I always made it a practice to use the words descriptive of emotions, of intellectual or moral qualities and actions, in connection with the circumstance which required these words. Soon after I became her teacher Helen broke her new doll, of which she was very fond. She began to cry. I said to her, "Teacher is SORRY." After a few repetitions she came to associate the word with the feeling. The word HAPPY she learned in the same way; ALSO, RIGHT, WRONG, GOOD, BAD, and other adjectives. The word LOVE she learned as other children do--by its association with caresses. One day I asked her a simple question in a combination of numbers, which I was sure she knew. She answered at random. I checked her, and she stood still, the expression of her face plainly showing that she was trying to think. I touched her forehead, and spelled "t-h-i-n-k." The word, thus connected with the act, seemed to impress itself on her mind much as if I had placed her hand upon an object and then spelled its name. Since that time she has always used the word THINK. At a later period I began to use such words as PERHAPS, SUPPOSE, EXPECT, FORGET, REMEMBER. If Helen asked, "Where is mother now?" I replied: "I do not know. PERHAPS she is with Leila." She is always anxious to learn the names of people we meet in the horse-cars or elsewhere, and to know where they are going, and what they will do. Conversations of this kind are frequent: HELEN. What is little boy's name? TEACHER. I do not know, for he is a little stranger; but PERHAPS his name is Jack. HELEN. Where is he going? TEACHER. He MAY BE going to the Common to have fun with other boys. HELEN. What will he play? TEACHER. I SUPPOSE he will play ball. HELEN. What are boys doing now? TEACHER. PERHAPS they are expecting Jack, and are waiting for him. After the words have become familiar to her, she uses them in composition. September 26, [1888]. "This morning teacher and I sat by the window and we saw a little boy walking on the sidewalk. It was raining very hard and he had a very large umbrella to keep off the rain-drops. "I do not know how old he was but THINK he MAY HAVE BEEN six years old. PERHAPS his name was Joe. I do not know where he was going because he was a little strange boy. But PERHAPS his mother sent him to a store to buy something for dinner. He had a bag in one hand. I SUPPOSE he was going to take it to his mother." In teaching her the use of language, I have not confined myself to any particular theory or system. I have observed the spontaneous movements of my pupil's mind, and have tried to follow the suggestions thus given to me.