The Story of My Life - Helen Keller (best romance books of all time .txt) 📗

as other children do⁠—by its association with caresses.

One day I asked her a simple question in a combination of numbers, which I was sure she knew. She answered at random. I checked her, and she stood still, the expression of her face plainly showing that she was trying to think. I touched her forehead, and spelled “t-h-i-n-k.” The word, thus connected with the act, seemed to impress itself on her mind much as if I had placed her hand upon an object and then spelled its name. Since that time she has always used the word think.

At a later period I began to use such words as perhaps, suppose, expect, forget, remember. If Helen asked, “Where is mother now?” I replied: “I do not know. perhaps she is with Leila.”

She is always anxious to learn the names of people we meet in the horsecars or elsewhere, and to know where they are going, and what they will do. Conversations of this kind are frequent:

Helen What is little boy’s name? Teacher I do not know, for he is a little stranger; but perhaps his name is Jack. Helen Where is he going? Teacher He may be going to the Common to have fun with other boys. Helen What will he play? Teacher I suppose he will play ball. Helen What are boys doing now? Teacher Perhaps they are expecting Jack, and are waiting for him.

After the words have become familiar to her, she uses them in composition.

September 26, 1888.

“This morning teacher and I sat by the window and we saw a little boy walking on the sidewalk. It was raining very hard and he had a very large umbrella to keep off the raindrops.

“I do not know how old he was but think he may have been six years old. perhaps his name was Joe. I do not know where he was going because he was a little strange boy. But perhaps his mother sent him to a store to buy something for dinner. He had a bag in one hand. I suppose he was going to take it to his mother.”

In teaching her the use of language, I have not confined myself to any particular theory or system. I have observed the spontaneous movements of my pupil’s mind, and have tried to follow the suggestions thus given to me.

Owing to the nervousness of Helen’s temperament, every precaution has been taken to avoid unduly exciting her already very active brain. The greater part of the year has been spent in travel and in visits to different places, and her lessons have been those suggested by the various scenes and experiences through which she has passed. She continues to manifest the same eagerness to learn as at first. It is never necessary to urge her to study. Indeed, I am often obliged to coax her to leave an example or a composition.

While not confining myself to any special system of instruction, I have tried to add to her general information and intelligence, to enlarge her acquaintance with things around her, and to bring her into easy and natural relations with people. I have encouraged her to keep a diary, from which the following selection has been made:

“March 22nd, 1888.

“Mr. Anagnos came to see me Thursday. I was glad to hug and kiss him. He takes care of sixty little blind girls and seventy little blind boys. I do love them. Little blind girls sent me a pretty workbasket. I found scissors and thread, and needle-book with many needles in it, and crochet hook and emery, and thimble, and box, and yard measure and buttons, and pincushion. I will write little blind girls a letter to thank them. I will make pretty clothes for Nancy and Adeline and Allie. I will go to Cincinnati in May and buy another child. Then I will have four children. New baby’s name is Harry. Mr. Wilson and Mr. Mitchell came to see us Sunday. Mr. Anagnos went to Louisville Monday to see little blind children. Mother went to Huntsville. I slept with father, and Mildred slept with teacher. I did learn about calm. It does mean quiet and happy. Uncle Morrie sent me pretty stories. I read about birds. The quail lays fifteen or twenty eggs and they are white. She makes her nest on the ground. The bluebird makes her nest in a hollow tree and her eggs are blue. The robin’s eggs are green. I learned a song about spring. March, April, May are spring.

Now melts the snow.
The warm winds blow
The waters flow
And robin dear,
Is come to show
That Spring is here.

“James killed snipes for breakfast. Little chickens did get very cold and die. I am sorry. Teacher and I went to ride on Tennessee River, in a boat. I saw Mr. Wilson and James row with oars. Boat did glide swiftly and I put hand in water and felt it flowing.

“I caught fish with hook and line and pole. We climbed high hill and teacher fell and hurt her head. I ate very small fish for supper. I did read about cow and calf. The cow loves to eat grass as well as girl does bread and butter and milk. Little calf does run and leap in field. She likes to skip and play, for she is happy when the sun is bright and warm. Little boy did love his calf. And he did say, I will kiss you, little calf, and he put his arms around calf’s neck and kissed her. The calf licked good boy’s face with long rough tongue. Calf must not open mouth much to kiss. I am tired, and teacher does not want me to write more.”

In the autumn she went to a circus. While we were standing before his cage the lion roared, and Helen felt the vibration of the air so distinctly that she was able to reproduce the noise quite accurately.

I tried to describe to her the appearance of a camel; but, as we