The Story of My Life - Helen Keller (top rated ebook readers .txt) 📗
- Author: Helen Keller
- Performer: 0140439153
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Mr. Higinbotham, President of the World’s Fair, kindly gave me permission to touch the exhibits, and with an eagerness as insatiable as that with which Pizarro seized the treasures of Peru, I took in the glories of the Fair with my fingers. It was a sort of tangible kaleidoscope, this white city of the West.
Everything fascinated me, especially the French bronzes. They were so lifelike, I thought they were angel visions which the artist had caught and bound in earthly forms.
At the Cape of Good Hope exhibit, I learned much about the processes of mining diamonds. Whenever it was possible, I touched the machinery while it was in motion, so as to get a clearer idea how the stones were weighed, cut, and polished. I searched in the washings for a diamond and found it myself—the only true diamond, they said, that was ever found in the United States.
Dr. Bell went everywhere with us and in his own delightful way described to me the objects of greatest interest. In the electrical building we examined the telephones, autophones, phonographs, and other inventions, and he made me understand how it is possible to send a message on wires that mock space and outrun time, and, like Prometheus, to draw fire from the sky. We also visited the anthropological department, and I was much interested in the relics of ancient Mexico, in the rude stone implements that are so often the only record of an age—the simple monuments of nature’s unlettered children (so I thought as I fingered them) that seem bound to last while the memorials of kings and sages crumble in dust away—and in the Egyptian mummies, which I shrank from touching. From these relics I learned more about the progress of man than I have heard or read since.
All these experiences added a great many new terms to my vocabulary, and in the three weeks I spent at the Fair I took a long leap from the little child’s interest in fairy tales and toys to the appreciation of the real and the earnest in the workaday world.
Before October, 1893, I had studied various subjects by myself in a more or less desultory manner. I read the histories of Greece, Rome and the United States. I had a French grammar in raised print, and as I already knew some French, I often amused myself by composing in my head short exercises, using the new words as I came across them, and ignoring rules and other technicalities as much as possible. I even tried, without aid, to master the French pronunciation, as I found all the letters and sounds described in the book. Of course this was tasking slender powers for great ends; but it gave me something to do on a rainy day, and I acquired a sufficient knowledge of French to read with pleasure La Fontaine’s “Fables,” “Le Medecin Malgre Lui” and passages from “Athalie.”
I also gave considerable time to the improvement of my speech. I read aloud to Miss Sullivan and recited passages from my favourite poets, which I had committed to memory; she corrected my pronunciation and helped me to phrase and inflect. It was not, however, until October, 1893, after I had recovered from the fatigue and excitement of my visit to the World’s Fair, that I began to have lessons in special subjects at fixed hours.
Miss Sullivan and I were at that time in Hulton, Pennsylvania, visiting the family of Mr. William Wade. Mr. Irons, a neighbour of theirs, was a good Latin scholar; it was arranged that I should study under him. I remember him as a man of rare, sweet nature and of wide experience. He taught me Latin grammar principally; but he often helped me in arithmetic, which I found as troublesome as it was uninteresting. Mr. Irons also read with me Tennyson’s “In Memoriam.” I had read many books before, but never from a critical point of view. I learned for the first time to know an author, to recognize his style as I recognize the clasp of a friend’s hand.
At first I was rather unwilling to study Latin grammar. It seemed absurd to waste time analyzing, every word I came across—noun, genitive, singular, feminine—when its meaning was quite plain. I thought I might just as well describe my pet in order to know it—order, vertebrate; division, quadruped; class, mammalia; genus, felinus; species, cat; individual, Tabby. But as I got deeper into the subject, I became more interested, and the beauty of the language delighted me. I often amused myself by reading Latin passages, picking up words I understood and trying to make sense. I have never ceased to enjoy this pastime.
There is nothing more beautiful, I think, than the evanescent fleeting images and sentiments presented by a language one is just becoming familiar with—ideas that flit across the mental sky, shaped and tinted by capricious fancy. Miss Sullivan sat beside me at my lessons, spelling into my hand whatever Mr. Irons said, and looking up new words for me. I was just beginning to read Caesar’s “Gallic War” when I went to my home in Alabama.
In the summer of 1894, I attended the meeting at Chautauqua of the American Association to Promote the Teaching of Speech to the Deaf. There it was arranged that I should go to the Wright-Humason School for the Deaf in New York City. I went there in October, 1894, accompanied by Miss Sullivan. This school was chosen especially for the purpose of obtaining the highest advantages in vocal culture and training in lip-reading. In addition to my work in these subjects, I studied, during the two years I was in the school, arithmetic, physical geography, French and German.
