Sensory Organs and Intelligence 155 



hands, the thing had a name." From this 

 beginning H. Keller's knowledge of things 

 rapidly increased, and in the course of time she 

 acquired the power of lip-reading and of 

 articulation. 1 



From the history of these individuals we 

 learn, that from their second to their eighth 

 year of age they were unable to name things 

 either in silent or articulate language. Their 

 power of memory or of forming ideas was 

 rudimentary. H. Keller states that for six 

 years before her education commenced her 

 intellectual faculties were in a condition which 

 she likens to that of a dense fog. We conclude 

 that after these children had lost their sight 

 and hearing, and consequently their power to 

 receive impressions and gain ideas regarding 

 external objects through their eyes and ears, 

 their intellectual powers had ceased to develop. 

 We say ceased to develop, because until they 

 lost their sight and hearing they were as intel- 

 ligent as most other children of the same age. 



1 From 7'//c Story of the Life of H. Keller, written by herself, 

 we learn much that is most interesting regarding her mental 

 development, which attained to so high a standard as to enable 

 her to gain a university degree. 



