144 ON THE EDUCATION OF 
to him. Verbs.of motion and of posture will be easily taught, 
and rendered interesting by being associated with the mo- 
tions and postures which they denote. Such are the words 
walk, run, strike, break, eat, drink, lie, sleep. The words ts 
and not will prove extensively useful, by enabling him to con- 
nect, in the form of sentences, his substantives and his adjec- 
tives. He should also be provided with some significant ter- 
minations, particularly the letter s and the syllable es, which 
may, on proper occasions, be attached by some easy expedi- 
ent to the labels containing his other words. It will be very 
easy to show him the difference between stone and stones, cup 
and cups, dish and dishes. The use of the terminations ed and 
ing, and a variety of others, will naturally follow in the order 
of their relative importance. 
If he can be brought thus far, the rudiments of connected 
discourse will gradually accumulate; but the process requires 
to be conducted by a person who has sufficient discrimination 
to introduce no words except such as correspond to the limited 
knowledge admitted by the senses of which he is possessed. 
Such short sentences as the following may first be taught him: 
This water is warm; that water is cold; it rains ; it blows hard ; 
go to the house; take off your clothes ; we must go to sleep. 
After he is well advanced, he may be furnished with some 
sort of horn-book to facilitate his communications. Perhaps 
the best form for this purpose would be a glove, with the — 
letters in relief attached to it; the vowels being placed on the 
tips, and the consonants under them, in alphabetical order, 
on the bones and joints of the fingers. This will insensibly 
conduct him to the practice of a convenient dactylology, and 
he will in no long time be able to converse with his friends by 
the fingers, without the use of the glove. With a view to this 
‘acquisition, 
