. Blind Deaf . bring about the desired result. Linniessympathy is one of her beautiful traits. Not longago, in a spirit of mischief, she imitated a crippledsoldier. When asked to repeat the performance,she laughingly limped away, to the great amuse-ment of her spectators. With a sudden revulsion offeeling, she quickly returned, the exquisite spiritu-ality of her whole being expressing a rebuke, whilefrom her fingers flashed the message, I shall notdo it. I am sorry for the poor old soldier. To-day, Linnie Haguewood is a well-developedyoung girl of twenty-one years. She has a normalconception o
. Blind Deaf . bring about the desired result. Linniessympathy is one of her beautiful traits. Not longago, in a spirit of mischief, she imitated a crippledsoldier. When asked to repeat the performance,she laughingly limped away, to the great amuse-ment of her spectators. With a sudden revulsion offeeling, she quickly returned, the exquisite spiritu-ality of her whole being expressing a rebuke, whilefrom her fingers flashed the message, I shall notdo it. I am sorry for the poor old soldier. To-day, Linnie Haguewood is a well-developedyoung girl of twenty-one years. She has a normalconception of life, its pleasures, duties, ambitions,disappointments and rewards. She has conqueredself and her wayward inclinations. She is faithfulin the performance of each days duty ; cheerfullylooks forward into the future, and is anxious thatshe may be prepared to take her place in the lifethat awaits her. Such is the transformation thatfive years of systematic training has wrought inthis greatly afflicted child. 84. LESLIE F. OREN (with MISS ADA E. LYON). FIRST WORK OF LESLIE OREN. The Blind-Deaf By ADA E. L YON. [The following- paper admirably supplements the forego-ing-one, the writer confining herself strictly to the detailsof the work, and compressing the statement to the leastpossible compass. The work was with an unusually brig-htpupil, but the facts so briefly stated may be consideredfairly representative of the procedure in such cases.] I first taught him a few sign-names for familiarobjects. The words, spelled in the hand, were soonsubstituted for the signs. Next, words and sentencesthat he had previously learned were shown him inthe line (raised) print. As soon as he realized thatthe words in line represented the same objects asthe words spelled in the hand, his vocabulary beganto increase rapidly. As soon as he understood lineprint well, New York Point print (which he learnedmore quickly than line) was substituted for the lat-ter. As he learned to recognize the words in N
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