She has made considerable progress in the study of arithmetic. She readily explains the processes of multiplication, addition, subtraction, and division, and seems to understand the operations. She has nearly finished Colburn's mental arithmetic, her last work being in improper fractions. She has also done some good work in written arithmetic. Her mind works so rapidly, that it often happens, that when I give her an example she will give me the correct answer before I have time to write out the question. She pays little attention to the language used in stating a problem, and seldom stops to ask the meaning of unknown words or phrases until she is ready to explain her work. Once, when a question puzzled her very much, I suggested that we take a walk and then perhaps she would understand it. She shook her head decidedly, and said: "My enemies would think I was running away. I must stay and conquer them now," and she did. The intellectual improvement which Helen has made in the past two years is shown more clearly in her greater command of language and in her ability to recognize nicer shades of meaning in the use of words, than in any other branch of her education. Not a day passes that she does not learn many new words, nor are these merely the names of tangible and sensible objects. For instance, she one day wished to know the meaning of the following words: PHENOMENON, COMPRISE, ENERGY, REPRODUCTION, EXTRAORDINARY, PERPETUAL and MYSTERY. Some of these words have successive steps of meaning, beginning with what is simple and leading on to what is abstract. It would have been a hopeless task to make Helen comprehend the more abstruse meanings of the word MYSTERY, but she understood readily that it signified something hidden or concealed, and when she makes greater progress she will grasp its more abstruse meaning as easily as she now does the simpler signification. In investigating any subject there must occur at the beginning words and phrases which cannot be adequately understood until the pupil has made considerable advancement; yet I have thought it best to go on giving my pupil simple definitions, thinking that, although these may be somewhat vague and provisional, they will come to one another's assistance, and that what is obscure to-day will be plain to-morrow. I regard my pupil as a free and active being, whose own spontaneous impulses must be my surest guide. I have always talked to Helen exactly as I would talk to a seeing and hearing child, and I have insisted that other people should do the same. Whenever any one asks me if she will understand this or that word I always reply: "Never mind whether she understands each separate word of a sentence or not. She will guess the meanings of the new words from their connection with others which are already intelligible to her."