The Story of My Life by Helen Keller (good books to read for beginners .txt) ๐
My Grandmother Keller was a daughter of one of Lafayette's aides, Alexander Moore, and granddaughter of Alexander Spotswood, an early Colonial Governor of Virginia. She was also second cousin to Robert E. Lee.
My father, Arthur H. Keller, was a captain in the Confederate Army, and my mother, Kate Adams, was his second wife and many years younger. Her grandfather, Benjamin Adams, married Susanna E. Goodhue, and lived in Newbury, Massachusetts, for many years. Their son, Charles Adams, was born in Newburyport, Massachusetts, and moved to Helena, Arkansas. When the Civil War broke out, he fought on the side of the South and became a brigadier-general. He married Lucy Helen Everett, who belonged to the same family of Everetts as Edward Everett and Dr. Edward Everett Hale. After the war was over the family moved to Memphis, Tennessee.
I lived, up to the time of the illness that deprived me of my sight and hearing, in a tiny hous
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On the seventeenth of November I was not very well, and did not go to school. Although Miss Sullivan knew that my indisposition was not serious, yet Mr. Gilman, on hearing of it, declared that I was breaking down and made changes in my studies which would have rendered it impossible for me to take my final examinations with my class. In the end the difference of opinion between Mr.
Gilman and Miss Sullivan resulted in my motherโs withdrawing my sister Mildred and me from the Cambridge school.
After some delay it was arranged that I should continue my studies under a tutor, Mr. Merton S. Keith, of Cambridge. Miss Sullivan and I spent the rest of the winter with our friends, the Chamberlins in Wrentham, twenty-five miles from Boston.
From February to July, 1898, Mr. Keith came out to Wrentham twice a week, and taught me algebra, geometry, Greek and Latin. Miss Sullivan interpreted his instruction.
In October, 1898, we returned to Boston. For eight months Mr.
Keith gave me lessons five times a week, in periods of about an hour. He explained each time what I did not understand in the previous lesson, assigned new work, and took home with him the Greek exercises which I had written during the week on my typewriter, corrected them fully, and returned them to me.
In this way my preparation for college went on without interruption. I found it much easier and pleasanter to be taught by myself than to receive instruction in class. There was no hurry, no confusion. My tutor had plenty of time to explain what I did not understand, so I got on faster and did better work than I ever did in school. I still found more difficulty in mastering problems in mathematics than I did in any other of my studies. I wish algebra and geometry had been half as easy as the languages and literature. But even mathematics Mr. Keith made interesting; he succeeded in whittling problems small enough to get through my brain. He kept my mind alert and eager, and trained it to reason clearly, and to seek conclusions calmly and logically, instead of jumping wildly into space and arriving nowhere. He was always gentle and forbearing, no matter how dull I might be, and believe me, my stupidity would often have exhausted the patience of Job.
On the 29th and 30th of June, 1899, I took my final examinations for Radcliffe College. The first day I had Elementary Greek and Advanced Latin, and the second day Geometry, Algebra and Advanced Greek.
The college authorities did not allow Miss Sullivan to read the examination papers to me; so Mr. Eugene C. Vining, one of the instructors at the Perkins Institution for the Blind, was employed to copy the papers for me in American braille. Mr.
Vining was a stranger to me, and could not communicate with me, except by writing braille. The proctor was also a stranger, and did not attempt to communicate with me in any way.
The braille worked well enough in the languages, but when it came to geometry and algebra, difficulties arose. I was sorely perplexed, and felt discouraged wasting much precious time, especially in algebra. It is true that I was familiar with all literary braille in common use in this countryโEnglish, American, and New York Point; but the various signs and symbols in geometry and algebra in the three systems are very different, and I had used only the English braille in my algebra.
Two days before the examinations, Mr. Vining sent me a braille copy of one of the old Harvard papers in algebra. To my dismay I found that it was in the American notation. I sat down immediately and wrote to Mr. Vining, asking him to explain the signs. I received another paper and a table of signs by return mail, and I set to work to learn the notation. But on the night before the algebra examination, while I was struggling over some very complicated examples, I could not tell the combinations of bracket, brace and radical. Both Mr. Keith and I were distressed and full of forebodings for the morrow; but we went over to the college a little before the examination began, and had Mr. Vining explain more fully the American symbols.
In geometry my chief difficulty was that I had always been accustomed to read the propositions in line print, or to have them spelled into my hand; and somehow, although the propositions were right before me, I found the braille confusing, and could not fix clearly in my mind what I was reading. But when I took up algebra I had a harder time still. The signs, which I had so lately learned, and which I thought I knew, perplexed me.
