“She did not appear to distinguish between people, between her mother and her nurse, or between her father and me, or between the coachman and the cook.  I particularly liked her parents, who were very unhappy on her account, and went to see them nearly every day.  I dined with them quite frequently, which enabled me to remark that Bertha (they had called her Bertha) seemed to recognize the various dishes, and to prefer some to others.  At that time she was twelve years old, but as fully formed in figure as a girl of eighteen, and taller than I was.  Then the idea struck me of developing her greediness, and by this means of cultivating some slight power of discrimination in her mind, and to force her, by the diversity of flavors, if not to reason, at any rate to arrive at instinctive distinctions, which would of themselves constitute a kind of process that was necessary to thought.  Later on, by appealing to her passions, and by carefully making use of those which could serve our purpose, we might hope to obtain a kind of reaction on her intellect, and by degrees increase the unconscious action of her brain.

“One day I put two plates before her, one of soup, and the other of very sweet vanilla cream.  I made her taste each of them successively, and then I let her choose for herself, and she ate the plate of cream.  In a short time I made her very greedy, so greedy that it appeared as if the only idea she had in her head was the desire for eating.  She perfectly recognized the various dishes, and stretched out her hands toward those that she liked, and took hold of them eagerly, and she used to cry when they were taken from her.  Then I thought I would try and teach her to come to the dining-room when the dinner bell rang.  It took a long time, but I succeeded in the end.  In her vacant intellect a vague correlation was established between sound and taste, a correspondence between the two senses, an appeal from one to the other, and consequently a sort of connection of ideas—­if one can call that kind of instinctive hyphen between two organic functions an idea—­and so I carried my experiments further, and taught her, with much difficulty, to recognize meal times by the clock.

“It was impossible for me for a long time to attract her attention to the hands, but I succeeded in making her remark the clockwork and the striking apparatus.  The means I employed were very simple; I asked them not to have the bell rung for lunch, and everybody got up and went into the dining-room when the little brass hammer struck twelve o’clock, but I found great difficulty in making her learn to count the strokes.  She ran to the door each time she heard the clock strike, but by degrees she learned that all the strokes had not the same value as far as regarded meals, and she frequently fixed her eyes, guided by her ears, on the dial of the clock.

“When I noticed that, I took care every day at twelve, and at six o’clock, to place my fingers on the figures twelve and six, as soon as the moment she was waiting for had arrived, and I soon noticed that she attentively followed the motion of the small brass hands, which I had often turned in her presence.