The Story of My Life by Helen Keller (readera ebook reader TXT) 📖

book which she had been reading to them. “Oh, please read us the rest, even if we won’t understand it,” they pleaded, delighted with the rhythm, and the beauty which they felt, even though they could not have explained it. It is not necessary that a child should understand every word in a book before he can read with pleasure and profit.

Indeed, only such explanations should be given as are really essential. Helen drank in language which she at first could not understand, and it remained in her mind until needed, when it fitted itself naturally and easily into her conversation and compositions. Indeed, it is maintained by some that she reads too much, that a great deal of originative force is dissipated in the enjoyment of books; that when she might see and say things for herself, she sees them only through the eyes of others, and says them in their language, but I am convinced that original composition without the preparation of much reading is an impossibility. Helen has had the best and purest models in language constantly presented to her, and her conversation and her writing are unconscious reproductions of what she has read.

Reading, I think, should be kept independent of the regular school exercises. Children should be encouraged to read for the pure delight of it. The attitude of the child toward his books should be that of unconscious receptivity. The great works of the imagination ought to become a part of his life, as they were once of the very substance of the men who wrote them. It is true, the more sensitive and imaginative the mind is that receives the thought-pictures and images of literature, the more nicely the finest lines are reproduced. Helen has the vitality of feeling, the freshness and eagerness of interest, and the spiritual insight of the artistic temperament, and naturally she has a more active and intense joy in life, simply as life, and in nature, books, and people than less gifted mortals. Her mind is so filled with the beautiful thoughts and ideals of the great poets that nothing seems commonplace to her; for her imagination colours all life with its own rich hues.

 

There has been much discussion of such of Miss Sullivan’s statements and explanations as have been published before. Too much has been written by people who do not know the problems of the deaf at first hand, and I do not care to add much to it. Miss Keller’s education, however, is so fundamentally a question of language teaching that it rather includes the problems of the deaf than limits itself to the deaf alone. Teachers can draw their own conclusions. For the majority of readers, who will not approach Miss Keller’s life from the educator’s point of view, I will summarize a few principal things in Miss Sullivan’s methods.

 

Miss Sullivan has begun where Dr. Howe left off. He invented the instrument, the physical means of working, but the teaching of language is quite another thing from the mechanical means by which language may be taught. By experiment, by studying other children, Miss Sullivan came upon the practical way of teaching language by the natural method. It was for this “natural method”

that Dr. Howe was groping, but he never got to this idea, that a deaf child should not be taught each word separately by definition, but should be given language by endless repetition of language which it does not understand. And this is Miss Sullivan’s great discovery. All day long in their play-time and work-time Miss Sullivan kept spelling into her pupil’s hand, and by that Helen Keller absorbed words, just as the child in the cradle absorbs words by hearing thousands of them before he uses one and by associating the words with the occasion of their utterance. Thus he learns that words name things and actions and feelings. Now, that is the first principle in Miss Sullivan’s method, one that had practical results, and one which, so far as I can discover, had never been put in practice in the education of a deaf child, not to say a deaf-blind child, until Miss Sullivan tried it with Helen Keller. And the principle had never been formulated clearly until Miss Sullivan wrote her letters.

 

The second principle in her method (the numerical order is, of course, arbitrary) is never to talk to the child about things distasteful or wearisome to him. In the first deaf school Miss Sullivan ever visited, the teacher was busy at the blackboard telling the children by written words something they did not want to know, while they were crowding round their visitor with wide-awake curiosity, showing there were a thousand things they did want to know. Why not, says Miss Sullivan, make a language lesson out of what they were interested in?

 

Akin to this idea of talking to the child about what interests him, is the principle never to silence a child who asks questions, but to answer the questions as truly as possible; for, says Miss Sullivan, the question is the door to the child’s mind.

Miss Sullivan never needlessly belittled her ideas or expressions to suit the supposed state of the child’s intelligence. She urged every one to speak to Helen naturally, to give her full sentences and intelligent ideas, never minding whether Helen understood or not. Thus Miss Sullivan knew what so many people do not understand, that after the first rudimentary definitions of HAT, CUP, GO, SIT, the unit of language, as the child learns it, is the sentence, which is also the unit of language in our adult experience. We do not take in a sentence word by word, but as a whole. It is the proposition, something predicated about something, that conveys an idea. True, single words do suggest and express ideas; the child may say simply “mamma” when he means “Where is mamma?” but he learns the expression of the ideas that relate to mamma—he learns language—by hearing complete sentences. And though Miss Sullivan did not force grammatical completeness upon the first finger-lispings of her pupil, yet when she herself repeated Helen’s sentence, “mamma milk,” she filled out the construction, completed the child’s ellipsis and said, “Mamma will bring Helen some milk.”

