I will not en­large to prove it.

But tho the Deaf man be not able to perceive all the distinctions of letters, nei­ther indeed is it possible for him, the va­rious motions by which some of them are differenced not appearing outwardly; yet if he be ingenious, I judge that he per­ceives a great many; and therefore I doubt not but Deaf persons understand [Page 36]many things, even without teaching, fur­ther than what they have from their Nurse. Tho here I must add: That they could understand but very little from the motion of the lips, which when most di­stinct must be full of ambiguity, and aequi­vocalness to them, without other circum­stances concurring. For when dumb peo­ple make it appear, that they understand many things that pass in discourse where they are present, Children and fools can­not be perswaded but they Hear: Super­stitious and ignorant people think they have a familiar Spirit: others despising the folly of the one, and impiety of the other, do judge, that they are able by the Eye, as distinctly to receive words from the speakers mouth, as others by the Ear. But the truth is, what they understand, is from a concurrence of circumstances, ma­ny of which are often as material, as the motion of the speakers lips; such as, his eyes, countenance, time, place, persons, &c.

To determine what, or how many di­stinctions of letters, the eye is able to di­scover in the speakers face; There can be no man so fit to resolve this doubt, as the [Page 37]Deaf man. And if there be no mistake in that well known passage of Sir Kenelm Digby; A Spanish Deaf Lord hath alrea­dy resolved it so, as to refute and destroy all that I have said. What is there said of him, will amount to this. That the Eye can perceive all the distinctions of letters, in the speakers face, which the Ear can do in his voice. I let pass that which increaseth the wonder: That this Spanish Lord should be able not only to know strange letters, in strange languages, instantly; but also to be able to imitate them, tho he had ne­ver been taught.

To neglect the Testimony of a person both of Honor, and Learning, who was an ear and eye-witness of all he relates, and had nothing to byass him from what he judged to be exact truth; and which is more, calling to witness to that relation a person much greater than himself, and beyond all exception for veracity; This would not only be disingenuous, but also arrogant. Therefore I will say what seems most probable to me for reconciling that relation to the truth. I will then first sup­pose, That Sir Kenelm Digby had not [Page 38]much considered this weakness of human Nature, nor of the way to remedy it; and therefore might be the more credulous (for I find nothing of suspition or cauti­on, that he might not be imposed upon) and ready (as we are all in strange things) to magnify this rare and wonderful Art, which, 'tis like, he had never seen nor heard of before; and perhaps had even judged such performances impossible. Se­condly, I will suppose that the Priest the Lords Tutor was ambitious to set off his Art, with all the advantages possible, be­fore so great a Personage as the Heir of the Crown of England.

These things being supposed, I take it for granted that the Priest has used artifi­ces of Leger-de-main, in these passages that seem most strange. What these have been (supposing the matter of fact to be true) tho I was not there an eye-witness; yet, without conjuring, I can tell as cer­tainly, as if I had been a spectator, or, an Actor in that Scene. 1. His keeping up discourse with others, has been done in set forms, to acting of which he has been trained up before hand. 2. For returning [Page 39]any words that came from the mouth of another; this he has been prompted to by his Tutor, or any other standing by, with a finger Alphabet. 3. As for his Echo­ing back Irish and Welsh words, two things may be said. First, that he might have been taught to sound these guttural let­ters; which occur often in these languages, and were as easy to him as any other let­ters whatsoever: Or secondly, Because it is there said that the Priest affirmed, that he performed some things which were be­yond the Rules of his Art; I know nothing can be said, but that he might perhaps chance upon the true found of these let­ters, or something near them; which the relator thought good to represent with all his other performances (because in­deed wonderful to those that never had seen, or heard of the like, or knew by what art they were performed) to the greatest advantage. As for his returning words whispered at the distance of the breadth of a large room, there is no new wonder in this; for whispering and speak­ing loud were all one to him: But I su­spect that this as well as other things, has [Page 40]been a set lesson, or, the Priest did micare digitis.

I am not ignorant that many of Sir Ke­nelms relations, are looked upon, as fa­bulous and Hyperbolical. Well, be it so, and let this be as fabulous as any of them. It is not the esse, but the posse of the story, that I concern my self to maintain. That several passages related there, are impos­sible, and other circumstances very hy­perbolical; in that sense, in which he un­derstands them, I think, I have sufficient­ly proved: And yet, that the whole rela­tion might be true, in that sense I have put upon it, I hope I have made no less evident.

HItherto I have been taking measures of the Deaf mans capacity. I come now to consider of the way to fill it. And here my design is not to give a Methodi­cal Systeme of Grammatical Rules; But only such general directions whereby an industrious Tutor may bring his deaf Pu­pil to the vulgar use and [...] of a language; That so he may be the more capable of receiving instruction in the [...] from the Rules of Grammar, when his judgment is ripe for that study. Or more plainly; I intend to bring the way of teaching a deaf man to Read and Write, as near as possible, to that of teaching young ones to speak and understand their Mother-tongue.

I will begin with a Secret, containing the whole Mystery of the Art of instru­cting deaf persons. That is, I will de­scribe [Page 42]such a powerful Engine, as may be able to fill his head as full of the Image­ry of the world of words of mans mak­ing, as it is of the things of this visible world created by Almighty God: which Engine shall have one property more, that it shall not fail of success, even sup­posing both Master and Scholar to be the next degree to Dunces.

Here methinks, I see the Reader smil­ing at this Fortunam Priami; and hear him whispering to himself, Parturiunt Montes, &c. But I hope before I have done with my Notion, to reconcile him so far to it, as to bring him to judge that there is something considerable in it: And tho at first he meet not with all that this hia­tus may seem to have promised; yet at last he may meet with something more than he expected. This powerful and succes­ful Engine, is not the Tongue of the Learned, but the Hand of the DILI­GENT. The Hand of a diligent Tutor will not fail to make a Rich Scholar, if Copia verborum may deserve the name of Riches. Diligence will be that same virtue in our Deaf scholars Tutor, that Demo­sthenes [Page 43]makes Action to be in his Eloquent Orator. Let the deaf child then have for his Nurses, not the 9 Muses, but the 9 Magpyes: Let him be sent to School, not to [...], but to [...].

