During the past three years Helen has continued to make rapid progress in the acquisition of language. She has one advantage over ordinary children, that nothing from without distracts her attention from her studies.
But this advantage involves a corresponding disadvantage, the danger of unduly severe mental application. Her mind is so constituted that she is in a state of feverish unrest while conscious that there is something that she does not comprehend. I have never known her to be willing to leave a lesson when she felt that there was anything in it which she did not understand. If I suggest her leaving a problem in arithmetic until the next day, she answers, "I think it will make my mind stronger to do it now."
A few evenings ago we were discussing the tariff. Helen wanted me to tell her about it. I said: "No. You cannot understand it yet." She was quiet for a moment, and then asked, with spirit: "How do you know that I cannot understand? I have a good mind! You must remember, dear teacher, that Greek parents were very particular with their children, and they used to let them listen to wise words, and I think they understood some of them." I have found it best not to tell her that she cannot understand, because she is almost certain to become excited.
Not long ago I tried to show her how to build a tower with her blocks. As the design was somewhat complicated, the slightest jar made the structure fall. After a time I became discouraged, and told her I was afraid she could not make it stand, but that I would build it for her; but she did not approve of this plan. She was determined to build the tower herself; and for nearly three hours she worked away, patiently gathering up the blocks whenever they fell, and beginning over again, until at last her perseverance was crowned with success. The tower stood complete in every part.
Until October, 1889, I had not deemed it best to confine Helen to any regular and systematic course of study. For the first two years of her intellectual life she was like a child in a strange country, where everything was new and perplexing; and, until she gained a knowledge of language, it was not possible to give her a definite course of instruction.
Moreover, Helen's inquisitiveness was so great during these years that it would have interfered with her progress in the acquisition of language, if a consideration of the questions which were constantly occurring to her had been deferred until the completion of a lesson. In all probability she would have forgotten the question, and a good opportunity to explain something of real interest to her would have been lost. Therefore it has always seemed best to me to teach anything whenever my pupil needed to know it, whether it had any bearing on the projected lesson or not, her inquiries have often led us far away from the subject under immediate consideration.
Since October, 1889, her work has been more regular and has included arithmetic, geography, zoology, botany and reading.
She has made considerable progress in the study of arithmetic. She readily explains the processes of multiplication, addition, subtraction, and division, and seems to understand the operations. She has nearly finished Colburn's mental arithmetic, her last work being in improper fractions. She has also done some good work in written arithmetic. Her mind works so rapidly, that it often happens, that when I give her an example she will give me the correct answer before I have time to write out the question. She pays little attention to the language used in stating a problem, and seldom stops to ask the meaning of unknown words or phrases until she is ready to explain her work. Once, when a question puzzled her very much, I suggested that we take a walk and then perhaps she would understand it. She shook her head decidedly, and said: "My enemies would think I was running away. I must stay and conquer them now," and she did.
The intellectual improvement which Helen has made in the past two years is shown more clearly in her greater command of language and in her ability to recognize nicer shades of meaning in the use of words, than in any other branch of her education.
Not a day passes that she does not learn many new words, nor are these merely the names of tangible and sensible objects. For instance, she one day wished to know the meaning of the following words: PHENOMENON, COMPRISE, ENERGY, REPRODUCTION, EXTRAORDINARY, PERPETUAL and MYSTERY. Some of these words have successive steps of meaning, beginning with what is simple and leading on to what is abstract. It would have been a hopeless task to make Helen comprehend the more abstruse meanings of the word MYSTERY, but she understood readily that it signified something hidden or concealed, and when she makes greater progress she will grasp its more abstruse meaning as easily as she now does the simpler signification. In investigating any subject there must occur at the beginning words and phrases which cannot be adequately understood until the pupil has made considerable advancement; yet I have thought it best to go on giving my pupil simple definitions, thinking that, although these may be somewhat vague and provisional, they will come to one another's assistance, and that what is obscure to-day will be plain to-morrow.