The Story of My Life Helen Keller (chapter books to read to 5 year olds TXT) 📖

or bloom had a part in my education⁠—noisy-throated frogs, katydids and crickets held in my hand until forgetting their embarrassment, they trilled their reedy note, little downy chickens and wildflowers, the dogwood blossoms, meadow-violets and budding fruit trees. I felt the bursting cotton-bolls and fingered their soft fiber and fuzzy seeds; I felt the low soughing of the wind through the cornstalks, the silky rustling of the long leaves, and the indignant snort of my pony, as we caught him in the pasture and put the bit in his mouth⁠—ah me! how well I remember the spicy, clovery smell of his breath!

Sometimes I rose at dawn and stole into the garden while the heavy dew lay on the grass and flowers. Few know what joy it is to feel the roses pressing softly into the hand, or the beautiful motion of the lilies as they sway in the morning breeze. Sometimes I caught an insect in the flower I was plucking, and I felt the faint noise of a pair of wings rubbed together in a sudden terror, as the little creature became aware of a pressure from without.

Another favourite haunt of mine was the orchard, where the fruit ripened early in July. The large, downy peaches would reach themselves into my hand, and as the joyous breezes flew about the trees the apples tumbled at my feet. Oh, the delight with which I gathered up the fruit in my pinafore, pressed my face against the smooth cheeks of the apples, still warm from the sun, and skipped back to the house!

Our favourite walk was to Keller’s Landing, an old tumbledown lumber-wharf on the Tennessee River, used during the Civil War to land soldiers. There we spent many happy hours and played at learning geography. I built dams of pebbles, made islands and lakes, and dug riverbeds, all for fun, and never dreamed that I was learning a lesson. I listened with increasing wonder to Miss Sullivan’s descriptions of the great round world with its burning mountains, buried cities, moving rivers of ice, and many other things as strange. She made raised maps in clay, so that I could feel the mountain ridges and valleys, and follow with my fingers the devious course of rivers. I liked this, too; but the division of the earth into zones and poles confused and teased my mind. The illustrative strings and the orange stick representing the poles seemed so real that even to this day the mere mention of temperate zone suggests a series of twine circles; and I believe that if anyone should set about it he could convince me that white bears actually climb the North Pole.

Arithmetic seems to have been the only study I did not like. From the first I was not interested in the science of numbers. Miss Sullivan tried to teach me to count by stringing beads in groups, and by arranging kintergarten straws I learned to add and subtract. I never had patience to arrange more than five or six groups at a time. When I had accomplished this my conscience was at rest for the day, and I went out quickly to find my playmates.

In this same leisurely manner I studied zoology and botany.

Once a gentleman, whose name I have forgotten, sent me a collection of fossils⁠—tiny mollusk shells beautifully marked, and bits of sandstone with the print of birds’ claws, and a lovely fern in bas-relief. These were the keys which unlocked the treasures of the antediluvian world for me. With trembling fingers I listened to Miss Sullivan’s descriptions of the terrible beasts, with uncouth, unpronounceable names, which once went tramping through the primeval forests, tearing down the branches of gigantic trees for food, and died in the dismal swamps of an unknown age. For a long time these strange creatures haunted my dreams, and this gloomy period formed a somber background to the joyous Now, filled with sunshine and roses and echoing with the gentle beat of my pony’s hoof.

Another time a beautiful shell was given me, and with a child’s surprise and delight I learned how a tiny mollusk had built the lustrous coil for his dwelling place, and how on still nights, when there is no breeze stirring the waves, the Nautilus sails on the blue waters of the Indian Ocean in his “ship of pearl.” After I had learned a great many interesting things about the life and habits of the children of the sea⁠—how in the midst of dashing waves the little polyps build the beautiful coral isles of the Pacific, and the foraminifera have made the chalk-hills of many a land⁠—my teacher read me “The Chambered Nautilus,” and showed me that the shell-building process of the mollusks is symbolical of the development of the mind. Just as the wonder-working mantle of the Nautilus changes the material it absorbs from the water and makes it a part of itself, so the bits of knowledge one gathers undergo a similar change and become pearls of thought.

Again, it was the growth of a plant that furnished the text for a lesson. We bought a lily and set it in a sunny window. Very soon the green, pointed buds showed signs of opening. The slender, fingerlike leaves on the outside opened slowly, reluctant, I thought, to reveal the loveliness they hid; once having made a start, however, the opening process went on rapidly, but in order and systematically. There was always one bud larger and more beautiful than the rest, which pushed her outer covering back with more pomp, as if the beauty in soft, silky robes knew that she was the lily-queen by right divine, while her more timid sisters doffed their green hoods shyly, until the whole plant was one nodding bough of loveliness and fragrance.

Once there were eleven tadpoles in a glass globe set in a window full of plants. I remember the eagerness with which I made discoveries about them. It was great fun to plunge my hand