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recalled by memory. Her want of sight, of course, greatly increased the difficulty of teaching her; for some time a few minutes strain was the utmost her eye could bear, without change of occupation; now she can write or read articulately for upwards of an hour without fatigue.
She shows a great taste for drawing, which I have endeavoured to cultivate, knowing what a resource it is for those situated as she is; but owing to her weakness of vision she has not yet made much progress. Drawing, however has been of great use on my side, often enabling me to illustrate subjects I could not otherwise have conveyed to her mind.
Her general health is greatly improved, her lameness is scarcely perceptible, and her whole appearance is changed; she has lost the vacant expression, the result of her isolation, and it has been succeeded by a keen observation and interest in everything around her.
I am able to communicate with her on any subject. She can read with readiness words not exceeding two syllables in ordinary type; has commenced geography, a source of great pleasure to her, and acquires the names of countries and places with little more difficulty than any other child. She amuses herself with reading children's stories, and composing tales of her own and writing them on her slate. In short, the field of literature is opened before her, and, by exciting curiosity and encouraging inquiry, I have but to guide the footsteps which bound with delight as each new prospect is unveiled before her.
I have already stated that I was totally unacquainted with any established method of instruction, and was entirely dependent on my own exertions. To detail the method I employed, born as it was of necessity, and evolved