Diligence you will say is powerful in all Arts. True it is; yet as a Handmaid: But here I think, that without a Catachresis, I may call it the principal point of Art. This with very few directions from Art, will do the work effectually; all the fine Tricks of Art, which the wit of man can contrive, will be ineffectual without this. The only point of art here is, how to make an application to your deaf Scho­lar, by the same distinction of letters and words to his Eye, which appear to the Ears of others from words spoken; That is to know his letters, and to write them readily; Diligence will do the rest. For Example: Let the same words be seen, and written as often by the Deaf man, as they have been heard and spoken by the Blind; if their faculties of memory and understanding be equal, the measure of knowledge also will be equal. But here it will be necessary that I explain what I mean by Diligence.

By Diligence I understand two things. 1. That which is properly so called, both in the Master and Scholar. This Sir Ke­nelm Digby calls much patience, and con­stancy in the experiment upon the Spanish Lord. 2. Many other adventitious helps. I summed up the advantages the Ear hath above the Eye into these two. 1. Having more opportunities of time; 2. Doing more work in less time. Here I will shew how Diligence, with a few directions from Art, may in a good measure remedy this inequality.

It is a received Maxim amongst those who have employed their thoughts, in that succesless enquiry, about a perpetual motion. Reconcile time and strength, and this will produce a perpetual motion. The application is easy from what I have said before, comparing the Deaf man with the Blind. Let them have equal time, and force of acting, and their proficien­cy will be equal. That care and dili­gence both in the general, and the parti­culars following, may remedy this in­equality, in a great measure, I think no body will doubt. Neither ought this to [Page 45]be any discouragement, that the recon­ciling time and strength, as to a Geome­trical equality, is not possible: For it is not here, as in the perpetual motion. There, if you fail of a minute, or a Dram, all your labour is lost: Here nothing is lost, but just so much as you come short of him you compare with. How much this is, we will see by the particulars following.

1. If the deaf Scholar could be brought to speak readily, this would lessen the in­equality of Force, by one half: and if it were possible, that he could read the Speakers words from his face, this would make a Geometrical equality of force, in the Eye and Ear; so that the only inequa­lity would be then, in time; the eye be­ing confined to light, bodily posture, and distance; and out of these circumstan­ces, the deaf and dumb man were per­fectly cured. But because I am distrust­ful of this cure for which I have given my reasons chap. 4. I will confine my self to reading, and writing, most properly so called, as both the more certain and per­fect cure.

Here the first piece of diligence must [Page 46]be, frequens excercitatio Styli, that is, as I understand it in this place, using the pen and fingers much. If this be so necessary for forming an Orator, (as Cicero teaches us in his de Oratore, inculcating it with ut saepe jam dixi) who has the use of the two principal Organs of Eloquence entire; how much more must it here be necessa­ry, where the Pen must be both pen, and tongue. Great care therefore must be taken, to keep your Scholar close to the practice of writing; for until he can not only write, but also have got a quick hand, you must not think to make any conside­rable progress with him. It is true, that it were possible to teach a deaf man to read, without teaching him to write; as one may learn to understand a language spoken and not to speak it: But this would be but a half cure, and leave your Scholar uncapable of Society.

And because the conveniency of writ­ing cannot alwaies be in a readiness, an­other great help will be, to have Tabulae deletiles, of stone or black wood, hanging up for expedition, in several convenient places. A third help will be, to have some [Page 47]common forms written in those Tables, there to continue, and to be filled up as accasion requires, like Virgils. Sic vos non vobis, &c, such as, where is? I pray give me? who? when? what? &c. These may serve not only for expedition, but by them also, your Scholar may be taught to vary. Pocket Table books may sometimes be more ready then these. 4ly when neither of these is in a readiness, then practice by an Alphabet upon the fingers; which by frequent practice, as it is the readiest, so it may become the quickest way of inter­course and communication with dumb persons. But I shall have occasion to en­large more on this, chap. 8. 5ly. another piece of useful care will be, to keep him from any other way of Signing, than by Letters. 6ly, Add to this; that his fa­miliars about him be officious in nothing, but by the intercourse of letters, that is, either by Grammatology, or Dactylo­logy.

If now lastly, I can make it appear that Diligence out-weighs wit in our prsent case; I hope my former Flash will not be thought to have ended in smoke. And [Page 48]this, methinks, is easily understood from obvious and daily instances: Do not we see that young ones, tho of very weak parts for understanding Grammar, yet come assoon, and some of them sooner, to understand and speak a language by use, without art, than those of stronger parts. One Boy has gone to School 7 years, and yet understands not the common ac­cidents of Grammar; another in the half of that time, is able to expound an Au­thor, and resolve all the Grammaticati­ons that occur to a Title: take the same two at play, or in things where there is no occasion to shew their learning, you will often find, that the slow boy, for the nimbleness of his Tongue, and Copia ver­borum, may seem to exceed the other, as far as he doth him in art.

Hence it will seem to follow; That the principal point of Art in teaching a slow Scholar, is, to use no other art but that of Diligence: and if so, a second infe­rence will be: That there is none so fit to teach a slow Scholar, as a slow Master; That is, one Dunce to teach another. This I know will seem ridiculous and absurd to [Page 49]many; yet I declare, that I am much of this mind in earnest, in our present case, where Grammar is excluded. For an acute man will be impatient, and not able to stoop so much as the other. And to clear this further; I think it will be easily as­sented to, that a pratling Nurse, is a bet­ter Tutrix to her foster-child, than the most profoundly learned Doctor in the University.

My last instance therefore shall be. Take Master and Scholar qualified as be­fore, adding Diligence, as I have describ­ed it, and let a liberal reward be propos­ed to the Master; if the work be not effe­ctually done, let me be the Dunce for them both.

