stories and songs, take the greatest care that he shall hear or see, or
better still, _both_ see _and_ hear, what you are saying. Gradually he
can be taught to understand many simple commands and questions just as
hearing babies learn them, by constant repetition at times and under
circumstances when the meaning is obvious. Such as "come," "go," "go to
papa," "come to mamma," "jump," "stop," "kiss mother," "pet pussy,"
"pick up," "put down," "milk," "water," "bread" (the later in life that
he learns the meaning and taste of "candy" the better), "do you want
some bread?" "milk," "water," etc. "Bring my slippers," "bring my
shoes," "put on your hat," "take off your mittens," "wash your hands,"
etc., etc., throughout the whole day.

Very early the mother should learn to consider the direction from which
the light comes, and should be careful to take her position _facing_ the
main source of light which should come from _behind the child_. The eye
can be trained from the very beginning of attention to unconsciously
supplement an imperfect ear in comprehending spoken words. It is even
possible for the eye to perform the entire task of interpreting speech,
and, if the hearing is entirely lacking, the course outlined will result
in training the brain to interpret the movements of speech as seen by
the eye, as it would have been trained by the same procedure to
interpret the sounds of speech had the organ of transmission not been
injured. But the idea must be constantly in the mind of the mother that
her boy needs to _see_ the spoken word at the very moment _when the idea
that it represents is in his mind_, AS OFTEN as he would hear it if his
hearing were perfect.

This one suggestion, if faithfully lived up to from the age of one year
to that of two years, would be almost enough. But there are other things
that the mother can do as the mental development of the baby increases