We visited a little school for the deaf. We were very kindly received, and Helen enjoyed meeting the children. Two of the teachers knew the manual alphabet, and talked to her without an interpreter. They were astonished at her command of language. Not a child in the school, they said, had anything like Helen's facility of expression, and some of them had been under instruction for two or three years. I was incredulous at first; but after I had watched the children at work for a couple of hours, I knew that what I had been told was true, and I wasn't surprised. In one room some little tots were standing before the blackboard, painfully constructing "simple sentences." A little girl had written: "I have a new dress. It is a pretty dress. My mamma made my pretty new dress. I love mamma." A curly-headed little boy was writing: "I have a large ball. I like to kick my large ball." When we entered the room, the children's attention was riveted on Helen. One of them pulled me by the sleeve and said, "Girl is blind." The teacher was writing on the blackboard: "The girl's name is Helen. She is deaf. She cannot see. We are very sorry." I said: "Why do you write those sentences on the board? Wouldn't the children understand if you talked to them about Helen?" The teacher said something about getting the correct construction, and continued to construct an exercise out of Helen. I asked her if the little girl who had written about the new dress was particularly pleased with her dress. "No," she replied, "I think not; but children learn better if they write about things that concern them personally." It seemed all so mechanical and difficult, my heart ached for the poor little children. Nobody thinks of making a hearing child say, "I have a pretty new dress," at the beginning. These children were older in years, it is true, than the baby who lisps, "Papa kiss baby--pretty," and fills out her meaning by pointing to her new dress; but their ability to understand and use language was no greater.