If therefore this cure may so easily be performed; what a reproach is it to man­kind, that so little compassion is shewn to this infirmity of human nature; these wretched impotents being not only neg­lected in the point of education, like brutes; but also, as if this were not un­kindness enough, the laws of men do most inhumanly deprive them of many privi­ledges wherein the comfort of life con­sists. [Page 50]As for former ages, I confess they are to be excused: For tho (as I have been proving) Diligence be the principal point of Art; yet was this a secret to them: But in this knowing age, in which proofs have been given both at home and abroad, that this weakness is cureable in a good measure; and if the reasons contained in these papers have any weight, curable e­ven to perfection; so far at least as con­cerns the better part of the man. That is, these impotents may not only be instruct­ed in the common Notions of Language, which is the bond of human Society; but also from this foundation may be raised the superstructure of all other arts, which are either for use or ornament to human Nature. I say then; for us to neglect so worthy and noble an experiment, and so great an object of charity and compassi­on; were at once to degenerate from the charity of our Ancestors, and to make their ignorance preferable to our know­ledge.

THO a Diligent inculcating of the common Forms of a Language, fol­lowing no other Rule or Method but that of the Nursery, would undoubtedly bring the Deaf man to understand, and write it, so as the Vulgar understand and speak it. Yet some directions from Art (specially if your Scholar be ingenious) will both facilitate the work, and do it much better. That is, it will make him understand the nature of words better, and so prepare him for the study of Gram­mar; as also the nature of things, for which he sees words substituted, and so prepare him for the pursuit of other Arts. I will therefore give a few such directi­ons, whereby the Teacher abstaining from Rules and words of Art, may be en­abled to produce the proper effects of Art in his Scholar. But first I will resolve two preliminary Queries. 1. What language [Page 52]is easiest to be learned? 2. And what lan­guage will be the most useful?

For the first, a language of a Philoso­phical Institution, or a real Character, would be by much the most easy; as be­ing free from all anomoly aequivocal­ness, redundancy and unnecessary Gram­matications: and the whole institution being suited to the nature of things; this verbal knowledge, would not only come more easily; but also bring with it, much real knowledge.

2dly, The language of greatest use to be learned, will be that of the place where he lives, and of the people with whom he is to converse. And here with us, the Deaf man has several advantages above other Nations. First, that our En­glish is freer from anomoly, and aequivo­calness (at least in writing, which is e­nough for him) than many other lan­guages. 2. It is not so much clogged with inflexions, as other languages, and 3. our words are for the most part Monosylla­bles, and therefore more easy to be re­membred. I come now to the promised directions.

I will make way for particulars, by ob­serving first in General; that the way of teaching here, must be something mixt, and as it were middle between the Gram­matical way of the School, and the more rude discipline of the Nursery. The first initiation must be purely grammatical; But when your Scholar is got over this difficulty of knowing and writing his let­ters readily; Then imitate the way of the Nursery. Let utile and jucundum, varie­ty and necessity, invite and spur him on; specially if he be young or of a lache tem­per.

You must not be too Grammatical in teaching, till you find his capacity will bear it: He must not be dealt with as School-boyes, who are often punished for not learning what is above their capaci­ty. It is enough for him to understand the word, or sentence proposed, without parsing every word and syllable: For this is all the use of language that not only children, but even people of age that are illiterate have: They understand the meaning of what is spoken; but can nei­ther tell how many words, syllables, or [Page 54]letters came from the speakers mouth. So that the having the vulgar use of a lan­guage and the understanding it Gram­matically, are very different things. And this preposterous way of learning the learned languages, first Grammar, & then the language, is the cause of so slow pro­gress in those that apply themselves to the study of them.

The first exercise you must put your Scholar upon, is to know his letters writ­ten, or printed, and upon his fingers, and to write them himself; and when he comes to joyn, let his copies be of such words as he may be taught to understand; so that at once, he may be learning both to write and understand the meaning of what he writes. When you have got him to write fair, keep him to constant pra­ctice, that you may bring him to write a quick hand; which his condition re­quires.

Let him begin to learn the Names of Things best known to him, how Hetero­geneous soever; such as the Elements, Minerals, Plants, Animals, Parts, Utensils, Garments, Meats, &c. and generally the [Page 55]names of all such corporeal Substances, Natural or Artificial; not only absolute, but Relative, as Father, Brother, Master, Servant; as also names of offices, and pro­fessions, as Cook, Butler, Page, Groom, Tay­lor, Barber, &c. For all these will be as easily apprehended as the most distinct Species of natural Bodies. Let his Nomen­clature be written down fair, and careful­ly preserved; not only in a book, but on one side of a sheet of Paper, that it may be affixt over against his eye in conveni­ent places. And let this his Dictionary be sorted three waies. 1. Alphabetically, 2. following the order of double Conso­nants, both in the beginning and the end of a word. 3. Reducing it to several heads, or Classes, with respect not to the words, but the things, as in Junius Nomenclator, for every one of these Methods will be of good use to him.

After he has got a good stock of these concrete Substantives, then proceed to Ad­jectives; namly, Sensible Qualities, Quan­tity, with some Metaphysical Notions; which all of them almost admit of pro­per contraries; which illustrate one an­other, [Page 56]and therefore will be of great use to the learner. Let him be made to un­derstand Adjectives by joyning them to their proper subjects, taken out of his vo­cabulary of Substantives already under­stood; as Hard Iron, Stone, Bone, &c. Soft Silk, Wool, Cloth, &c. And sometimes instance the two contraries, in that same Subject; as Iron hot, cold: And thus he will make a further advance to complex Notions.

Observe here. That by the help of an Almanack and Watch, it will be easy to make your Scholar understand all the dif­ferences and words of that difficult Noti­on of Time.

After he has practised sufficiently upon complex notions of Substantives, and Ad­jectives; let him proceed to words of Acti­on, whether bodily or Spiritual, which Grammarians call Verbs, as, break, cut, hold, take, laugh, affirm, deny, desire, love, hate, &c. And thus much shall be enough to have been said of his Dictionary, in this rude discipline under which we suppose him as yet to be.

