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been the peculiar inheritance of the king’s eldest son during thelife of his father; so that he is dux natus, non creatus. After himthere were more made, in such manner as that their titles descendedto their posterity. They were created with much solemnity, percincturam gladii, cappsque, & circuli aurei in capite impositio-nem. However, in the reign of queen Elizabeth, A. D. 1572, thewhole order became utterly extinct; but it was revived about 50years afterwards by her successor, in the person of George Villiers duke of Buckingham. Though the French retained the namesand form of the ducal government, yet under their second race ofkings there were scarce any dukes: but all the great lords werecalled counts, peers, or barons; excepting, however, the dukes of1 Burgundy and Aquitain, and the duke of France , which was adignity Hugh Capet himself held, corresponding to that of mairede palais, or king’s lieutenant. The modern dukes retain nothingof their ancient splendor but the coronet on their escutcheon, whichis the only mark of their departed sovereignty. They are createdby patent cincture of the sword, mantle of state, imposition of acape, and coronet of gold upon the head, and a verge of gold intheir hand. The eldest sons of dukes are by the courtesy ofEngland styled marquisses, though they are usually distinguishedby their father's second title, whether it be marquis or earl; and theyounger sons lords, with the addition of their Christian name, asLord James, Lord Thomas, &c. and they take place of viscountsthough not so privileged hv law. A duke has the title of grace;and being writ to, he is styled, in the herald’s language, most high,otent and noble prince. Dukes of the blood royal are styled mostigh, most mighty, and illustrious princes.

Duke is also the title of a sovereign prince, without the qualityof king. Such were the Dukes of Holstein, of Wirtemberg, , ice.The word is borrowed from the modern Greeks who call doucaswhat the Latins called dux - . There were also two sovereigns whobore the title of grand-duke ; as the grand duke of Tuscany , andthe grand duke of Muscovy, now railed the czar or emperor ofRussia . The title of great duke belongs to the heir apparent ofRussia; that of arch-duke to all the sons of the house of Austria ,and that of arch-duchess to all the daughters.

Duke, among Hebrew grammarians, is an appellation given toa species of accents answering to our comma.

Duke-Duke, a quality given in Spain to a grandee of thehouse of Sylva, on account of his having several duchies, from theuniting of two considerable houses in his person.

DULCIFYING, in chemistry, is the sweetening any matterimpregnated with salts, by frequently washing it in pure water.

DULCIGNO, a town of Albania, 15 miles S. W. of Scutari .

DULCIMER , {tlolcimeUo,} a musical instrument played bystriking the brass wires with little sticks.

DULDERSTADT, a town of Germany , in the duchy ofBrunswick, 15 miles E. of Gottingen .

DULIA, [&*»»,] an inferior kind of adoration.

DULL, in the manege. The marks of a dull horse, called bythe French , marquis de ladre, are white spots round the eye amion the tip of the nose, upon any general colour whatsoever.Though some take these spots for signs of stupidity, it is certainthey are great marks of the goodness of a horse; and the horsesthat have them are very sensible and quick upon the spur.

DULVF.RTON, a town in Somersetshire seated on a branch ofthe F.x; 24 miles E. of Barnstaple .

DUMARING, a town of the island of Borneo , on the E. coast.Lon 117. 30. E. Lat. 2. 10 N.

DUMBNESS, [on he was silent,] is the privation, or want,of the faculty of speech. This unfortunate defect proceeds chieflyfrom total and native deafness; if it arise from a deficiency in theorgans necessary for uttering sounds, it is always incurable. Severalnuances however, have occurred of persons born deaf, who havebeen taught to speak distinctly ; to read, write, understand arith-metic, See. The most eminent teachers of the dumb in thiscountry, were,

1. Dr. Wallis, who, in the 61st number of the PhilosophicalTransactions , elves an account of two persons he had taught tospeak; and, in the 245th number of the same work, his method isexplained.

