′After a while, instead of labels, the individual letters were given to her on detached bits of paper: they were arranged side by side so as to spell BOOK, KEY, &c.; then they were mixed up in a heap and a sign was made for her to arrange them herself so as to express the words BOOK, KEY, &c.; and she did so.
′Hitherto, the process had been mechanical, and the success about as great as teaching a very knowing dog a variety of tricks. The poor child had sat in mute amazement, and patiently imitated everything her teacher did; but now the truth began to flash upon her: her intellect began to work: she perceived that here was a way by which she could herself make up a sign of anything that was in her own mind, and show it to another mind; and at once her countenance lighted up with a human expression: it was no longer a dog, or parrot: it was an immortal spirit, eagerly seizing upon a new link of union with other spirits! I could almost fix upon the moment when this truth dawned upon her mind, and spread its light to her countenance; I saw that the great obstacle was overcome; and that henceforward nothing but patient and persevering, but plain and straightforward, efforts were to be used.
′The result thus far, is quickly related, and easily conceived; but not so was the process; for many weeks of apparently unprofitable labour were passed before it was effected.
′When it was said above that a sign was made, it was intended to say, that the action was performed by her teacher, she feeling his hands, and then imitating the motion.
′The next step was to procure a set of metal types, with the different letters of the alphabet cast upon their ends; also a board, in which were square holes, into which holes she could set the types; so that the letters on their ends could alone be felt above the surface.
′Then, on any article being handed to her, for instance, a pencil, or a watch, she would select the component letters, and arrange them on her board, and read them with apparent pleasure.
′She was exercised for several weeks in this way, until her vocabulary became extensive; and then the important step was taken of teaching her how to represent the different letters by the position of her fingers, instead of the cumbrous apparatus of the board and types. She accomplished this speedily and easily, for her intellect had begun to work in aid of her teacher, and her progress was rapid.
′This was the period, about three months after she had commenced, that the first report of her case was made, in which it was stated that "she has just learned the manual alphabet, as used by the deaf mutes, and it is a subject of delight and wonder to see how rapidly, correctly, and eagerly, she goes on with her labours. Her teacher gives her a new object, for instance, a pencil, first lets her examine it, and get an idea of its use, then teaches her how to spell it by making the signs for the letters with her own fingers: the child grasps her hand, and feels her fingers, as the different letters are formed; she turns her head a little on one side like a person listening closely; her lips are apart; she seems scarcely to breathe; and her countenance, at first anxious, gradually changes to a smile, as she comprehends the lesson.
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