‘In her intellectual character it is pleasing to observe an insatiable thirst for knowledge, and a quick perception of the relations of things. In her moral character, it is beautiful to behold her continual gladness, her keen enjoyment of existence, her expansive love, her unhesitating confidence, her sympathy with suffering, her conscientiousness, truthfulness, and hopefulness.’
Such are a few fragments from the simple but most interesting and instructive history of Laura Bridgman. The name of her great benefactor and friend, who writes it, is Dr. Howe. There are not many persons, I hope and believe, who, after reading these passages, can ever hear that name with indifference.
A further account has been published by Dr. Howe, since the report from which I have just quoted. It describes her rapid mental growth and improvement during twelve months more, and brings her little history down to the end of last year. It is very remarkable, that as we dream in words, and carry on imaginary conversations, in which we speak both for ourselves and for the shadows who appear to us in those visions of the night, so she, having no words, uses her finger alphabet in her sleep. And it has been ascertained that when her slumber is broken, and is much disturbed by dreams, she expresses her thoughts in an irregular and confused manner on her fingers: just as we should murmur and mutter them indistinctly, in the like circumstances.
I turned over the leaves of her Diary, and found it written in a fair legible square hand, and expressed in terms which were quite intelligible without any explanation. On my saying that I should like to see her write again, the teacher who sat beside her, bade her, in their language, sign her name upon a slip of paper, twice or thrice. In doing so, I observed that she kept her left hand always touching, and following up, her right, in which, of course, she held the pen. No line was indicated by any contrivance, but she wrote straight and freely.
She had, until now, been quite unconscious of the presence of visitors; but, having her hand placed in that of the gentleman who accompanied me, she immediately expressed his name upon her teacher’s palm. Indeed her sense of touch is now so exquisite, that having been acquainted with a person once, she can recognise him or her after almost any interval. This gentleman had been in her company, I believe, but very seldom, and certainly had not seen her for many months. My hand she rejected at once, as she does that of any man who is a stranger to her. But she retained my wife’s with evident pleasure, kissed her, and examined her dress with a girl’s curiosity and interest.
She was merry and cheerful, and showed much innocent playfulness in her intercourse with her teacher. Her delight on recognising a favourite playfellow and companion – herself a blind girl – who silently, and with an equal enjoyment of the coming surprise, took a seat beside her, was beautiful to witness. It elicited from her at first, as other slight circumstances did twice or thrice during my visit, an uncouth noise which was rather painful to hear. But of her teacher touching her lips, she immediately desisted, and embraced her laughingly and affectionately.
I had previously been into another chamber, where a number of blind boys were swinging, and climbing, and engaged in various sports. They all clamoured, as we entered, to the assistant-master, who accompanied us, ‘Look at me, Mr. Hart! Please, Mr. Hart, look at me!’ evincing, I thought, even in this, an anxiety peculiar to their condition, that their little feats of agility should be seen. Among them was a small laughing fellow, who stood aloof, entertaining himself with a gymnastic exercise for bringing the arms and chest into play; which he enjoyed mightily; especially when, in thrusting out his right arm, he brought it into contact with another boy. Like Laura Bridgman, this young child was deaf, and dumb, and blind.
Dr. Howe’s account of this pupil’s first instruction is so very striking, and so intimately connected with Laura herself, that I cannot refrain from a short extract. I may premise that the poor boy’s name is Oliver Caswell; that he is thirteen years of age; and that he was in full possession of all his faculties, until three years and four months old. He was then attacked by scarlet fever; in four weeks became deaf; in a few weeks more, blind; in six months, dumb. He showed his anxious sense of this last deprivation, by often feeling the lips of other persons when they were talking, and then putting his hand upon his own, as if to assure himself that he had them in the right position.
‘His thirst for knowledge,’ says Dr. Howe, ‘proclaimed itself as soon as he entered the house, by his eager examination of everything he could feel or smell in his new location. For instance, treading upon the register of a furnace, he instantly stooped down, and began to feel it, and soon discovered the way in which the upper plate moved upon the lower one; but this was not enough for him, so lying down upon his face, he applied his tongue first to one, then to the other, and seemed to discover that they were of different kinds of metal.
‘His signs were expressive: and the strictly natural language, laughing, crying, sighing, kissing, embracing, &c., was perfect.
‘Some of the analogical signs which (guided by his faculty of imitation) he had contrived, were comprehensible; such as the waving motion of his hand for the motion of a boat, the circular one for a wheel, &c.
‘The first object was to break up the use of these signs and to substitute for them the use of purely arbitrary ones.
‘Profiting by the experience I had gained in the other cases, I omitted several steps of the process before employed, and commenced at once with the finger language. Taking, therefore, several articles having short names, such as key, cup, mug, &c., and with Laura for an auxiliary, I sat down, and taking his hand, placed it upon one of them, and then with my own, made the letters key. He felt my hands eagerly with both of his, and on my repeating the process, he evidently tried to imitate the motions of my fingers. In a few minutes he contrived to feel the motions of my fingers with one hand, and holding out the other he tried to imitate them, laughing most heartily when he succeeded. Laura was by, interested even to agitation; and the two presented a singular sight: her face was flushed and anxious, and her fingers twining in among ours so closely as to follow every motion, but so slightly as not to embarrass them; while Oliver stood attentive, his head a little aside, his face turned up, his left hand grasping mine, and his right held out: at every motion of my fingers his countenance betokened keen attention; there was an expression of anxiety as he tried to imitate the motions; then a smile came stealing out as he thought he could do so, and spread into a joyous laugh the moment he succeeded, and felt me pat his head, and Laura clap him heartily upon the back, and jump up and down in her joy.
‘He learned more than a half-dozen letters in half an hour, and seemed delighted with his success, at least in gaining approbation. His attention then began to flag, and I commenced playing with him. It was evident that in all this he had merely been imitating the motions of my fingers, and placing his hand upon the key, cup, &c., as part of the process, without any perception of the relation between the sign and the object.
‘When he was tired with play I took him back to the table, and he was quite ready to begin again his process of imitation. He soon learned to make the letters for key, pen, pin; and by having the object repeatedly placed in his hand, he at last perceived the relation I wished to establish between them. This was evident, because, when I made the letters pin, or pen, or cup, he would select the article.
‘The perception of this relation was not accompanied by that radiant flash of intelligence, and that glow of joy, which marked the delightful moment when Laura first perceived it. I then placed all the articles on the table, and going away a little distance with the children, placed Oliver’s fingers in the positions to spell key, on which Laura went and brought the article: the little fellow seemed much amused by this, and looked very attentive and smiling. I then caused him to make the letters bread, and in an instant Laura went and brought him a piece: he smelled at it; put it to his lips; cocked up his head with a most knowing look; seemed to reflect a moment; and then laughed outright, as much as to say, “Aha! I understand now how something may be made out of this.”
‘It was now clear that he had the capacity and inclination to learn, that he was a proper subject for instruction, and needed only persevering attention. I therefore put him in the hands of an intelligent teacher, nothing doubting