The process by which Laura Bridgman was taught the alphabet was in principle the same as that now often employed in teaching ordinary children; that is to say, certain words are first given to the child as unities, and the child is led to discover the letters by thereafter himself dissolving the words into component letters. “I had to trust, however, to some chance effort of mine, causing her to perceive the analogy between the signs which I gave her, and the things for which they stood.... The first experiments were made by pasting upon several common articles, such as keys, spoons, knives, and the like, little paper labels on which the name of the article had been printed in raised letters. The child sat down with her teachers and was easily led to feel these labels, and examine them curiously. So keen was the sense of touch in her tiny fingers that she immediately perceived that the crooked lines in the word KEY, differed as much in form from the crooked lines in the word SPOON as one article differed from the other. “Next, similar labels, on detached pieces of paper, were put into her hands, and now she observed that the raised letters on these labels resembled those pasted upon the articles.... “The next step was to give a knowledge of the component parts of the complex sign, BOOK, for instance. This was done by cutting up the labels into four parts, each part having one letter upon it. These were first arranged in order, b-o-o-k, until she had learned it, then mingled up together, then rearranged, she feeling her teacher’s hand all the time, and eager to begin and try to solve a new step in this strange puzzle. “Slowly and patiently, day after day, and week after week, exercises like these went on, as much time being spent at them as the child could give without fatigue. Hitherto there had been nothing very encouraging; not much more success than in teaching a very intelligent dog a variety of tricks. But we were approaching the moment when the thought would flash upon her that all these were efforts to establish a means of communication between her thoughts and ours.”... “The poor child had sat in mute amazement, and patiently imitated everything her teacher did; but now the truth began to flash upon her, her intellect began to work, she perceived that here was a way by which she could herself make up a sign of anything that was in her own mind, and show it to another mind, and at once her countenance lighted up with a human expression; it was no longer a dog or parrot--it was an immortal spirit, eagerly seizing upon a new link of union with other spirits! I could almost fix upon the moment when this truth dawned upon her mind, and spread its light to her countenance; I saw that the great obstacle was overcome, and that henceforward nothing but patience and persevering, plain and straightforward efforts were to be used.”...