Here I would have it well observed: That tho in applying my self to the deaf [Page 57]mans Tutor, I have followed something of Method, docendi Causa; yet I do not advise him, to take this course with his Scholar: But as I said before, That the names of things best known to him, how heterogeneous soever, were to be first learned: So here I say, that there is no regard to be had to the cognation, or Grammatical affinity of words. In a word, occasion will be the best Mistress of Me­thod, till he have made a considerable ad­vance; And then when his Dictionary begins to be numerous, it will be necessa­ry to draw it up in rank and file. Nay fur­ther, I am so far from advising to follow any method at first, but what is occasio­nal (excepting only the stated, and fixt order of letters in the Alphabet) that if your Scholar be not very young, you may propose sentences as early to him as single words; especially interrogatives and im­peratives, as, where is your hat? whose hat is this? who gave you this apple? Rise up, sit down, give me the cup, shut the door, &c. And these may be easily varyed Indica­tively, infinitively, affirmatively, nega­tively, &c.

And yet for all this, I cannot deny but the Teacher may, and must contrive some method for himself, even of those things which he has taught, following occasion and his Pupils capacity; that he may know the better to take the mea­sures of his progress, and to make the best use of occasions offered.

HAving dispatcht the Deaf mans Di­ctionary, I come in the next place to speak of his Grammar. I should con­tradict the principles I have formerly laid down, if I should insist much upon Grammar; neither indeed doth our En­glish Tongue require or afford much to be said by him, who would be ambitious to shew himself [...]. I shall there­fore only make some few reflexions upon Etymology and Syntax, supposing Or­thography to belong to Lexicography, of which already: And for Prosody, our Scholar is no more able to receive its pre­cepts, than a blind man is to judge of co­lors.

I shall only take notice of 5 Etymolo­gical Grammatications, and do but name them; for I judge that these and all o­ther points of Grammar are to be dif­ferred, at least as to an accurate explain­ing [Page 60]of them, until he be fitted for the study of Grammar, in manner as I have said before.

The first is the plural number for which the Rule is but one and easy. Add s to the singular, pen, pens, and the exceptions are not many, which here I pass by. 2. The Comparative, and Superlative degree, al­most as easy as the other. They are form­ed by adding the terminations er and est, or by the auxiliary words, more, most, as hard harder hardest, or more hard most hard. The exceptions are not many. 3. The Participle Active or Neuter in ing, from which I think there is no exception: And the Participle passive, which is often­times the same with the preterimperfect Tense, without an Auxiliary word, as, I loved; or the preterperfect Tense, with an auxiliary word; as I have loved: But from this rule are a multitude of excepti­ons; which is the greatest irregularity in the English Tongue. 4. The adverb of the manner ends in ly. This also hath its exceptions, but not many. 5. The ab­stract ending in ness, generally.

These things you need not teach your [Page 61]Scholar by Rule, for a little practice will enable him to make a Rule for himself, and to bring the exceptions too under his Rule; as, we hear Outlandish men, and children saying often: mans, womans foots, for men, women, feet.

As for that ambiguity, that almost e­very concrete Substantive in English is used verbaly, as pen, hand, foot, &c. This adds much to the Copiousness, Emphasis and Elegancy of the language; and yet gives very little cause of mistake; the con­struction of the words determining the si­gnification. But the Verbal significati­on of these words being Metonymical, it will be best to leave them to their own place. So much for Etymology shall serve in this place, now for Syntax.

The Learned languages make two ge­neral parts of Syntax, agreement and go­mernment; whereas it seems to me that with them, Syntax requires a distribution antecedent to this. To wit, that the Syntax of words is either per se or per ali­ud, i. e. The Grammatical coherence and connexion of words, is made by the Ter­minations of the words themselves, or, [Page 62]by auxiliary words, called Particles. But neither the one nor the other of these di­stributions does our language require, or admit of, being freed from all incum­brances of inflexions, by genders, and ca­ses (except a few pronouns) and conse­quently from the Rules of Agreement, and Government: All our Syntax con­sisting in the cement of auxiliary Parti­cles.

To treat of Syntax then in English, is to shew the use of the Particles, in form­ing words into Sentences. For, to explain these Notions separately, were to build Castles in the Air; and to form sentences without them, were to make ropes of sand.

Here I will not insist upon explaining every single particle, as if I were dealing with a Dumb Scholar; But remembring that the present address is more to the Master then the Scholar; I will instance only in some few, which may serve for a Clew to guide any ingenious adventurer thro the whole Labarynth.

As I would advise the dumb Scholar to be often put to practice upon verbs of bo­dily action, varying the circumstances [Page 63]by the Particles; so will I single out the verb Cut, to be the Principal verb in the following Examples, for explaining the Particles.

I begin with Pronouns, which accord­ing to the Notation of the word, are words put for other words. Let therefore these things be present, for whose names the pronouns are the provocabula: and then it will be easy to make your Scholar un­derstand the use of these pronominal words. I will instance, first in the Demon­stratives, I, thou, he, we, ye, they. Let there be six persons present, as many more as you will. Write down. I cut, thou cut, he cut, we cut, ye cut, they cut. Let the Master take his Scholar by him, and place a third person over against him, all of them pre­pared with a knife, and apple, or stick, &c. Let the Master Cut first, pointing to the words I cut, 2. let the Scholar cut, the Master pointing to the words thou cut; 3. let the third person cut, pointing to he cut. And for the Plural number: let the Master and his Scholar stand first together, placing two more near them, and two o­ver against them. Then let the Master [Page 64]and Scholar cut, pointing to we cut; let the two by them cut, pointing to ye cut; 3. let the two over against them cut, pointing to they cut. The possessives, mine, thine, his, ours, yours, theirs, may be taught after the same manner; my apple, thy apple, his apple, our apple, your apple, their apple, mutatis mutandis. In short, all pronominal words after the same man­ner, all cut, none, or no body cut, this boy cut, that boy cut, the same boy cut, another boy cut, &c. Let him practice much upon this and other Verbs till you find that he is able to make these distinctions of him­self.

When he can distinguish persons, it will be easy from many examples, cuttest, cut­teth, breakest, breaketh, holdest, holdeth, to make him understand, that the 2d and 3d person singular are distinguished by termination from the other persons.

For the Signs of Tenses, do, dost, doth, have hast hath, was wast were, shall will: write down, I have cut the pen, I do cut the apple, I will cut the stick: cut accordingly pointing to your Scholar; or, write, I have stood, I do stand, I will stand, do accord­ingly. [Page 65] I have walked, I do stand, I will sit, do accordingly. Do not trouble your Scho­lar with too nice distinctions of words, such as shall and will, did and have; it is enough for him, as yet, that he under­stand the use of words in the common forms of speech, as illiterate persons do.

