‘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
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Dickens, Charles – American Notes for General Circulation
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. She then holds up her
tiny fingers, and spells the word in the manual alphabet; next, she
takes her types and arranges her letters; and last, to make sure
that she is right, she takes the whole of the types composing the
word, and places them upon or in contact with the pencil, or
whatever the object may be.”
‘The whole of the succeeding year was passed in gratifying her
eager inquiries for the names of every object which she could
possibly handle; in exercising her in the use of the manual
alphabet; in extending in every possible way her knowledge of the
physical relations of things; and in proper care of her health.
‘At the end of the year a report of her case was made, from which
the following is an extract.
‘”It has been ascertained beyond the possibility of doubt, that she
cannot see a ray of light, cannot hear the least sound, and never
exercises her sense of smell, if she have any. Thus her mind
dwells in darkness and stillness, as profound as that of a closed
tomb at midnight. Of beautiful sights, and sweet sounds, and
pleasant odours, she has no conception; nevertheless, she seems as
happy and playful as a bird or a lamb; and the employment of her
intellectual faculties, or the acquirement of a new idea, gives her
a vivid pleasure, which is plainly marked in her expressive
features. She never seems to repine, but has all the buoyancy and
gaiety of childhood. She is fond of fun and frolic, and when
playing with the rest of the children, her shrill laugh sounds
loudest of the group.
‘”When left alone, she seems very happy if she have her knitting or
sewing, and will busy herself for hours; if she have no occupation,
she evidently amuses herself by imaginary dialogues, or by
recalling past impressions; she counts with her fingers, or spells
out names of things which she has recently learned, in the manual
alphabet of the deaf mutes. In this lonely self-communion she
seems to reason, reflect, and argue; if she spell a word wrong with
the fingers of her right hand, she instantly strikes it with her
left, as her teacher does, in sign of disapprobation; if right,
then she pats herself upon the head, and looks pleased. She