Waterbury evening Democrat., 1906-06-22
A SECOND HELEN KELLER.
Remarkable Development of al
 Eleven Year Old Blind Mute.

The case of eleven year old Maud Scott promises to rival that of Helen Keller in interest. This child is said to be the only congenitally blind and deaf person whose education has been undertaken.
 One extraordinary part of the story | is that up to the time she was years old Maud Scott had lived en- tirely in a cradle made for her use. Not a thing had been done to teach her q. .tss tst. mersst beginnings ot porna.l 3, |>v She dxd ,,fbe-lnewthst-sAe couh stand or sit or walk. When she wes taken to the institution for the deaf and dumb at Jackson, Miss, even prominent educators pronounced the case hopeless.
 Like Helen Keller, little Maud Scott found a teacher who was willing to devote herself even to seemingly hopeless task. The teacher was Mrs M. A. Bodkin.
 The first task undertaken, says the New Orleans Times-Democrat, was to teach her the use of her lower and upper limbs. She was lifted from the cradle and held in a standing posture, and after days of patient perseryer- ance, to the darkness of Maud's mind. there came its first light. She was taught that these legs and feet were to stand and walk on, and that the standing posture was proper. and the custom of other people in the world. It was then evidenced to her mind that the cradle she had occupied for seven years was to be used in future only for rest. Tutoring the little arms and hands was the next under taking. It was made clear to Maud that her arms and hands were given her not merely to be wavered in dark ness from a cradle. A ball was placed in the hand. Maud's fingers were pressed about It.. ...... She was given this object to han de day after day, and finally she be- came acquainted with it. She was ] familiar with the shape and size. and when 1t had one day been changed to one slightly different in proportions, the little girl noted the difference in her facial expression.
 This was the first evidence of the workings of the mind of this benight- ed child. Before this time, at inter vaIs, Maud had felt her lips pressed open by some oval-pointed object and food was put in her mouth. That was all she knew of eating. She had no idea of the necessity of this pro cess. and if certain tastes pleased her there was no method of communicat- ing the fact that they might be re- peated. If she might become hungry before serving time there was noth- 1 ing to do but wait.
 Mrs Bodkfn aear.nted Maud with the process of feeding herself. Al most for endless days the pupil at table beside the teacher. spoon was pressed into her hand the fingers were closely pressed about II. and motion of conveying it from platter to mouth was repeated.
 The mind finally grasped some meaning of all this. She came to Ikuov that when she was seated at table and a spoon was placed in her hand there was before her something to eat. She began to know how to feed herself.
 With these things conveyed to the mind of this little deaf dumb and blind child. the next thing Mrs Bod kin undertook was a means of word leommupicatfon between tutor and pupfl The Braille method Of con lveyins ideas through the means of the finger tips in the palm of the hand vas adopted. the system that Helen Rellar had tried % effectively.
 Her little fingers had to De pressed into position an infinite mum Der of tfmes.- said Mrs Bodkin. De- fore she ever came to realtze shat it meant. and that she could by diff ferent tapping of her fingers on my lpsIu indicate what vas ia her mind
 To-day Maud knows her alphabet land has a vocabulary of about 2o9 lrords. chiefly nouns and verbs.
 Sentences conveyed to her bTsshe teacher in simple languass arc rsadi-