By the time he is two years old he has gained maturity and grasp enough to play many little educational games with his mother and his little brothers and sisters, or playmates. These games should be calculated to develop his various faculties, his powers of observation, memory, and concentration. To develop a faculty is really _to train the brain_. As a matter of fact, we see and hear and taste and smell and feel with our brains. The eye of a two-year-old child is practically as perfect an optical instrument as the eye of a boy of ten, and yet how much more the older boy seems to see. This is because his brain has been trained to _interpret_ the impressions that even the baby eyes received but did not understand. Of course, where the instrument is found to be imperfect we can assist it by means of additional lenses, or perhaps by some one of the skillful operations now performed by oculists, and, as the sight is of such increased importance to a deaf child, the greatest care and watchfulness should be given to his eyes. Do not let him sleep, or lie, facing the sun, or any other powerful light, but throughout his life be careful that all his use of eyesight be under conditions of ample and well-directed light. Supposing that the simple tests referred to heretofore have shown that the eyes, as optical instruments, are sufficiently perfect, our efforts need to be to train the brain to take cognizance of, and to interpret the impressions transmitted to it by the eyes. We shall not be able to improve the working of the eye by our efforts, but we can educate the brain. Color and form make the earliest appeal to the child's eyes, and we can use them for our educational play. The duplicate set of worsted balls of the seven primal colors can be increased to include easily distinguishable shades. The child can be sent on entertaining voyages of discovery around the room with a ball of a certain color to find other objects similar in color in the rugs, books, chairs, dresses, ties, etc.