Freedom of WUl Empirically Considered. 9 



thoughts but even in her dreams. . . Heinicke gives a descrip- 

 tion of the results of his teaching his pupils to articulate, 

 their delight at being able to communicate their ideas in a 

 new way, and the increased intelligence which appeared in 

 the expression of their faces. . . . The teachers of Laura 

 Bridgman used to restrain her from making inarticulate 

 sounds, but she felt a great desire to make them, and would 

 sometimes shut herself up and ' indulge herself in a surfeit 

 of sounds.' But this vocal faculty of hers was chiefly exer- 

 cised in giving what may be called name-sounds to persons 

 whom she knew, and which she would make when the persons 

 to whom she had given them came near her, or when she 

 wanted to find them, or even when she was thinking of 

 them. She had made as many as fifty or sixty of these 

 name-sounds." * These cases indicate the aid which the 

 mind immediately receives from any method of expression, 

 and the consequent pleasure it takes in it. 



Deaf mutes are accustomed, in acquiring their lessons, 

 to spell out the results on their fingers. The training of 

 imbeciles opens with an effort to give them a better control 

 of their hands, their senses, and their organs of speech. 

 Impotence, vagueness, uncertainty in these directions are 

 the expression of kindred mental qualities. One who does, 

 not articulate words well finds difficulty in recalling them. 



When a name we have forgotten is rightly articulated we 

 recognize it at once. Language is the full realization to the 

 mind of its own activity. We are also to bear in mind the 

 greater fatigue which attends on thought when it receives 

 full vocal utterance, as in oratory. The accompanying activ- 

 ity of the nerves and organs of articulation with the neces- 

 sity of continuous and rapid expression often make the 

 fatigue very great. This labor is also much increased if the 

 subject discoursed on is one whose vocabulary we have not 

 fully mastered, or if the discussion is carried on in a lan- 

 guage with which we are not perfectly familiar. 



On the other hand, an exact but familiar process, as the 

 multiplication of large numbers, is much more trying if we 



*" Early History of Mankind," pp. 67-74. 



