through any explanation of mine. This is especially true of her
earlier lessons, when her knowledge of language was so slight as
to make explanation impossible.

I always made it a practice to use the words descriptive of
emotions, of intellectual or moral qualities and actions, in
connection with the circumstance which required these words. Soon
after I became her teacher Helen broke her new doll, of which she
was very fond. She began to cry. I said to her, "Teacher is
SORRY." After a few repetitions she came to associate the word
with the feeling.

The word HAPPY she learned in the same way; ALSO, RIGHT, WRONG,
GOOD, BAD, and other adjectives. The word LOVE she learned as
other children do--by its association with caresses.

One day I asked her a simple question in a combination of
numbers, which I was sure she knew. She answered at random. I
checked her, and she stood still, the expression of her face
plainly showing that she was trying to think. I touched her
forehead, and spelled "t-h-i-n-k." The word, thus connected with
the act, seemed to impress itself on her mind much as if I had
placed her hand upon an object and then spelled its name. Since
that time she has always used the word THINK.

At a later period I began to use such words as PERHAPS, SUPPOSE,
EXPECT, FORGET, REMEMBER. If Helen asked, "Where is mother now?"
I replied: "I do not know. PERHAPS she is with Leila."

She is always anxious to learn the names of people we meet in the