Let him practice much upon the Pro­nouns, and Signs of Tenses, with Verbs of Action, adding other circumstances of time, place, manner, &c. and that with all the variety possible, of familiar, plain, easy, most common, and most frequently occurring circumstances.

The copula will be easily understood, be­cause of its frequent use, both affirma­tively and negatively; fire is hot, water is not hot; water is cold, fire is not cold; So in all its inflexions; as, I am tall, thou art short, he is thick, I am sitting, thou art standing, he is walking.

The Particles OR and, AND, with the adjectives Same and diverse, are to be di­ligently inculcated, as being words of fre­quent use, and useful for explication, and declaring the sense of other words. Or in the explicative sense of it coming be­tween [Page 66]words signifying the same thing; And between words signifying diverse things. It may be good to write down ma­ny examples of Synonymous words, and phrases which your Scholar understands, joyning them with, or, as

• The same
  • I stand or
  • I do stand or
  • I am standing

• the same
  • to go or
  • to walk

• the same
  • wide or
  • broad

So for the Copulative, AND, give such examples as these.

• Diverse
  • Hand and
  • Foot

• diverse
  • Pen and
  • Ink

• diverse
  • Sun and
  • Moon.

But the frequent recurring of these and many such like in common, familiar, and necessary forms of speech, will soon make them to be understood.

As for Particles signifying Motion, as to, from, thro, by, into, out of, hither, thi­ther, hence, thence, &c. whether prepositi­ons or adverbs: so Distance, as, far off, near, at, hard by, close by, &c. Position, as, before, behind, above, upon, beneath, about, up, down, beyond, on this side, &c. Their use and meaning is so plain and obvious, that [Page 67]there needs no more but choice of fit ex­amples to make them understood. The Table is before your face; The Chair is behind your back; The book is upon the Table; My hand is above the Table; the nose is between the Eyes; the Eyes are a­bove the mouth; the mouth is under the eyes; the tongue is in the mouth; to put out the tongue; to rise up; to sit down; go to the door, from the door, come hither, go thither, &c. These and such like words signifying circumstances perceivable by sense, are as easily apprehended, as words signifying bodily substance or sensible Quality.

Even the Particles of a Metaphysical extraction, and more remote from sense, may be easily understood, if the Teacher be not too Metaphysical in his applicati­on. I will mention here only two To­picks of this kind of Particles; The cau­ses and the Comparates, which are the two principal sinews of discourse. The particles from the causes are diverse, from, of, with, by, wherefore, therefore, because, why, &c. Use examples such as these. This Pen was made by the Master, of a Goose­quil, [Page 68] for to write after my Copy. Ex­plain why, wherefore, what is the cause, by expostulations, and interrogations, with your Scholar himself or others, and Be­cause in answer to these.

Observe here, that many of these Par­ticles being very equivocal, it will not be prudence to represent this difficulty all at once, lest it a maze and discourage your Scholar. For example, you have made him understand the causal particle with, in such examples as these, to cut with a knife; to write with a Pen: do not im­mediatly put him upon the Particle of Society with, as, go with me; but explain the various use of such particles, as they offer themselves occasionally in practice, and as you find his capacity is able to re­ceive: For, improving of occasions, and complying with the Scholars capacity, will be the Masters greatest commendati­on. Not but that he may be put upon learning many set forms for exercise of memory; tho he understand them not perfectly. But do not put his understand­ing to the rack, by an undiscreet pressing upon his apprehensive faculty, Notions [Page 69]either simple or complex, which you find he receives not readily. But make a col­lection of such words, and watch oppor­tunities of explaining them: I can give no better Rule for explaining words hard to be understood; then that which Ho­race has given, in a case not much unlike ours.

Where the principal Verb of a sentence is clearly apprehended, it brings great light to other circumstantiating words. So that the skilful chusing of verbs of A­ction, well understood by your Scholar; and the like dexterity in placing a hard word, which you would have him to un­derstand, amongst other words of circum­stance already well understood, in constru­ction with the verb; every word of the sen­tence will reflect some light upon this dark word.

The second classis of Metaph: (or perhaps more properly Logical) parti­cles, are those that owe their Origine to the Topick of the Comparates; such as, than, much, more, most, less, least, by so [Page 70]much, &c. explain these also by many fit examples, in which the several degrees of comparrison may be demonstrated to the senses. This water is as hot as that; This cheese, apple, egg, is greater or more great than that; This apple is the greatest, or most great of all the apples; by how much this stick, paper is longer than that, by so much that is broader than this; let the proportion be fitted and measured.

It will be necessary to make a collecti­on of such forms of sentences as he un­derstands, one or two examples of every form, that upon occasion he may have recourse to them as to rules, and prece­dents in the like cases: and amongst o­ther forms, forget not imperatives and interrogatives, for which he will have ear­ly and frequent use. Gather up all the forms of interrogation; when? who? what? where? whose? whence? whether? how long? many? great? &c. Form sentences upon every one of these interrogations, in things familiar; and subjoyn proper an­swers; as, whose book is this? A. mine, thine, his, thy brothers, the Masters, &c. When shall we go to bed? A. by and by, at ten a [Page 71]clock, an hour hence, &c. Imperative forms. I pray give me the book, take up the pen, lay down the paper, sit down, rise up, put on your hat, open the door, shut the door, &c.

For exercise, you may find great varie­ty for him; such as, to vary the circum­stances proposed; to describe things from their causes, from their contraries, by comparing them with other things; To form a narration of things seen, to write Epistles. Let him be put much upon the exercise of memory; and that not only in loose words, and incoherent sentences; But let him bestow much time and pains, in learning by heart, in the first place for his Lectiones sacrae upon the Lords day, and Holy-dayes, the Lords Praier, the Creed, and ten Commandements, with the Church-Catechism.

The solemnity and frequency of Di­vine Service, would have good effects upon him, being placed conveniently op­posite to the Minister, with a book before him, and one to direct him, till custome enable him to direct himself. This would not only excite him to piety and devoti­on; but in progress of time, he would come [Page 72]both to understand, and have by heart, the greatest part of Divine Service. Some other select passages of Scripture might be recommended to him, as the first Chap. of Genesis, the History of our Savi­ours Nativity, and sufferings. The most proper books among profane Authors for him to practice on (I think) of many, were Aesops Fables, and some playes where there is much of Action.

