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Children, then, in learning language, are making three distinct acquisitions, viz: (naming them in the order of their relative importance) ideas, the laws of construction, and words. These attainments are made so nearly together that, in practice, they may be regarded as really simultaneous. In strict truth, however, ideas must be allowed to take precedence of words in the order of time, and words of the principles of construction. Still this precedence is but momentary, and, in the case of a speaking child, after the very earliest essays at utterance, is hardly perceptible. The sooner, in fact, an idea is attached to its name, and the sooner the relations existing and the actions occurring between objects, are associated with corresponding combinations and modifications of words, the lighter in the end will be the burthen imposed upon the memory of the learner, and the earlier, the stronger and clearer will be his perception of the utility of artificial language.

It follows, therefore, as a general rule for the guidance of the instructor of deaf-mutes, that ideas should be first developed, according to the methods heretofore suggested, and -hen named: and furthermore, that, from the very beginning, the laws of construction should be practically taught by the combination of words into sentences.

We have then, here, a definite point of departure. To trace out the course to be thence pursued, across the vast ocean of language, would be to write a practical treatise, which we cannot propose to ourselves in this place. A few principles, exceedingly general, and constituting the extreme outline of the task, only can be named.

Since, then, the instruction of deaf-mutes is assimilated to the process by which the speaking child acquires language, and since the question has been answered, what it is which the latter acquires, let us next ask, how is this acquisition made. Nothing can be less subject to method, than the succession of words and phrases, that address themselves continually to the ear of the child who hears. He learns, nevertheless, to speak, not in consequence of this want of method, but in spite of it. The same thing is so often reiterated in his hearing, the remembrance of it, when just fading away; is so constantly revived in all its freshness, that in spite of his inattention and indifference, and in spite of the confused tumble of words, with which it comes accompanied, its effects, at last, a permanent lodgement in his memory.

As the language, which it is the lot of the child to hear, is chosen, for the most part, without reference to the exigencies of his case, vastly many more words are obviously spent upon his ear, than would be necessary, were the principle on which he learns, which is induction, made the basis of a method, and were this method substituted for the chance instruction, he actually receives.

The speaking child can afford to dispense with systematic instruction. Not so with the deaf and dumb. For them all superfluous words and sentences must be retrenched. The time allotted to their instruction in alphabetic language is short; this language is not present to them at all times and in all places, as spoken words are to those who hear; and, finally, no means have yet been devised, and probably none will ever be, for exhibiting words in a visible form, with as much rapidity and as little labour, as accompany speech.

The instructor is, therefore, compelled, by the necessity of the case, to reject from his regular course, every use of language, which is not an essential part of instruction to the speaking child.

In proceeding now to the actual execution of his task, the teacher will, of course, in the outset, fasten upon the simplest form of construction possible. A dozen or twenty well selected words will be an ample vocabulary for a beginning. Much, however, depends on the choice of these words. They should belong all to the class of nouns, excepting a single one, which may best be an active verb. The nouns should be selected with special reference to their fitness to enter into combination with each other, under a variety of forms. To this vocabulary, additions will be made from day to day. Other parts of speech will be introduced, and other forms of construction; and these latter will present a series of difficulties, increasing as gradually as possible.

It will be a principle, also, to present but one new thing at a time; to divide the difficulties, and thus, according to the old saw, to conquer.

At every period of instruction, the precise extent of the circle which bounds the pupil's ideas, will be kept in view. This circle will be continually enlarged, by intrenching upon the confines of the unknown beyond; and not by sudden and violent leaps, far over the boundary, and into the midst of darkness.

A great desideratum with instructors, is a vocabulary, containing all the words it is considered expedient to teach, within the period allotted to instruction, arranged in that order, in which each following idea seems to be the immediate offspring of the preceding; an order which Degerando denominates, that of the genealogy of ideas. In the absence of such a general guide, to prepare which has been found a work of great difficulty, the instructor will form his own vocabularies, with an eye constantly upon this principle.