Blake] ] r)() [May ,7, 
that llii'V WLTc ;icc()iii|i:iiiie(l l»y a rliytlimic iiiovcinent wliii'Ii was 
nil tliat. slu' could appreciato of sound. 
r»y placiiij^ tlu' child's lips uiid mouth in ])Osition in imitation of 
the teacher's movement, and encouraging lier to voice lierself by 
allowing lier to feel the vibrations of the teacher's voice, she was 
taught in meager fashion first to speak; and this education' has 
gone on until her vocabulary of spoken words is now very nearly 
two thousand, and she is steadily ini[)roving in articulation. 
She was also taught to understand, or rather of her own sense 
speeilily accpiired power of appreciating, what was said to her 
when spoken u[>on her ear, against her face, or upon the back of 
her hand. 
.She progressed rapidly in her studies until now at the end of 
two and a half years she not only can do what has been above 
mentioned but can read raised type, reciting aloud that which 
she reads rapidly and with compai-ative fluency. She is in the 
Fifth Header, and has learned to write upon the typewriter. 
In analyzing this ])articnlar case, one of the first things to l)e 
noted is that the child had no desiiUonj memory. The impres- 
sions whicli she received instead of coming through several, came 
through but one channel, and the memorizing caj)acity was in 
proportion to the concentration effort in recepition. Analysis of 
the ordinary memorizing faculty for outward things as received 
through different receptive channels of the senses shows that 
where the memorizing is accompanied by peripheral exhibition of 
force, the reHex of that force upon the sensorium emphasizes tlie 
nieniorizing of that whicli it accompanies. As a rule it is more 
difficult to remember a given number, one of four figures for 
instance, if it is heard oidy. If the number is written upon 
paper and is seen it is more easily remembered, and still more 
easily remembered if written by the individual. In the first 
instance the sense which acts most automatically and with the 
least conscious effort is the one appealed to, in the second instance 
the muscular effort accompanying sight serves to make an added 
im])ression, while when the figures ai-e individually written there 
is not only the reflex impression of the tactile sense superficially 
but of the muscular moveqient with its co-ordinate im[)ulse in 
the act of writing and a corresponding movement also of the 
muscles of the eye in following the contour of tJie figures, all of 
which serve to help the memorizing faculty by making a greater 
