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But exact and careful training of memory, through eager interest and attention, is indispensable. Every device possible in aid of memory should be used. And the cultivation of the other faculties of mind should aid the memory, as well as the memory aid them. Effort has a reflex action. For instance, it is certain that Miss Keller's pronouncing Greek words accurately helps her remember or recognize them. She often talks to herself while studying. The physical effort of the vocal organs reacts on the brain. For instance, while translating for me at sight a passage of Greek prose, she came across some Doric Greek: ? Two words, ? and ?, are also common Attic words; the first in Attic would be ? and the last would be ?. The last, also, at that time, she probably had but very rarely seen in her reading. She could not at first translate. The context did not help much. I waited quite a while. Then I asked her to pronounce the sentence carefully. She had hardly finished the pronouncing when the translation came.

Helen's memory has thus far in her education seemed her most remarkable gift. But her power of inference is also remarkable. Her memory can be so fully trusted, while the habit and power of inference are so often freakish, that the teacher naturally relies more on the former. I think I have partially shown where and when the latter power is dangerous, and why it needs training to secure accuracy. Association of ideas and liveliness of fancy are necessary, but need curbs and guidance. A broadened basis of related facts, a power of comparison and analysis, a habit of logical thinking are requisite.

It is in these higher powers of mind that Miss Keller has developed greatly during the last year. It is no longer her prodigious memory only that astounds me. Calmness and patience in collecting, examining, and comparing all the obtainable facts before making impulsive inference, repeated reconsideration of facts, and revision of judgment, sustained and logical thought combined with free flights of fancy -- these are the powers and qualities of mind that most command my admiration.

But with all her innate and acquired powers of mind she could not have attained her present eminence, had it not been for the moral, or quasi-moral, qualities of her soul. Ambition, undaunted courage, defiance of or glorying over obstacles, obstinate refusal to admit defeat, hope rising from incipient despair, self-respect and self-trust, patience and faith in planning or working or waiting for the consummation of effort -- these constitute her armor of victory.

It is idle to inquire whether Miss Keller's achievements are due to innate abilities or qualities, or to expert teaching. There has been some discussion on this point, but it seems to me fruitless. Of course both good teaching and good natural abilities are essential. In the cases of some remarkable men and women nature seems to have been the dominant factor, so much so that greatness seemed to come in spite of environment, or with lack of what we technically call education. But if all education is merely an unfolding, or evolution, it may take superhuman discernment to detect all the factors acting and reacting on each other. Much that seems unfavorable may be stimulative; much that seems favorable may be stupefactive. In cases like Miss Keller's it seems to me that good teaching and proper environment are even more necessary than in the case of the common student. More pitfalls have been in her way, and careful guidance has often been absolutely necessary.

Great as have been her achievements, equal results are, I believe, within the reach of many others. The merely intellectual qualities needed are not rare; it is their combination with moral powers that produces the seemingly magic results. Ambition stimulated by obstacles, persistent will and patience explain many of the wonders of Helen Keller's achievements.

M.S. Keith