In the application of all I have said, re­spect is to be had to the quality of the person to be taught; whether young or old, dull or docile: How to comply with these circumstances, must depend upon the prudence of the Teacher. When his progress is so considerable that it may be said of him; He understands the English tongue tolerably well: He may then be put upon the study of Grammar; which will be the more easy to him; because the course of study he was in before had a mixture of Grammar in it, as I have said. Afterwards (or before if you please) he may be taught Arithmetick and some­thing of Geometry.

BEcause the conveniency of writing cannot alwaies be in readiness; nei­ther yet tho it could, is it so proper a me­dium of interpretation between persons present face to face, as a Hand-language: It will therefore be necessary to teach the Dumb Scholar a Finger-Alphabet; and this not only of single letters, but also for the greater expedition, of double and triple Consonants, with which our En­glish doth abound.

After much search and many changes, I have at last fixt upon a Finger, or Hand­alphabet according to my mind: For I think it cannot be considerably mended, either by my self, or any other, (without making Tinkers work) for the purposes, for which I have intended it; that is, a distinct placing of, and easy pointing to the single letters; with the like distinct, and easy abbreviation of double and tri­ple Consonants.

I deny not but there may be many more abbreviations than I have provided for, namely of initial Syllables, and Ter­minations; but these I have past by at present, for two reasons. First, I think there will be little need of them; For I doubt not but that with the provision I have made, an habit equal to that in those who write a quick hand, may very near make the Hand as ready an Interpreter, as the Tongue. 2ly. If they should be judged needful, I have taken care, that with a few Rules they may be added, without altering any thing of the institution of this present Scheme.

The Scheme (I think) is so distinct and plain in it self, that it needs not much ex­plication, at least for the single letters, which are as distinct by their places, as the middle and two extremes of a right line can make them. The Rules of pra­ctice are two. 1. Touch the places of the Vowels, with a cross touch with any finger of the right hand. 2. Poynt to the Conso­nants with the Thumb of the right Hand. This is all that I think to be needful for explaining the Scheme so far as concerns [Page] [Page]

[Page 75]the single letters: and for the double Con­sonants,

I have made provision for abbreviating a threefold combination of them: I shall here only give the Rules of abbreviation of the several combinations I have made choice of, referring the reader for the reasons of my choice, to the following Treatise of double Consonants.

The first combination of double Con­sonants I make provision for is, when h, l, r, s, come in one syllable with other Con­sonants; and that two waies, either be­fore or after another Consonant, as in these Examples.

• 1. H.
  • light
  • the
• 2. L.
  • salt
  • title
• 3. R.
  • heart
  • trie
• 4. S.
  • hast
  • hats

1. When these 4 letters are prefixt to other Consonants, as in light, salt, heart, [...]ast; the Rule is; point skin to skin with the four fingers of the other Hand respective­ly to the Capital letter (which in the pre­sent example is T) to which they are pre­fixt; which by Institution designs the dou­ble [Page 76]Consonants ht, lt, rt, st. 2. When the same four letters follow another Conso­nant as in, the, title, trie, hats; then, point (as before) to T with nail to skin, which gives, th, tl, tr, ts.

A second combination of double Con­sonants worthy of this care of abbrevia­tion, because of their frequent use in En­glish, is when the Liquids m, n, come be­fore the Mutes and Semimutes, b. p, d, t, g, k, or c, That is, m before b, p and n before d, t, g, k, c. The Rule is. Touch the place of these Mutes and Semimutes with the first and second finger joyned; and this by in­stitution gives the Liquid and the respe­ctive Mute or Semimute following, as in lamb, lamp, hand, hunt, anger, ink, France.

The third abbreviation is of Trible Consonants in the beginning of a word or syllable, where s is alwaies the first; as in, schism, skrew, shrine, spread, strong, scrag, sphinx, sosthenes, splinter, justle, &c. The Rule is, Joyn the thumb to the finger point­ing to the other two Consonants. And so much for abbreviation of double and trible Consonants.

But observe here, that as School-boyes [Page 77]are to learn a mavisse, before a masse, and [...] before [...]; and to write words at length, before they learn short-hand; so let your Dumb Scholar, and others that would practice Dactylology, first know, and practice upon the single letters, be­fore they come to practice upon the Rules of abbreviation.

Now tho this way of short-hand, or ab­breviation of words be distinct, easy, quick, and comprehensive; yet is there another way of practising, which comes nothing short of this in other respects, and in one respect seems to be preferable: That it supposes nothing necessary to be known for practising, but the places of the single letters, without making new Rules for distinguishing double and trible Conso­nants, from the single. The Rule is; Point to all the single letters of the double or trible Consonant, simul & semel: which will be found to be as easy as poynting by the former institution with one single touch, as will appear in these examples; when, which, the, light, blunt, brand, grunt, plaster, spread, strong, &c.

If here it should be objected, that this [Page 78]will breed confusion, leaving the Reader doubtful what letter to begin with. To this I answer. 1. For double Consonants in the beginning of a syllable, this obje­ction can never be of any force; for there is no English word found wherein their order is inverted, as will appear from the following Treatise of double Conso­nants. 2. For double Consonants in the end of a word, so far as concerns the se­cond combination formerly mentioned, there can never be any mistake; for scarce (I think) is there any example occurs wherein their order is inverted; or if there did then the rule will be in that case, point to the single letters distinctly. So that the objection is of no force, ex­cept only against the first combination of double Consonants, and that only in the end of a Syllable: For there are some, but not many examples, where the order is inverted as, salt title, hast hats. But to this it may be answered: That in a con­tinued sentence, the sense will easily de­termine the case, and take away all am­biguity: as here lies one hat, there lie two hats. But if you have occasion to di­stinguish [Page 79]the word hats, from hast, then you must point to all the letters distinctly.

