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

them somewhere near the exaggerated things that are said about them.

Let me sum up a few of the elements that made Helen Keller what she is. In the first place she had nineteen months’ experience of sight and sound. This meant some mental development. She had inherited vigour of body and mind. She expressed ideas in signs before she learned language. Mrs. Keller writes me that before her illness Helen made signs for everything, and her mother thought this habit the cause of her slowness in learning to speak. After the illness, when they were dependent on signs, Helen’s tendency to gesture developed. How far she could receive communications is hard to determine, but she knew much that was going on around her. She recognized that others used their lips; she “saw” her father reading a paper and when he laid it down she sat in his chair and held the paper before her face. Her early rages were an unhappy expression of the natural force of character which instruction was to turn into trained and organized power.

It was, then, to a good subject that Miss Sullivan brought her devotion and intelligence, and fearless willingness to experiment. Miss Sullivan’s methods were so good that even without the practical result, anyone would recognize the truth of the teacher’s ideas. Miss Sullivan has in addition a vigorous personality. And finally all the conditions were good for that first nature school, in which the teacher and pupil played together, exploring together and educating themselves, pupil and teacher inseparable.

Miss Keller’s later education is easy to understand and needs no further explanation than she has given. Those interested may get on application to the Volta Bureau, Washington, DC, the reports of the teachers who prepared her for college, Mr. Arthur Gilman of the Cambridge School for Young Ladies, and Mr. Merton S. Keith.

IV Speech

The two persons who have written authoritatively about Miss Keller’s speech and the way she learned it are Miss Sarah Fuller, of the Horace Mann School for the Deaf in Boston, Massachusetts, who gave her the first lessons, and Miss Sullivan, who, by her unremitting discipline, carried on the success of these first lessons.

Before I quote from Miss Sullivan’s account, let me try to give some impression of what Miss Keller’s speech and voice qualities are at present.

Her voice is low and pleasant to listen to. Her speech lacks variety and modulation; it runs in a singsong when she is reading aloud; and when she speaks with fair degree of loudness, it hovers about two or three middle tones. Her voice has an aspirate quality; there seems always to be too much breath for the amount of tone. Some of her notes are musical and charming. When she is telling a child’s story, or one with pathos in it, her voice runs into pretty slurs from one tone to another. This is like the effect of the slow dwelling on long words, not quite well managed, that one notices in a child who is telling a solemn story.

The principal thing that is lacking is sentence accent and variety in the inflection of phrases. Miss Keller pronounces each word as a foreigner does when he is still labouring with the elements of a sentence, or as children sometimes read in school when they have to pick out each word.

She speaks French and German. Her friend, Mr. John Hitz, whose native tongue is German, says that her pronunciation is excellent. Another friend, who is as familiar with French as with English, finds her French much more intelligible than her English. When she speaks English she distributes her emphasis as in French and so does not put sufficient stress on accented syllables. She says for example, “pro̍-vo̍-ca̍-tion,” “in̍-di̍-vi̍-du̍-al,” with ever so little difference between the value of syllables, and a good deal of inconsistency in the pronunciation of the same word one day and the next. It would, I think, be hard to make her feel just how to pronounce dictionary without her erring either toward dictionayry or diction’ry, and, of course the word is neither one nor the other. For no system of marks in a lexicon can tell one how to pronounce a word. The only way is to hear it, especially in a language like English which is so full of unspellable, suppressed vowels and quasi-vowels.

Miss Keller’s vowels are not firm. Her awful is nearly awfil. The wavering is caused by the absence of accent on ful, for she pronounces full correctly.

She sometimes mispronounces as she reads aloud and comes on a word which she happens never to have uttered, though she may have written it many times. This difficulty and some others may be corrected when she and Miss Sullivan have more time. Since 1894, they have been so much in their books that they have neglected everything that was not necessary to the immediate task of passing the school years successfully. Miss Keller will never be able, I believe, to speak loud without destroying the pleasant quality and the distinctness of her words, but she can do much to make her speech clearer.

When she was at the Wright-Humason School in New York, Dr. Humason tried to improve her voice, not only her word pronunciation, but the voice itself, and gave her lessons in tone and vocal exercises.

It is hard to say whether or not Miss Keller’s speech is easy to understand. Some understand her readily; others do not. Her friends grow accustomed to her speech and forget that it is different from that of anyone else. Children seldom have any difficulty in understanding her; which suggests that her deliberate measured speech is like theirs, before they come to the adult trick of running all the words of a phrase into one movement of the breath. I am told that Miss Keller speaks better than most other deaf people.

Miss Keller has told how she learned to speak.19