2. Mr. Thomas Braidwood, late of Edinburgh , who is perhapsthe list who ever brought this surprising art to any degree ot per-fection. He began with a single pupil in 1764, and since'hatperiod, has taught great numbers of people born deaf to speak

distinctly; to read, to write, to understand figures, the principlesof religion and morality, Sec. and even to make a rapid progress inthose useful branches of education. Mr. Braidwood’s principaldifficulty, after he had discovered this art, was to make the peoplebelieve in the practicability of it. lie advertised in the publicpapers ; he exhibited his pupils to many noblemen and gentlemen;still he found the generality of mankind unwilling to believe him.The first thing in Mr. Braidwood’s method is, to teach the pupilto pronounce the simple sounds of the vowels and consonants. Hepronounces the sound of a slowly, pointing out the figure of theletter at the same time; makes the pupil observe the motion of hismoutli~aml throat; he then puts a silver instrument, somewhat re-sembling the shank of a spoon, into the pupil’s mouth, depressesor elevates the tongue, and makes him keep the parts in that posi-tion ; he then lays hold of the out-side of the windpipe, and givesit a kind of squeeze, which it is impossible to describe; all thewhile lie is pronouncing a, the pupil is anxiously imitating him,hut at first is at a loss to understand what lie would have him do.In this manner he proceeds, till the pupil has learned to pronouncethe sounds of the letters. He goes on in the same manner to joina-vowel and a consonant, till at length the pupil is enabled both lospeak and read. That his pupils were taught not onh the merepronunciation, but also to understand the meaning of what theyread, was easily ascertained by a conversation with any of them.Of this Mr. Pennant gives a remarkable instance in a voung ladyof about 13 years of age, who had been some time under the careof Mr. Braidwood. “ She readily apprehended (says he) all 1 said,and returned me answers with the utmost facility. She read ;she wrote well. Her reading was not by rote. She could clothethe same thought in a new set of words, and never vary from theoriginal sense. I have forgot the book she took up, or the sen-tences she made a new version of: but the effect was as follows:Original passage. ‘ Lord Bacon has divided the whole of humanknowledge into history, poetry, and philosophy; which arc re-ferred to the three powers of the mind, memory, imagination, andreason.’ Version. A nobleman has parted the total or all of man’sstudy or understanding into, An account of the life, manners, re-ligion or customs, of any people or country; verse or metre;moral or natural knowledge; which are pointed to the threefaculties of the soul or spirit; the faculty of remembering what ispast, thought or conception, and right judgement.”

3. Abbe De L’Epee of Berlin who practises a new and differentmethod, equally laborious and successful. lie begins his instruc-tions not by endeavouring to form the organs of speech to articulatesounds, but by communicating ideas to the mind by means ofsigns and characters: to effect this, lie writes the names of things;and, by a regular system of signs, establishes a connection betweenthese words and the ideas to be excited by them. Alter he liasthus furnished his pupils with ideas, and a medium of communica-tion, he teaches them to articulate and pronounce, ami rendersthem not only grammarians but logicians. In this manner he hasenabled one of his pupils to deliver a Latin oration in public, andanother to defend a thesis against the objections of one of his fellow-pupils in a scholastic disputation; in which the arguments of eachwere communicated to the other, but whether by signs or inwriting is not said ; for it docs not appear that the Abbe leaches hispupils to discern what is spoken, by observing the motion of theorgans of speech, which those instructed by Messrs. Braidwoodsare able to do with astonishing readiness. There is perhaps noword, says the Abbe, more dilliciilt to explain by signs than theverb croire, “to believe.” To do this, he writes the verb with itssignifications in the following manner:

e Je dis otii par Tesprit, Jo ponse que otii.

. .'je dis oui par le coeur, J’aime a penser que oui.

Jecrols )Jedisoi,iparlabouche.

" Je ne vois pas des youx.

After teaching these four significations, which lie does by as manysigns, he counec ts them with the verb, and adds other signs to ex-press tlie number, person, tense, and mood, in which it is used.If (o th. -four signs, corresponding with the lines above-mentioned,he ad led that of a substantive, the pupil will write the word foi,fc itk ; but, if a sign, indicating a participle used substantively, beadjoined, lie will express la croyance, belief; to make hin/writecrovable, credible, the four signs of the verb must be accompaniedwith one that indicates an adjective terminating in able; all thesesigns arc rapidly made, and immediately comprehended.

1 DUMFRIES,