 

Thus Miss Sullivan was working out a natural method, which is so simple, so lacking in artificial system, that her method seems rather to be a destruction of method. It is doubtful if we should have heard of Helen Keller if Miss Sullivan had not been where there were other children. By watching them, she learned to treat her pupil as nearly as possible like an ordinary child.

 

The manual alphabet was not the only means of presenting words to Helen Keller’s fingers. Books supplemented, perhaps equaled in importance the manual alphabet, as a means of teaching language.

Helen sat poring over them before she could read, not at first for the story, but to find words she knew; and the definition of new words which is implied in their context, in their position with reference to words known, added to Helen’s vocabulary. Books are the storehouse of language, and any child, whether deaf or not, if he has his attention attracted in any way to printed pages, must learn. He learns not by reading what he understands, but by reading and remembering words he does not understand. And though perhaps few children will have as much precocious interest in books as did Helen Keller, yet the natural curiosity of every healthy child may be turned to printed pages, especially if the teacher is clever and plays a word game as Miss Sullivan did.

Helen Keller is supposed to have a special aptitude for languages. It is true rather that she has a special aptitude for thinking, and her leaning toward language is due to the fact that language to her meant life. It was not a special subject, like geography or arithmetic, but her way to outward things.

 

When at the age of fourteen she had had but a few lessons in German, she read over the words of “Wilhelm Tell” and managed to get the story. Of grammar she knew nothing and she cared nothing for it. She got the language from the language itself, and this is, next to hearing the language spoken, the way for any one to get a foreign tongue, more vital and, in the end, easier than our schoolroom method of beginning with the grammar. In the same way she played with Latin, learning not only from the lessons her first Latin teacher gave her, but from going over and over the words of a text, a game she played by herself.

 

Mr. John D. Wright, one of her teachers at the Wright-Humason School, says in a letter to me:

 

“Often I found her, when she had a little leisure, sitting in her favourite corner, in a chair whose arms supported the big volume prepared for the blind, and passing her finger slowly over the lines of Moliere’s ‘Le Medecin Malgre Lui,’ chuckling to herself at the comical situations and humorous lines. At that time her actual working vocabulary in French was very small, but by using her judgment, as we laughingly called the mental process, she could guess at the meanings of the words and put the sense together much as a child puzzles out a sliced object. The result was that in a few weeks she and I spent a most hilarious hour one evening while she poured out to me the whole story, dwelling with great gusto on its humour and sparkling wit. It was not a lesson, but only one of her recreations.”

 

So Helen Keller’s aptitude for language is her whole mental aptitude, turned to language because of its extraordinary value to her.

 

There have been many discussions of the question whether Helen Keller’s achievements are due to her natural ability or to the method by which she was taught.

 

It is true that a teacher with ten times Miss Sullivan’s genius could not have made a pupil so remarkable as Helen Keller out of a child born dull and mentally deficient. But it is also true that, with ten times her native genius, Helen Keller could not have grown to what she is, if she had not been excellently taught from the very start, and especially at the start. And the fact remains that she was taught by a method of teaching language to the deaf the essential principles of which are clearly expressed in Miss Sullivan’s letters, written while she was discovering the method and putting it successfully into practice. And it can be applied by any teacher to any healthy deaf child, and in the broadest interpretation of the principles, can be applied to the teaching of language of all kinds to all children.

 

In the many discussions of this question writers seem to throw us from one horn to another of a dilemma—either a born genius in Helen Keller, or a perfect method in the teacher. Both things may be true at once, and there is another truth which makes the dilemma imperfect. Miss Sullivan is a person of extraordinary power. Her method might not succeed so completely in the hands of any one else. Miss Sullivan’s vigorous, original mind has lent much of its vitality to her pupil. If Miss Keller is fond of language and not interested especially in mathematics, it is not surprising to find Miss Sullivan’s interests very similar. And this does not mean that Miss Keller is unduly dependent on her teacher. It is told of her that, as a child of eight, when some one tried to interfere with her, she sat sober a few moments, and, when asked what was the trouble, answered, “I am preparing to assert my independence.” Such an aggressive personality cannot grow up