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

Before describing the process of teaching Helen to speak, it may be well to state briefly to what extent she had used the vocal organs before she began to receive regular instruction in articulation. When she was stricken down with the illness which resulted in her loss of sight and hearing, at the age of nineteen months, she was learning to talk. The unmeaning babblings of the infant were becoming day by day conscious and voluntary signs of what she felt and thought. But the disease checked her progress in the acquisition of oral language, and, when her physical strength returned, it was found that she had ceased to speak intelligibly because she could no longer hear a sound. She continued to exercise her vocal organs mechanically, as ordinary children do. Her cries and laughter and the tones of her voice as she pronounced many word elements were perfectly natural, but the child evidently attached no significance to them, and with one exception they were produced not with any intention of communicating with those around her, but from the sheer necessity of exercising her innate, organic, and hereditary faculty of expression. She always attached a meaning to the word water, which was one of the first sounds her baby lips learned to form, and it was the only word which she continued to articulate after she lost her hearing. Her pronunciation of this gradually became indistinct, and when I first knew her it was nothing more than a peculiar noise. Nevertheless, it was the only sign she ever made for water, and not until she had learned to spell the word with her fingers did she forget the spoken symbol. The word water, and the gesture which corresponds to the word goodbye,seem to have been all that the child remembered of the natural and acquired signs with which she had been familiar before her illness.

As she became acquainted with her surroundings through the sense of feeling (I use the word in the broadest sense, as including all tactile impressions), she felt more and more the pressing necessity of communicating with those around her. Her little hands felt every object and observed every movement of the persons about her, and she was quick to imitate these movements. She was thus able to express her more imperative needs and many of her thoughts.

At the time when I became her teacher, she had made for herself upward of sixty signs, all of which were imitative and were readily understood by those who knew her. The only signs which I think she may have invented were her signs for small and large.20 Whenever she wished for anything very much she would gesticulate in a very expressive manner. Failing to make herself understood, she would become violent. In the years of her mental imprisonment she depended entirely upon signs, and she did not work out for herself any sort of articulate language capable of expressing ideas. It seems, however, that, while she was still suffering from severe pain, she noticed the movements of her mother’s lips.

When she was not occupied, she wandered restlessly about the house, making strange though rarely unpleasant sounds. I have seen her rock her doll, making a continuous, monotonous sound, keeping one hand on her throat, while the fingers of the other hand noted the movements of her lips. This was in imitation of her mother’s crooning to the baby. Occasionally she broke out into a merry laugh, and then she would reach out and touch the mouth of anyone who happened to be near her, to see if he were laughing also. If she detected no smile, she gesticulated excitedly, trying to convey her thought; but if she failed to make her companion laugh, she sat still for a few moments, with a troubled and disappointed expression. She was pleased with anything which made a noise. She liked to feel the cat purr; and if by chance she felt a dog in the act of barking, she showed great pleasure. She always liked to stand by the piano when someone was playing and singing. She kept one hand on the singer’s mouth, while the other rested on the piano, and she stood in this position as long as anyone would sing to her, and afterward she would make a continuous sound which she called singing. The only words she had learned to pronounce with any degree of distinctness previous to March, 1890, were papa, mamma, baby, sister. These words she had caught without instruction from the lips of friends. It will be seen that they contain three vowel and six consonant elements, and these formed the foundation for her first real lesson in speaking.

At the end of the first lesson she was able to pronounce distinctly the following sounds: a, ä, â, è, ǐ, ô, c soft like s and hard like k, g hard, b, l, n, m, t, p, s, u, k, f and d. Hard consonants were, and indeed still are, very difficult for her to pronounce in connection with one another in the same word; she often suppresses the one and changes the other, and sometimes she replaces both by an analogous sound with soft aspiration. The confusion between l and r was very noticeable in her speech at first. She would repeatedly use one for the other. The great difficulty in the pronunciation of the r made it one of the last elements which she mastered. The ch, sh and soft g also gave her much trouble, and she does not yet enunciate them clearly.21

When she had been talking for less than a week, she met her friend, Mr. Rodocanachi, and immediately began to struggle with the pronunciation of his name; nor