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

Boston. I am too happy to write letters; but I must tell you about our visit to Cincinnati.

We spent a delightful week with the “doctors.” Dr. Keller met us in Memphis. Almost everyone on the train was a physician, and Dr. Keller seemed to know them all. When we reached Cincinnati, we found the place full of doctors. There were several prominent Boston physicians among them. We stayed at the Burnet House. Everybody was delighted with Helen. All the learned men marveled at her intelligence and gaiety. There is something about her that attracts people. I think it is her joyous interest in everything and everybody.

Wherever she went she was the centre of interest. She was delighted with the orchestra at the hotel, and whenever the music began she danced round the room, hugging and kissing everyone she happened to touch. Her happiness impressed all; nobody seemed to pity her. One gentleman said to Dr. Keller, “I have lived long and seen many happy faces; but I have never seen such a radiant face as this child’s before tonight.” Another said, “Damn me! but I’d give everything I own in the world to have that little girl always near me.” But I haven’t time to write all the pleasant things people said⁠—they would make a very large book, and the kind things they did for us would fill another volume. Dr. Keller distributed the extracts from the report that Mr. Anagnos sent me, and he could have disposed of a thousand if he had had them. Do you remember Dr. Garcelon, who was Governor of Maine several years ago? He took us to drive one afternoon, and wanted to give Helen a doll; but she said: “I do not like too many children. Nancy is sick, and Adeline is cross, and Ida is very bad.” We laughed until we cried, she was so serious about it. “What would you like, then?” asked the Doctor. “Some beautiful gloves to talk with,” she answered. The Doctor was puzzled. He had never heard of “talking-gloves”; but I explained that she had seen a glove on which the alphabet was printed, and evidently thought they could be bought. I told him he could buy some gloves if he wished, and that I would have the alphabet stamped on them.

We lunched with Mr. Thayer (your former pastor) and his wife. He asked me how I had taught Helen adjectives and the names of abstract ideas like goodness and happiness. These same questions had been asked me a hundred times by the learned doctors. It seems strange that people should marvel at what is really so simple. Why, it is as easy to teach the name of an idea, if it is clearly formulated in the child’s mind, as to teach the name of an object. It would indeed be a herculean task to teach the words if the ideas did not already exist in the child’s mind. If his experiences and observations hadn’t led him to the concepts, small, large, good, bad, sweet, sour, he would have nothing to attach the word-tags to.

I, little ignorant I, found myself explaining to the wise men of the East and the West such simple things as these: If you give a child something sweet, and he wags his tongue and smacks his lips and looks pleased, he has a very definite sensation; and if, every time he has this experience, he hears the word sweet, or has it spelled into his hand, he will quickly adopt this arbitrary sign for his sensation. Likewise, if you put a bit of lemon on his tongue, he puckers up his lips and tries to spit it out; and after he has had this experience a few times, if you offer him a lemon, he shuts his mouth and makes faces, clearly indicating that he remembers the unpleasant sensation. You label it sour, and he adopts your symbol. If you had called these sensations respectively black and white, he would have adopted them as readily; but he would mean by black and white the same things that he means by sweet and sour. In the same way the child learns from many experiences to differentiate his feelings, and we name them for him⁠—good, bad, gentle, rough, happy, sad. It is not the word, but the capacity to experience the sensation that counts in his education.

This extract from one of Miss Sullivan’s letters is added because it contains interesting casual opinions stimulated by observing the methods of others.

We visited a little school for the deaf. We were very kindly received, and Helen enjoyed meeting the children. Two of the teachers knew the manual alphabet, and talked to her without an interpreter. They were astonished at her command of language. Not a child in the school, they said, had anything like Helen’s facility of expression, and some of them had been under instruction for two or three years. I was incredulous at first; but after I had watched the children at work for a couple of hours, I knew that what I had been told was true, and I wasn’t surprised. In one room some little tots were standing before the blackboard, painfully constructing “simple sentences.” A little girl had written: “I have a new dress. It is a pretty dress. My mamma made my pretty new dress. I love mamma.” A curly-headed little boy was writing: “I have a large ball. I like to kick my large ball.” When we entered the room, the children’s attention was riveted on Helen. One of them pulled me by the sleeve and said, “Girl is blind.” The teacher was writing on the blackboard: “The girl’s name is Helen. She is deaf. She cannot see. We are very sorry.” I said: “Why do you write those sentences on the board? Wouldn’t the children understand if you talked to them about Helen?” The teacher said something about getting the correct construction, and continued to construct an exercise out of Helen. I asked her if