er to letter in accordance with their sounds (and I doubt
whether any mechanical aids or accessories would have been likely to
achieve the same results), thus giving proof that he was capable of
independent expression. Their system proved incidentally to have what I
might call a "side value," for Lola's mode of expression, due to my own
method of teaching led to quite different results--_yet on the same
level_.

Lola now practised her alphabet in the morning and in the afternoon we
continued multiplications; rather more slowly than at first, but we
ultimately reached a hundred. New work was then added in the form of
division and subtraction. She soon had this all so firmly fixed in her
little head that I was able to put her to easy sums and ask: "What is 3
x 3 + 10 - 5?" The answer after a few seconds being "14." A hundred was
rapped out with her left paw = ten raps.

As soon as she had mastered the entire alphabet I proceeded to contract
the letters into words. I said: "Lola, now attend; you are going to
learn to spell: you must rap out a word made of the letters you have
learnt; now--Wald (wood or forest) is w, a, l, d," and I accentuated
each letter very distinctly. "How many letters are there in this word?"
I added, and the answer was "4."

"Good," I said, adding: "What is the first letter?" and she tapped in
reply: "36/w"; "and the next?" "4/a"; "and then?" "25/l"; "and further?"
"4/a." "Lola now listen to all the words I am going to say: essen ( = to
eat, also "food"), e, s, s, e, n; gut ( = good), g, u, t; milch ( =
milk), m, i, l, c, h"; and so on. For many days I continued to name the
words which lay nearest to her understanding, and each day I got her to
do a little spelling, after first having divided the letters. But at
the end of eight days I no longer took the words to pieces merely
saying, very distinctly: "rap Ofen" ( = stove), and she would tap: "7 16
5 27" = o f e n. "Rap Haus" ( = house). This answer was: "24, 4, 9, 35"
= h, a, u, s. Whenever she rapped I jotted down the figures in order to
translate them later on into letters, for it was some time before I
could sufficiently memorize their equivalents, and was constantly
making mistakes after Lola had become an "expert." Indeed, one's memory
is easily liable to play tricks here in a way that may lead to endless
confusion, for the sequence of the numbers is so at variance with what
one is accustomed to.

Once I asked--by way of experiment--"What i