She helped me unpack my trunk when it came, and was delighted when she found the doll the little girls sent her. I thought it a good opportunity to teach her her first word. I spelled "d-o-l-l" slowly in her hand and pointed to the doll and nodded my head, which seems to be her sign for possession. Whenever anybody gives her anything, she points to it, then to herself, and nods her head. She looked puzzled and felt my hand, and I repeated the letters. She imitated them very well and pointed to the doll. Then I took the doll, meaning to give it back to her when she had made the letters; but she thought I meant to take it from her, and in an instant she was in a temper, and tried to seize the doll. I shook my head and tried to form the letters with her fingers; but she got more and more angry. I forced her into a chair and held her there until I was nearly exhausted. Then it occurred to me that it was useless to continue the struggle--I must do something to turn the current of her thoughts. I let her go, but refused to give up the doll. I went downstairs and got some cake (she is very fond of sweets). I showed Helen the cake and spelled "c-a-k-e" in her hand, holding the cake toward her. Of course she wanted it and tried to take it; but I spelled the word again and patted her hand. She made the letters rapidly, and I gave her the cake, which she ate in a great hurry, thinking, I suppose, that I might take it from her. Then I showed her the doll and spelled the word again, holding the doll toward her as I held the cake. She made the letters "d-o-l"' and I made the other "l" and gave her the doll. She ran downstairs with it and could not be induced to return to my room all day.