Miss Reamy, my German teacher, could use the manual alphabet, and after I had acquired a small vocabulary, we talked together in German whenever we had a chance, and in a few months I could understand almost everything she said. Before the end of the first year I read “Wilhelm Tell” with the greatest delight.
Indeed, I think I made more progress in German than in any of my other studies. I found French much more difficult. I studied it with Madame Olivier, a French lady who did not know the manual alphabet, and who was obliged to give her instruction orally. I could not read her lips easily; so my progress was much slower than in German. I managed, however, to read “Le Medecin Malgre Lui” again. It was very amusing but I did not like it nearly so well as “Wilhelm Tell.”
My progress in lip-reading and speech was not what my teachers and I had hoped and expected it would be. It was my ambition to speak like other people, and my teachers believed that this could be accomplished; but, although we worked hard and faithfully, yet we did not quite reach our goal. I suppose we aimed too high, and disappointment was therefore inevitable. I still regarded arithmetic as a system of pitfalls. I hung about the dangerous frontier of “guess,” avoiding with infinite trouble to myself and others the broad valley of reason. When I was not guessing, I was jumping at conclusions, and this fault, in addition to my dullness, aggravated my difficulties more than was right or necessary.
But although these disappointments caused me great depression at times, I pursued my other studies with unflagging interest, especially physical geography. It was a joy to learn the secrets of nature: how—in the picturesque language of the Old Testament—the winds are made to blow from the four corners of the heavens, how the vapours ascend from the ends of the earth, how rivers are cut out among the rocks, and mountains overturned by the roots, and in what ways man may overcome many forces mightier than himself. The two years in New York were happy ones, and I look back to them with genuine pleasure.
I remember especially the walks we all took together every day in Central Park, the only part of the city that was congenial to me.
I never lost a jot of my delight in this great park. I loved to have it described every time I entered it; for it was beautiful in all its aspects, and these aspects were so many that it was beautiful in a different way each day of the nine months I spent in New York.
In the spring we made excursions to various places of interest.
We sailed on the Hudson River and wandered about on its green banks, of which Bryant loved to sing. I liked the simple, wild grandeur of the palisades. Among the places I visited were West Point, Tarrytown, the home of Washington Irving, where I walked through “Sleepy Hollow.”
The teachers at the Wright-Humason School were always planning how they might give the pupils every advantage that those who hear enjoy—how they might make much of few tendencies and passive memories in the cases of the little ones—and lead them out of the cramping circumstances in which their lives were set.
Before I left New York, these bright days were darkened by the greatest sorrow that I have ever borne, except the death of my father. Mr. John P. Spaulding, of Boston, died in February, 1896.
Only those who knew and loved him best can understand what his friendship meant to me. He, who made every one happy in a beautiful, unobtrusive way, was most kind and tender to Miss Sullivan and me. So long as we felt his loving presence and knew that he took a watchful interest in our work, fraught with so many difficulties, we could not be discouraged. His going away left a vacancy in our lives that has never been filled.
In October, 1896, I entered the Cambridge School for Young Ladies, to be prepared for Radcliffe.
When I was a little girl, I visited Wellesley and surprised my friends by the announcement, “Some day I shall go to college—but I shall go to Harvard!” When asked why I would not go to Wellesley, I replied that there were only girls there. The thought of going to college took root in my heart and became an earnest desire, which impelled me to enter into competition for a degree with seeing and hearing girls, in the face of the strong opposition of many true and wise friends. When I left New York the idea had become a fixed purpose; and it was decided that I should go to Cambridge. This was the nearest approach I could get to Harvard and to the fulfillment of my childish declaration.
At the Cambridge School the plan was to have Miss Sullivan attend the classes with me and interpret to me the instruction given.
Of course my instructors had had no experience in teaching any but normal pupils, and my only means of conversing with them was reading their lips. My studies for the first year were English history, English literature, German, Latin, arithmetic, Latin composition and occasional themes. Until then I had never taken a course of study with the idea of preparing for college; but I had been well drilled in English by Miss Sullivan, and it soon became evident to my teachers that I needed no special instruction in this subject beyond a critical study of the books prescribed by the college. I had had, moreover, a good start in French, and received six months’ instruction in Latin; but German was the subject with which I was most familiar.
In spite, however, of
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