the verb can hardly be understood but by contrast with each other, and for this reason, the three simple tenses (the most simple in idea if not in form,) are introduced together. The advantages of order and method in the teaching of language are generally admitted by instructors. Hearing children, it is true, acquire their vernacular language in spite of the utter want of method with which words are presented to them; but their advantages over the deaf mute, in the simplicity and facility of their conceptions of words, in the assistance derivable from the tones of the voice, in the coincidence of the event or action and the phrase which describes or relates to it, and above all, in that continual repetition of words in their presence, from the benefit of which the deaf are excluded, are so immense as far to counterbalance any advantages which the latter can possibly derive from the care and skill of the teacher, aided by the best planned method. The plan of the course here presented has been the result of much anxious meditation, aided by the fruits of many years' experience, and by diligent study of the published observations of the most eminent teachers both in this country and in Europe. It is not claimed to be perfect, but it would be hazarding little to claim that it embraces important improvements on its predecessors. Some distinctions have been made that are not found in Grammars, such as the distinction between the verbs that do and do not admit the tenses formed on the present participle, which, though important to the correct teaching of our language, has never, so far as the compiler has observed, been noticed by any writer. It must be remembered however, that English Grammars are made for those who already know the language, not for those who know no language. With these remarks, the present work is submitted to the judgment of instructors. The notes at the close of the volume, will, it is believed, afford all the explanations which will be necessary, at least for those already acquainted with the usual processes of deaf-mute instruction. PREFACE то THE SECOND EDITION. The first edition of this work having met with favor and success beyond the author's hopes, he has devoted to its revision as much care and labor as the many and pressing demands on his time would permit, in the hope of rendering it still more useful and acceptable to instructors of the deaf and dumb, and to all others who have the task of teaching the English language to intellects but partially developed. In accordance with the suggestions of some experienced instructors, verbs are now introduced considerably earlier, and reading lessons, in much greater number and variety, have been interspersed. About one hundred and fifty cuts more than were contained in the first edition have been procured, many of which illustrate adjectives, verbs, prepositions, or incidents on which reading lessons are formed; thus making the lessons more attractive, the impressions on the pupil's memory more distinct and permanent, and the task of explanation more easy. |