Besides, I could not see what I wrote on my typewriter. I had always done my work in braille or in my head. Mr. Keith had relied too much on my ability to solve problems mentally, and had not trained me to write examination papers. Consequently my work was painfully slow, and I had to read the examples over and over before I could form any idea of what I was required to do.
Indeed, I am not sure now that I read all the signs correctly. I found it very hard to keep my wits about me.
But I do not blame any one. The administrative board of Radcliffe did not realize how difficult they were making my examinations, nor did they understand the peculiar difficulties I had to surmount. But if they unintentionally placed obstacles in my way, I have the consolation of knowing that I overcame them all.
The struggle for admission to college was ended, and I could now enter Radcliffe whenever I pleased. Before I entered college, however, it was thought best that I should study another year under Mr. Keith. It was not, therefore, until the fall of 1900
that my dream of going to college was realized.
I remember my first day at Radcliffe. It was a day full of interest for me. I had looked forward to it for years. A potent force within me, stronger than the persuasion of my friends, stronger even than the pleadings of my heart, had impelled me to try my strength by the standards of those who see and hear. I knew that there were obstacles in the way; but I was eager to overcome them. I had taken to heart the words of the wise Roman who said, โTo be banished from Rome is but to live outside of Rome.โ Debarred from the great highways of knowledge, I was compelled to make the journey across country by unfrequented roadsโthat was all; and I knew that in college there were many bypaths where I could touch hands with girls who were thinking, loving and struggling like me.
I began my studies with eagerness. Before me I saw a new world opening in beauty and light, and I felt within me the capacity to know all things. In the wonderland of Mind I should be as free as another. Its people, scenery, manners, joys, tragedies should be living, tangible interpreters of the real world. The lecture-halls seemed filled with the spirit of the great and the wise, and I thought the professors were the embodiment of wisdom.
If I have since learned differently, I am not going to tell anybody.
But I soon discovered that college was not quite the romantic lyceum I had imagined. Many of the dreams that had delighted my young inexperience became beautifully less and โfaded into the light of common day.โ Gradually I began to find that there were disadvantages in going to college.
The one I felt and still feel most is lack of time. I used to have time to think, to reflect, my mind and I. We would sit together of an evening and listen to the inner melodies of the spirit, which one hears only in leisure moments when the words of some loved poet touch a deep, sweet chord in the soul that until then had been silent. But in college there is no time to commune with oneโs thoughts. One goes to college to learn, it seems, not to think. When one enters the portals of learning, one leaves the dearest pleasuresโsolitude, books and imaginationโoutside with the whispering pines. I suppose I ought to find some comfort in the thought that I am laying up treasures for future enjoyment, but I am improvident enough to prefer present joy to hoarding riches against a rainy day.
My studies the first year were French, German, history, English composition and English literature. In the French course I read some of the works of Corneille, Moliere, Racine, Alfred de Musset and Sainte-Beuve, and in the German those of Goethe and Schiller.
I reviewed rapidly the whole period of history from the fall of the Roman Empire to the eighteenth century, and in English literature studied critically Miltonโs poems and โAreopagitica.โ
I am frequently asked how I overcome the peculiar conditions under which I work in college. In the classroom I am of course practically alone. The professor is as remote as if he were speaking through a telephone. The lectures are spelled into my hand as rapidly as possible, and much of the individuality of the lecturer is lost to me in the effort to keep in the race. The words rush through my hand like hounds in pursuit of a hare which they often miss. But in this respect I do not think I am much worse off than the girls who take notes. If the mind is occupied with the mechanical process of hearing and putting words on paper at pell-mell speed, I should not think one could pay much attention to the subject under consideration or the manner in which it is presented. I cannot make notes during the lectures, because my hands are busy listening. Usually I jot down what I can remember of them when I get home. I write the exercises, daily themes, criticisms and hour-tests, the mid-year and final examinations, on my typewriter, so that the professors have no difficulty in finding out how little I know. When I began the study of Latin prosody, I devised and explained to my professor a system of signs indicating the different meters and quantities.
I use the Hammond typewriter. I have tried many machines, and I find the Hammond is the best adapted to the peculiar needs of my work. With this machine movable type shuttles can be used, and one can have several shuttles, each with a different set of charactersโGreek, French, or mathematical, according to the kind of writing one wishes to do on the typewriter. Without it, I doubt if I could go to college.
Very few of the books required in the various courses are printed for the blind, and I am obliged to have them spelled into my hand. Consequently I need more time to prepare my lessons than other girls. The manual part takes longer, and I have perplexities which they have not. There are days when the close attention I must give to details chafes my spirit, and the thought that I must spend hours reading a few chapters, while in the world without other girls are laughing and singing and dancing, makes me rebellious; but I soon recover my buoyancy and laugh the discontent out of my heart. For, after all,
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