The Conversation Of The Scots Grows Every Day Less Unpleasing To The English; Their Peculiarities Wear Fast Away; Their Dialect Is Likely To Become In Half A Century Provincial And Rustick, Even To Themselves.

The great, the learned, the ambitious, and the vain, all cultivate the English phrase, and the English pronunciation, and in splendid companies Scotch is not much heard, except now and then from an old Lady.

There is one subject of philosophical curiosity to be found in Edinburgh, which no other city has to shew; a college of the deaf and dumb, who are taught to speak, to read, to write, and to practice arithmetick, by a gentleman, whose name is Braidwood. The number which attends him is, I think, about twelve, which he brings together into a little school, and instructs according to their several degrees of proficiency.

I do not mean to mention the instruction of the deaf as new. Having been first practised upon the son of a constable of Spain, it was afterwards cultivated with much emulation in England, by Wallis and Holder, and was lately professed by Mr. Baker, who once flattered me with hopes of seeing his method published. How far any former teachers have succeeded, it is not easy to know; the improvement of Mr. Braidwood's pupils is wonderful. They not only speak, write, and understand what is written, but if he that speaks looks towards them, and modifies his organs by distinct and full utterance, they know so well what is spoken, that it is an expression scarcely figurative to say, they hear with the eye. That any have attained to the power mentioned by Burnet, of feeling sounds, by laying a hand on the speaker's mouth, I know not; but I have seen so much, that I can believe more; a single word, or a short sentence, I think, may possibly be so distinguished.

It will readily be supposed by those that consider this subject, that Mr. Braidwood's scholars spell accurately. Orthography is vitiated among such as learn first to speak, and then to write, by imperfect notions of the relation between letters and vocal utterance; but to those students every character is of equal importance; for letters are to them not symbols of names, but of things; when they write they do not represent a sound, but delineate a form.

This school I visited, and found some of the scholars waiting for their master, whom they are said to receive at his entrance with smiling countenances and sparkling eyes, delighted with the hope of new ideas. One of the young Ladies had her slate before her, on which I wrote a question consisting of three figures, to be multiplied by two figures. She looked upon it, and quivering her fingers in a manner which I thought very pretty, but of which I know not whether it was art or play, multiplied the sum regularly in two lines, observing the decimal place; but did not add the two lines together, probably disdaining so easy an operation.

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