And this compendious and expeditious way of Cheirology may be extended fur­ther, than this abbreviation of double and trible Consonants: For they that are Masters of a Language, and have got a considerable readiness of practising, by distinct touches of single letters, will find it as easy, as it is useful, to express whole syllables, and whole words that are Mo­nosyllables (specially in words of com­mon use) with one multiplyed touch, si­mul and semel. My meaning by this mul­tiplyed touch simul and semel is, not to touch distinctly all the letters of a sylla­ble or word, by the Index or any one sin­gle finger of the other Hand successively, making so many distinct motions from place to place, as there are letters in the syllable: But so to order the matter, that an equal number of the fingers of the other Hand may be used for a simultane­ous touch to make the word or syllable, according to the number of letters it shall happen to consist of. This way of ex­pressing syllables and words Monosylla­bles, [Page 80]with one multiplied touch, after a little practice, will be as easy and quick, as pointing to one single letter with a single touch; it will be also as distinct as pointing to every letter successively, with one finger.

But let it be well observed here, that tho I would have a whole syllable expres­sed with one single action, and motion of the whole Hand; yet let not the distinct touches be so simultaneous, but that it may appear where the word begins, and where it ends.

Here I think will be a proper place to give a Rule, how to know when a word is ended, and it is this. Let there be a continued actual touch of more fingers, or one at least, till the word be ended; or if this happen (as it may in some words) to be uneasy, then make a quick motion from the place of the last letter of the word: But this difficulty after a little practice will vanish away.

Now because this discourse may fall into the hands of some that have trifling Heads like my own, to whom it will be acceptable to know what other waies of [Page 81]Dactylology I have had under considera­tion: I will, for satisfying their curiosity, and perhaps saving them the expence of vain labour, mention some other waies which I have considered, and after exami­nation rejected.

The first way is to make the figures of the letters upon the Hand, which differs only from writing in this; that the one is transient, and the other permanent. It is true, that this is more ready upnn all occasions than writing; but neither di­stinct nor quick enough to be taken no­tice of here.

A second way is the forming of the let­ters Symbolically; as to make an X by crossing two fingers; a cross touch upon the end of the thumb for a T; three fin­gers joyned for M, two fingers joyned for N, &c. This Symbolical way I reject, as being defective in two respects: First, it is defective in the point of symbolizing; for it will not be easy with the fingers to re­present the shapes of all letters. This way of expressing the letters Symbolically, is somewhat like the conceit of a symbolical Character, and a Language of Nature, [Page 82]which some have talked much of; but without any foundation in Nature, and therefore all attempts of Art must be in vain. But secondly, this way is too labo­rious, and so defective in answering one of the principal ends for which Cheirolo­gy is desirable, and deserves the name of an Art: That is, a quick and ready ex­pression, and interpretation of the con­ceits of the mind, coming as near as possi­ble to that of the Tongue.

The third way is to design every single letter by a single touch; which I judge much the better way, than either of the other two; as being more simple, distinct, easy, and of quick dispatch. Having therefore resolved upon this, that the most proper way to express the simple Ele­ments of the Alphabet would be, by a sin­gle touch; it remained that they should be distinguished amongst themselves by their places. And here again, after con­sideration and tryal, I have rejected seve­ral waies of distinguishing the letters by places. First, I provided places on both Hands, back and fore; but finding this laborious and intricate, and perceiving [Page 83]that there might be distinction enough found in one hand, I placed the whole Alphabet upon one Hand; yet so as to make use of an equal number of places on both sides of the Hand: But at last find­ing that all the necessary distinctions could be provided for, on one side of the Hand, I fixt upon the institution of the present Scheme; which I think is done with that consideration and care, that as I said before, it cannot be much im­proved.

Here I thought to have kept one secret of Art to my self; at least till I should see how other things I had discovered should please: But I must confess my own weak­ness, that in things of this Nature, I am plenus rimarum. I know not how consi­derable this secret will seem to others; But I declare (that I may confess another weakness) that I was much affected with it: For after a long and tyresome chase, and having pursued my Notion, as I thought, to a nil ultra; when I was set down, and pleasing my self with my pur­chase; on a sudden I fancied my self to see an one-handed deaf man coming to me, [Page 84]and asmuch as I could read in his eyes and countenance, expostulating with me thus? What? Have you done? Is there no help for me? Shall one Eye serve in Schematology? & one Ear in Pneumatology? one tongue in Glossology? yea one hand in Typology? and shall not one Hand serve in Dactylo­logy? With this fixing my Eyes stedfast­ly on his Hand stretched out, I thought with my self, that I could discern a Mouth and a Tongue in his Hand: the Thumb seemed to represent the Tongue, the Fin­gers and the hollow of the Hand the lips, teeth, and cavity of the Mouth. Upon this I made Signs to him to try to follow me, as I pointed to the letters on my own Hand; which he did so exactly that the surprise put me in a maze for some time. But when I had overcome my passion, re­flecting upon this wonder both of Na­ture and Art, I observed that of the 24 letters, he pointed to 16 with his Thumb. Thus I dismissed my Deaf and lame pati­ent, bidding him be of good courage, and live in hopes of an effectual and speedy cure.

But after he was gone, I began to con­sider [Page 85]with my self. What? shall I magnify this as a mystery and wonder of Nature and Art, to find a way, to Metamorphize a Chymaera into a Man, or, to make a black Swan white? This will be magno conatu magnas nugas agere. As I was thus thinking, it happened that I was smok­ing a pype of Tobacco; and having a present occasion to dispatch a speedy message; I was unwilling to let my Pype go out, and so at that present was depriv­ed both of the use of my Tongue and one Hand: wherefore reflecting upon the lesson which I had lately taught the one­handed Deaf man, or shall I rather say, which he taught me; I call a boy to me, whom I had trained up in Dactylology, and delivered my message to him with one Hand. He staring in my face with a smiling countenance (for I had never spoken to him before that time with one Hand) performed the message very rea­dily, and returned me a speedy answer, using the same Organ of Interpretation (for I surprised him eating an Apple) to me, which I had done to him. This gave me occasion to think, that this point of [Page 86]Art had not only one-handed Deaf men for its Object; but that there might be many other cases wherein it might be useful to speak with one hand: as to speak to a Dumb man riding on Horse-back, holding the reins with one hand, and with the other asking him. How do you do? or sitting at Table; holding the Cup with one hand, and with the other saying, Sir my service to you. Or, with one hand holding the knife, and with the other asking; what will you be pleased to have? &c.

