1000 times tried in vain to make her say _Mamma_, which yet I I
brought her to in a small time.

And now, _Reader_, I commit to thee another Secret, _viz._ that if a
Deaf Person be committed to thee to teach, beware that you do not
teach him to pronounce together _Semi-vowels_ and _Consonants_,
together with their annexed _Vowels_; as for example, _em. en. ka. ef.
te, &c._

For thus they would learn neither to read, nor rightly to pronounce
any word. The power and force of _Semi-vowels_ and _Consonants_
consists not in the adjoyned _Vowels_, but in a peculiar _Voice_ or
_Breath_; and when you would have a Deaf Person to say _Tafel_ or
_Swartz_, you shall hear from him nothing else but _Te. a. ef. e. el._
or _Es. we. a. er. te. zet._ which is very uncouth, nor can you easily
mend it: But by this Method, so soon as ever they know their Letters,
they begin to read; for _to read is only to pronounce the Letters
successively_.

Here note well, that in the Schools this very thing would be of great
use, chiefly when they are taught Languages, whose Letters are
expressed by whole words, as _Alpha, Omega, Gimel, double u, zet, &c._
For more time is lost, and the desire of Learning taken away from
Children, before they are able to abstract the Letters of these
Sounds, and to connect them together in _Reading_; so that it is very
much to be wonder'd at, that this most eminent short way of reading
hath hitherto lain hid in the dark.

The other _Nasalls_ [_u_] and [_ng_] have nothing peculiar, unless it
be that I shew the Deaf the posture of the _Tongue_ in a