The Story of My Life by Helen Keller (good books to read for beginners .txt) 📕

she was allowed to take lessons, although wise people, even Miss Sullivan, the wisest of them all, regarded it as an experiment unlikely to succeed and almost sure to make her unhappy. It was this same perseverance that made her go to college. After she had passed her examinations and received her certificate of admission, she was advised by the Dean of Radcliffe and others not to go on. She accordingly delayed a year. But she was not satisfied until she had carried out her purpose and entered college.

 

Her life has been a series of attempts to do whatever other people do, and to do it as well. Her success has been complete, for in trying to be like other people she has come most fully to be herself. Her unwillingness to be beaten has developed her courage. Where another can go, she can go. Her respect for physical bravery is like Stevenson’s—the boy’s contempt for the fellow who cries, with a touch of young bravado in it. She takes tramps in the woods, plunging through the underbrush, where she is scratched and bruised; yet you could not get her to admit that she is hurt, and you certainly could not persuade her to stay at home next time.

 

So when people try experiments with her, she displays a sportsmanlike determination to win in any test, however unreasonable, that one may wish to put her to.

 

If she does not know the answer to a question, she guesses with mischievous assurance. Ask her the colour of your coat (no blind person can tell colour), she will feel it and say “black.” If it happens to be blue, and you tell her so triumphantly, she is likely to answer, “Thank you. I am glad you know. Why did you ask me?”

 

Her whimsical and adventuresome spirit puts her so much on her mettle that she makes rather a poor subject for the psychological experimenter. Moreover, Miss Sullivan does not see why Miss Keller should be subjected to the investigation of the scientist, and has not herself made many experiments. When a psychologist asked her if Miss Keller spelled on her fingers in her sleep, Miss Sullivan replied that she did not think it worth while to sit up and watch, such matters were of so little consequence.

 

Miss Keller likes to be part of the company. If any one whom she is touching laughs at a joke, she laughs, too, just as if she had heard it. If others are aglow with music, a responding glow, caught sympathetically, shines in her face. Indeed, she feels the movements of Miss Sullivan so minutely that she responds to her moods, and so she seems to know what is going on, even though the conversation has not been spelled to her for some time. In the same way her response to music is in part sympathetic, although she enjoys it for its own sake.

 

Music probably can mean little to her but beat and pulsation. She cannot sing and she cannot play the piano, although, as some early experiments show, she could learn mechanically to beat out a tune on the keys. Her enjoyment of music, however, is very genuine, for she has a tactile recognition of sound when the waves of air beat against her. Part of her experience of the rhythm of music comes, no doubt, from the vibration of solid objects which she is touching: the floor, or, what is more evident, the case of the piano, on which her hand rests. But she seems to feel the pulsation of the air itself. When the organ was played for her in St. Bartholomew’s, the whole building shook with the great pedal notes, but that does not altogether account for what she felt and enjoyed. The vibration of the air as the organ notes swelled made her sway in answer. Sometimes she puts her hand on a singer’s throat to feel the muscular thrill and contraction, and from this she gets genuine pleasure. No one knows, however, just what her sensations are. It is amusing to read in one of the magazines of 1895 that Miss Keller “has a just and intelligent appreciation of different composers from having literally felt their music, Schumann being her favourite.” If she knows the difference between Schumann and Beethoven, it is because she has read it, and if she has read it, she remembers it and can tell any one who asks her.

 

Miss Keller’s effort to reach out and meet other people on their own intellectual ground has kept her informed of daily affairs.

When her education became more systematic and she was busy with books, it would have been very easy for Miss Sullivan to let her draw into herself, if she had been so inclined. But every one who has met her has given his best ideas to her and she has taken them. If, in the course of a conversation, the friend next to her has ceased for some moments to spell into her hand, the question comes inevitably, “What are you talking about?” Thus she picks up the fragments of the daily intercourse of normal people, so that her detailed information is singularly full and accurate. She is a good talker on the little occasional affairs of life.

 

Much of her knowledge comes to her directly. When she is out walking she often stops suddenly, attracted by the odour of a bit of shrubbery. She reaches out and touches the leaves, and the world of growing things is hers, as truly as it is ours, to enjoy while she holds the leaves in her fingers and smells the blossoms, and to remember when the walk is done.

 

When she is in a new place, especially an interesting place like Niagara, whoever accompanies her—usually, of course, Miss Sullivan—is kept busy giving her an idea of visible details.

