people. While I am communicating these things, Helen manifests
intense interest; and, in default of words, she indicates by
gestures and pantomime her desire to learn more of her
surroundings and of the great forces which are operating
everywhere. In this way, she learns countless new expressions
without any apparent effort.

From the day when Helen first grasped the idea that all objects
have names, and that these can be communicated by certain
movements of the fingers, I have talked to her exactly as I
should have done had she been able to hear, with only this
exception, that I have addressed the words to her fingers instead
of to her ears. Naturally, there was at first a strong tendency
on her part to use only the important words in a sentence. She
would say: "Helen milk." I got the milk to show her that she had
used the correct word; but I did not let her drink it until she
had, with my assistance, made a complete sentence, as "Give Helen
some milk to drink." In these early lessons I encouraged her in
the use of different forms of expression for conveying the same
idea. If she was eating some candy, I said: "Will Helen please
give teacher some candy?" or, "Teacher would like to eat some of
Helen's candy," emphasizing the 's. She very soon perceived that
the same idea could be expressed in a great many ways. In two or
three months after I began to teach her she would say: "Helen
wants to go to bed," or, "Helen is sleepy, and Helen will go to
bed."

I am constantly asked the question, "How did you teach her the
meaning of words expressive of intellectual and moral qualities?"
I believe it was more through association and repetition than