. Blind Deaf . eacher. The first steps employed with him were similarto those then pursued with the seeing deaf. Twelveobjects, the names of which, taken together, con-tained all the letters of the alphabet, were asso-ciated in his mind with descriptive signs made bythe teacher, with the boy holding her hands, sothat, soon, when she directed his hand to an object,he was able to make the appropriate gesture, and,when she made the gesture, he was able to pointout the object. Then he was taught to spell, withletters of the manual alphabet, the name of eachobject when it was presented to him, and
. Blind Deaf . eacher. The first steps employed with him were similarto those then pursued with the seeing deaf. Twelveobjects, the names of which, taken together, con-tained all the letters of the alphabet, were asso-ciated in his mind with descriptive signs made bythe teacher, with the boy holding her hands, sothat, soon, when she directed his hand to an object,he was able to make the appropriate gesture, and,when she made the gesture, he was able to pointout the object. Then he was taught to spell, withletters of the manual alphabet, the name of eachobject when it was presented to him, and to take upthe object when the teacher spelled the name withher hand in his. From this, the teacher proceededto give him simple directions, addressed to him firstby signs, and obeyed by him, and afterward spelledby the fingers. For instance, Bring the hat;the boy would then do as he was directed, and, afterthe direction had been repeated in connection withall the other objects, he came to be entirely familiar 54. ELLA F. HOPKINS. with this simple form of words. The question, The What did you do? was then explained to him. Blind-Deaf After a repetition of direction and his performance thereof, he was taught to reply, I brought the hat, I brought the box, and soon. Other verbs were then taught in the same way. He was next taught to read the names of the ob-jects through touch, with the aid of an enlargedscript alphabet made by driving spherical-headedtacks into blocks of wood in such a way as to forma single letter on each block. The blocks werethen combined so as to form one of the words hehad learned, and he was taught the correspondenceof these tangible letters with the letters of themanual alphabet. He was then trained to writeupon the blackboard, a comparatively easy task,after he had become familiar with the shape of theletters through the exercise just detailed. Gradually the number in the class increased untilit included five pupils, four boys and one girl, whosevision was
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