And if any man could be supposed to have that readiness and presence of mind which is said to have been in J. Caesar he might at once keep up discourse with 3 several persons, upon several subjects, talk­ing to two with his two hands, and to a third with his Tongue. And here by the by, it is observable, that without any di­straction of mind one may speak both to a Deaf and Blind man at once, expres­sing the same words by the Tongue to the Blind man, and by the hand to the Deaf.

Nay further I declare, that as much as I have as yet been able to discover by pra­ctice, I judge the way of speaking with [Page 87]one hand preferable to the other of using both, and that in all respects, unless it be in this one; That it is not capable of distinction enough for all the necessary abbrevations of double Consonants, which perhaps (after a readiness and habit ac­quired) may not be needful; or if it were, yet I know that one hand is capable of many more distinctions than I have as yet made use of: but at present I think it not tanti to make use of them, for I foresee, that the conveniency will scarce ballance the inconveniencies.

Now tho the practising of this Hand-language be so plain and easy from the following Scheme, and the preceding explication of it, that any one who can but read (without knowing to write) may become his own Teacher; yet seeing the nature of all skill and cunning deserving the name of an Art is such, that some­thing of instruction viva voce, is, if not necessary, at least useful; So here some­thing of direction from one well skilled in the practice of this Art, either viva voce, or (which is the same thing, and as Emphatick a way of teaching if it were [Page 88]practiced) digito demonstrante, will be of good use to young practitioners.

I will add one help more, for enabling young beginners to practice more easily and readily: Let a pair of Gloves be made, one for the Master, and another for the Scholar, with the letters written upon them in such order as appears in the fol­lowing Scheme. To practice with these, will be easy for any that do but know their letters and can spell; and a short time will so fix the places of the letters in the Memory, that the Gloves may be thrown away as useless.

Having laid open the whole progress of my thoughts in this discovery of Cheiro­logy, it remains that I make good my promise in the Title-page of shewing, that it is useful both in cases of necessity and conveniency.

First then I think none will deny, but that it is necessary for persons Deaf or Dumb; and therefore I shall spare my self the labour of proving it any other way, than by referring the Reader to the Se­ries and scope of this whole discourse. But here it will be very proper to add some­thing [Page 89]how it may be made most useful to the Deaf man, and in order to this let it be considered. That the nature of Chei­rology is such, that it is only useful in society and converse with others: So that if the Deaf man be trained up in this Art, and have no body about him skilled in it but himself, it is of no use to him at all: As on the contrary, if all people were as ready in this Hand-language, as he may rationally be supposed to be; then the Hand between him and others, would be of the same use that the Tongue is to o­ther people amongst themselves. But seeing (according to the received way of training up youth hitherto, by which no care is taken of teaching them Cheirolo­gy) he can have none, or very few to converse with him in this way: It will be the concern of the Deaf persons friends (beside the influencing all his familiars to acquaint themselves with this Art for his cause) to chuse some fit person to be a constant companion to him, and to be his Interpreter upon all occasions a­mongst strangers. And which is yet a more weighty concern: It would be their [Page 90]wisdom to project a match for the Deaf person, man or woman betimes; that the person they are to match with, may be trained up in Cheirology, which would add very much to the comfort of their life; they being thereby able to express and communicate their sentiments intel­ligibly, not only by Dactylology in the light, but also by Haptology in the dark.

In the second place I am obliged to shew the general usefulness and conveni­niency of this Art to all mankind. The particular cases wherein it may be conve­nient, are many more than can be expe­cted, that I should instance in: I shall therefore mention only three generals. 1. Silence. 2. Secrecy. 3. Pleasure. In ca­ses of necessary Silence, it may be useful to inferiors in the presence of Great per­sons; to those that are about sick peo­ple, as near relations, Nurses, &c. So for Secrecy, if people be in company, but not so near as to whisper one another in the Ear, it performs the office of whispering; it delivers, and receives secret messages, &c. And lastly for pleasure; it may be an ingenioius and useful divertisement [Page 91]and pass-time for young people.

Here it may be objected, That all the conveniency will not ballance the pains that must be taken in learning this Art. This objection puts me in mind of another, and that a very considerable Convenien­cy; and therefore I answer. The pains that is taken about learning a Hand-lan­guage, if it were learned in due time, that is, in Childhood, would be so far from hindring, that it would contribute much to the Childs progress in learning to read, if he were taught both to know his letters, and to spell upon his fingers. This would please the Childs fancy, and imprint the letters the sooner upon his memory, having his Book alwaies open before his Eyes. So that I look upon this as the greatest conveniency of Cheirology, That it would be of so great use, and learned with so little pains.

And this consideration put me upon thinking of a more adviseable way of training up young ones, than any yet practised, that is: To begin children to know their letters upon an Hand-book instead of an Horn-book; or at least to [Page 92]have a Hand-book upon the backside of their Horn-book: For I make no doubt but before they could come to know the names and Figures of the letters, they would know their places upon the Hand, and be able to point to them with the o­ther, or the same Hand, as readily as to pronounce them with the Tongue.

And who will not acknowledg that it were a thing desirable, and deservedly to be esteemed as a peice of liberal educa­tion; to be able to speak as readily with the Hand as with the Tongue? And therefore who would not think it worth the while, to train up young children from their a bc in Glossology and Chei­rology, pari passu? specially seeing the one is no hinderance but a considerable help to the other, for I may truly say in the Poets words,

I thought for the use of children, to have given some directions for facilitat­ing the Elementary Discipline of know­ing the letters, spelling, and reading; whereby not only the old way might be [Page 93]made much smoother, but also by one and the same labour, a considerable accession of useful knowledge might be attained by the young Scholar: That is, together with reading in Books, reading on the Hand; and as a necessary appendage of this, writ­ing upon, or speaking with (call it which you will) the Hand: whereas writing with the Hand according to the common use of the word is by it self a distinct and laborious Art. But I fear lest some may think that I have already stuft this di­scourse too much with trifles, and pedan­try.