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ADAPTATION OF METHODS OF INSTR UCTION. 303 
In reply to the question, «How does Miss Keller read ?” she answered = “I read 
vith my fingers, and teacher reads to me.” 
Miss SUL TvAN added : ** She reads the raised letters herself, and I read the book.” 
The inquiry was made * *¢ Does she ever pronounce the word when she is reading with 
her fingers 27 
Miss SULLIVAN : Yes, very often. She spent some time in Boston at the Institution 
‘or the Blind, and in the evening the blind children would gather around her there 
while this deaf and blind child read to them for their pleasure.” 
Question : * Has she sense of the vibrations of music ?” 
Miss SULLIVAN : *“ Yes.” 
Question : ‘How did she gain the idea of goodness 2” 
Miss SULLIVAN : It is very difficult to explain. She learned such words as goodness, 
oeautiful, etc., chiefly by the constant use and repetition of the word when the occasion 
required that word. 1f she brought in a beautiful flower, I would say to her, ‘It is beau- 
siful.’ Of something that was disagreeable or unpleasant I would use a corresponding 
term, when I was positive that the object must appear so to her. I knew that the rose, 
with its beautiful petals, was pleasant to the sense of touch. It pleased her with its fra- 
grance, and 1 would say, ¢ It is beautiful.’ Afterwards she would apply the word when 
something that especially pleased her came up.” 
Question : ‘“ How long has she framed her own sentences and expressed her own 
deas ?” 
Miss SULLIVAN : ¢ She began immediately. Perhaps in three weeks she was making 
sentences.” 
Question : “I should think it would have taken her longer to get hold of verbs than 
of nouns. Did it?” 
Miss SULLIVAN : “No; verbs are very simple when the action can be illustrated. She 
began with such verbs as sit and stand, walk and run, and illustrated them herself. 
[hose words were very easy to teach. Prepositions and words like ‘if > and < when’ are 
‘he most difficult, but she learned them by constant repetition.” 
Question : “1 notice, when you address her, you try to talk in a perfectly natural 
manner ; but when you commenced to instruct her you had to greatly exaggerate the 
motion of the lips, did you not ?” 
Miss SULLIVAN : *¢ Atfirst wedid. I think now it was a mistake. I think the natural 
movement of the mouth would have been a great deal better. I think her speech 
would be more perfect if she had followed the natural motions of the lips instead of an 
exaggerated motion. This peculiar voice is probably due to that very thing. The 
mouth of her instructor was strained at the time, and so she assumed those stiff atti- 
sudes. The tongue moves mechanically instead of moving naturally.” 
Question : “ Is her vocabulary limited still, or does she have a general one ?” 
Miss SULLIVAN : * She has a very large vocabulary. Very few people use the language 
1s freely as she does in her conversation. She uses the language of books.” 
Tae CHAIRMAN: “I have no doubt but that T express the sentiments of all pres- 
nt when I tender to Miss Sullivan and to Helen Keller your hearty thanks.” 
Miss SuLLIvax : ‘I am very glad indeed that we came here, and very glad to have 
you see this little girl, for her disposition is most beautiful. I have been with her 
seven years. Lrom the first I have never found her impatient or angry, or to shrink 
from anv living thing.” 
est. 
and