The History of the Life and Adventures of Mr. Duncan Campell . Defoe Daniel

under them in such convenient order, in several columns, or other orderly situation in the paper, as by their position best to express to the eye their relation or respect to one another. As contraries or correlatives one against the other, subordinates or appurtenances under their principle, which may serve as a kind of local memory.

      Thus, in one paper, under the title mankind, may be placed, not confusedly, but in decent order, man, woman, child (boy, girl).

      In another paper, under the title body, may be written, in like convenient order, head (hair, skin, ear), face, forehead, eye (eyelid, eyebrow), cheek, nose (nostril), mouth (lip, chin), neck, throat, back, breast, side (right side, left side), belly, shoulders, arm (elbow, wrist, hand, – back, palm), finger (thumb, buckle, nail), thigh, knee, leg (shin, calf, ancle), foot (heel, sole), toe.

      And when he hath learned the import of words in each paper, let him write them in like manner, in distinct leaves or pages of a book, prepared for that purpose, to confirm his memory, and to have recourse to it upon occasion.

      In a third paper, you may give him the inward parts; as skull (brain), throat (windpipe, gullet), stomach, guts, heart, lungs, liver, spleen, kidney, bladder (urine), vein (blood), bone (marrow), flesh, fat, &c.

      In another paper, under the title beast, may be placed horse (stonehorse, gelding), mare (colt), bull (ox), cow, calf. Sheep, ram (wether), ewe (lamb), hog, boar, sow, pig, dog, (mastiff, hound, greyhound, spaniel), bitch (whelp, puppy), hare, rabbit, cat, mouse, rat, &c.

      Under the title bird, or fowl, put cock, capon, hen, chick, goose (gander), gosling, duck (drake), swan, crow, kite, lark, &c.

      Under the title fish, put pike, eel, place, salmon, lobster, crawfish, &c.

      You may then put plants or vegetables under several heads or subdivisions of the same head; as tree (root, body, bark, bough, leaf, fruit), oak, ash, apple-tree, pear-tree, vine, &c. Fruit: apple, pear, plum, cherry, grape, nut, orange, lemon. Flower; rose, tulip, gilliflower herb, (weed), grass, corn, wheat, barley, rye, pea, bean.

      And the like of inanimates; as heaven, sun, moon, star, element, earth, water, air, fire; and under the title earth, – clay, sand, gravel, stone. Metal; gold, silver, brass, copper, iron (steel), lead, tin (pewter), glass. Under the title water, put sea, pond, river, stream; under that of air, put light, dark, mist, fog, cloud, wind, rain, hail, snow, thunder, lightning, rainbow. Under that of fire; coal, flame, smoke, soot, ashes.

      Under the title clothes, put woollen (cloth, stuff), linen (holland, lawn, lockarum), silk, (satin, velvet), hat, cap, band, doublet, breeches, coat, cloak, stocking, shoe, boot, shirt, petticoat, gown, &c.

      Under the title house, put wall, roof, door, window, casement, room.

      Under room, put shop, hall, parlour, dining-room, chamber, study, closet, kitchen, cellar, stable, &c.

      And under each of these, as distinct heads, the furniture or utensils belonging thereunto; with divisions and subdivisions, as there is occasion, which I forbear to mention, that I be not too prolix.

      And in like manner, from time to time, may be added more collections, or classes of names or words, conveniently digested, under distinct heads, and suitable distributions, to be written in distinct leaves or pages of his book in such order as may seem convenient.

      When he is furnished with a competent number of names, though not so many as I have mentioned, it will be seasonable to teach him under the titles singular and plural, the formation of plurals from singulars, by adding s, or es; as hand, hands; face, faces; fish, fishes, &c., with some few irregulars, as man, men; woman, women; foot, feet; tooth, teeth; mouse, mice; louse, lice; ox, oxen, &c.

      Which, except the irregulars, will serve for possessives, to be after taught him, which are formed by their primitives by like addition of s or es, except some few irregulars, as my, mine; thy, thine; our, ours; your, yours; his, her, hers; their, theirs, &c.

      And in all those and other like cases, it will be proper first to show him the particulars, and then the general title.

      Then teach him in another page or paper, the particles, a, an, the, this, that, these, those.

      And the pronouns, I, me, my, mine, thou, thee, thy, thine, we, us, our, ours, ye, you, your, yours, he, him, his, she, her, hers, it, its, they, them, their, shoes, heirs, who, whom, whose.

      Then under the titles substantive, adjective, teach him to connect these, as my hand, your head, his foot, his feet, her arm, her arms, our hats, their John's coat, William's band, &c.

      And in order to furnish him with more adjectives, under the title colours, you may place black, white, gray, green, blue, yellow, red, &c., and having showed the particulars, let him know that these are called colours. The like for taste and smell; as sweet, bitter, sour, stink.

      And for hearing, sound, noise, word.

      Then for touch or feeling, hot, warm, cold, cool, wet, moist, dry, hard, soft, tough, brittle, heavy, light, &c.

      From whence you may furnish him with more examples of adjectives with substantives; as white bread, brown bread, green grass, soft cheese, hard cheese, black hat, my black hat, &c.

      And then inverting the order, substantive, adjective, with the verb copulative between; as silver is white, gold is yellow, lead is heavy, wood is light, snow is white, ink is black, flesh is soft, bone is hard, I am sick, I am not well, &c., which will begin to give him some notion of syntax.

      In like manner when substantive and substantive are so connected; as gold is a metal, a rose is a flower, they are men, they are women, horses are beasts, geese are fowls, larks are birds, &c.

      Then as those before relate to quality, you may give him some other words relating to quantity. As long, short, broad, narrow; thick, thin; high, tall, low; deep, shallow, great, big, small (little), much, little; many, few, full, empty; whole, part, piece; all, some, none, strong, weak, quick, slow, equal, unequal, bigger, less.

      Then words of figure; as straight, crooked, plain, bowed, concave, hollow, convex; round, square, three-square, sphere, globe, bowl, cube, die, upright, sloping, leaning forward, leaning backward, like, unlike.

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

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

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

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

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

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

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

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

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

      After this you may teach him the flexion or conjugation of the verb, or what is equivalent thereunto; for in our English tongue each verb hath but two tenses, the present and the preter; two participles, the active and the passive; all the rest is performed by auxiliaries, which auxiliaries have