Miss Sullivan, who knows her pupil’s mind, selects from the passing landscape essential elements, which give a certain clearness to Miss Keller’s imagined view of an outer world that to our eyes is confused and overloaded with particulars. If her companion does not give her enough details, Miss Keller asks questions until she has completed the view to her satisfaction.

 

She does not see with her eyes, but through the inner faculty to serve which eyes were given to us. When she returns from a walk and tells some one about it, her descriptions are accurate and vivid. A comparative experience drawn from written descriptions and from her teacher’s words has kept her free from errors in her use of terms of sound and vision. True, her view of life is highly coloured and full of poetic exaggeration; the universe, as she sees it, is no doubt a little better than it really is. But her knowledge of it is not so incomplete as one might suppose.

Occasionally she astonishes you by ignorance of some fact which no one happens to have told her; for instance, she did not know, until her first plunge into the sea, that it is salt. Many of the detached incidents and facts of our daily life pass around and over her unobserved; but she has enough detailed acquaintance with the world to keep her view of it from being essentially defective.

 

Most that she knows at first hand comes from her sense of touch.

This sense is not, however, so finely developed as in some other blind people. Laura Bridgman could tell minute shades of difference in the size of thread, and made beautiful lace. Miss Keller used to knit and crochet, but she has had better things to do. With her varied powers and accomplishments, her sense of touch has not been used enough to develop it very far beyond normal acuteness. A friend tried Miss Keller one day with several coins. She was slower than he expected her to be in identifying them by their relative weight and size. But it should be said she almost never handles money—one of the many sordid and petty details of life, by the way, which she has been spared.

 

She recognizes the subject and general intention of a statuette six inches high. Anything shallower than a half-inch bas-relief is a blank to her, so far as it expresses an idea of beauty.

Large statues, of which she can feel the sweep of line with her whole hand, she knows in their higher esthetic value. She suggests herself that she can know them better than we do, because she can get the true dimensions and appreciate more immediately the solid nature of a sculptured figure. When she was at the Museum of Fine Arts in Boston she stood on a step-ladder and let both hands play over the statues. When she felt a bas-relief of dancing girls she asked, “Where are the singers?”

When she found them she said, “One is silent.” The lips of the singer were closed.

 

It is, however, in her daily life that one can best measure the delicacy of her senses and her manual skill. She seems to have very little sense of direction. She gropes her way without much certainty in rooms where she is quite familiar. Most blind people are aided by the sense of sound, so that a fair comparison is hard to make, except with other deaf-blind persons. Her dexterity is not notable either in comparison with the normal person, whose movements are guided by the eye, or, I am told, with other blind people. She has practised no single constructive craft which would call for the use of her hands. When she was twelve, her friend Mr. Albert H. Munsell, the artist, let her experiment with a wax tablet and a stylus. He says that she did pretty well and managed to make, after models, some conventional designs of the outlines of leaves and rosettes. The only thing she does which requires skill with the hands is her work on the typewriter.

Although she has used the typewriter since she was eleven years old, she is rather careful than rapid. She writes with fair speed and absolute sureness. Her manuscripts seldom contain typographical errors when she hands them to Miss Sullivan to read. Her typewriter has no special attachments. She keeps the relative position of the keys by an occasional touch of the little finger on the outer edge of the board.

 

Miss Keller’s reading of the manual alphabet by her sense of touch seems to cause some perplexity. Even people who know her fairly well have written in the magazines about Miss Sullivan’s “mysterious telegraphic communications” with her pupil. The manual alphabet is that in use among all educated deaf people.

Most dictionaries contain an engraving of the manual letters. The deaf person with sight looks at the fingers of his companion, but it is also possible to feel them. Miss Keller puts her fingers lightly over the hand of one who is talking to her and gets the words as rapidly as they can be spelled. As she explains, she is not conscious of the single letters or of separate words. Miss Sullivan and others who live constantly with the deaf can spell very rapidly—fast enough to get a slow lecture, not fast enough to get every word of a rapid speaker.

 

Anybody can learn the manual letters in a few minutes, use them slowly in a day, and in thirty days of constant use talk to Miss Keller or any other deaf person without realizing what his fingers are doing. If more people knew this, and the friends and relatives of deaf children learned the manual alphabet at once the deaf all over the world would be happier and better educated.

 

Miss Keller reads by means of embossed print or the various kinds of braille. The ordinary embossed book is made