before she could use these words in sentences of her own.
Whenever it was possible she was made the actor in the lesson,
and was delighted to stand ON the chair, and to be put INTO the
wardrobe. In connection with this lesson she learned the names of
the members of the family and the word IS. "Helen is in
wardrobe," "Mildred is in crib," "Box is on table," "Papa is on
bed," are specimens of sentences constructed by her during the
latter part of April.

Next came a lesson on words expressive of positive quality. For
the first lesson I had two balls, one made of worsted, large and
soft, the other a bullet. She perceived the difference in size at
once. Taking the bullet she made her habitual sign for
SMALL--that is, by pinching a little bit of the skin of one hand.
Then she took the other ball and made her sign for LARGE by
spreading both hands over it. I substituted the adjectives LARGE
and SMALL for those signs. Then her attention was called to the
hardness of the one ball and the softness of the other, and she
learned SOFT and HARD. A few minutes afterward she felt of her
little sister's head and said to her mother, "Mildred's head is
small and hard." Next I tried to teach her the meaning of FAST
and SLOW. She helped me wind some worsted one day, first rapidly
and afterward slowly. I then said to her with the finger
alphabet, "wind fast," or "wind slow," holding her hands and
showing her how to do as I wished. The next day, while
exercising, she spelled to me, "Helen wind fast," and began to
walk rapidly. Then she said, "Helen wind slow," again suiting the
action to the words.

I now thought it time to teach her to read printed words. A slip