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

felt as he saw the sand dropping grain by grain while desperate men were plotting against his life.

Mr. Higinbotham, President of the World’s Fair, kindly gave me permission to touch the exhibits, and with an eagerness as insatiable as that with which Pizarro seized the treasures of Peru, I took in the glories of the Fair with my fingers. It was a sort of tangible kaleidoscope, this white city of the West. Everything fascinated me, especially the French bronzes. They were so lifelike, I thought they were angel visions which the artist had caught and bound in earthly forms.

At the Cape of Good Hope exhibit, I learned much about the processes of mining diamonds. Whenever it was possible, I touched the machinery while it was in motion, so as to get a clearer idea how the stones were weighed, cut, and polished. I searched in the washings for a diamond and found it myself⁠—the only true diamond, they said, that was ever found in the United States.

Dr. Bell went everywhere with us and in his own delightful way described to me the objects of greatest interest. In the electrical building we examined the telephones, autophones, phonographs, and other inventions, and he made me understand how it is possible to send a message on wires that mock space and outrun time, and, like Prometheus, to draw fire from the sky. We also visited the anthropological department, and I was much interested in the relics of ancient Mexico, in the rude stone implements that are so often the only record of an age⁠—the simple monuments of nature’s unlettered children (so I thought as I fingered them) that seem bound to last while the memorials of kings and sages crumble in dust away⁠—and in the Egyptian mummies, which I shrank from touching. From these relics I learned more about the progress of man than I have heard or read since.

All these experiences added a great many new terms to my vocabulary, and in the three weeks I spent at the Fair I took a long leap from the little child’s interest in fairy tales and toys to the appreciation of the real and the earnest in the workaday world.

XVI

Before October, 1893, I had studied various subjects by myself in a more or less desultory manner. I read the histories of Greece, Rome and the United States. I had a French grammar in raised print, and as I already knew some French, I often amused myself by composing in my head short exercises, using the new words as I came across them, and ignoring rules and other technicalities as much as possible. I even tried, without aid, to master the French pronunciation, as I found all the letters and sounds described in the book. Of course this was tasking slender powers for great ends; but it gave me something to do on a rainy day, and I acquired a sufficient knowledge of French to read with pleasure La Fontaine’s Fables, Le Médecin Malgré Lui and passages from Athalie.

I also gave considerable time to the improvement of my speech. I read aloud to Miss Sullivan and recited passages from my favourite poets, which I had committed to memory; she corrected my pronunciation and helped me to phrase and inflect. It was not, however, until October, 1893, after I had recovered from the fatigue and excitement of my visit to the World’s Fair, that I began to have lessons in special subjects at fixed hours.

Miss Sullivan and I were at that time in Hulton, Pennsylvania, visiting the family of Mr. William Wade. Mr. Irons, a neighbour of theirs, was a good Latin scholar; it was arranged that I should study under him. I remember him as a man of rare, sweet nature and of wide experience. He taught me Latin grammar principally; but he often helped me in arithmetic, which I found as troublesome as it was uninteresting. Mr. Irons also read with me Tennyson’s In Memoriam. I had read many books before, but never from a critical point of view. I learned for the first time to know an author, to recognize his style as I recognize the clasp of a friend’s hand.

At first I was rather unwilling to study Latin grammar. It seemed absurd to waste time analyzing, every word I came across⁠—noun, genitive, singular, feminine⁠—when its meaning was quite plain. I thought I might just as well describe my pet in order to know it⁠—order, vertebrate; division, quadruped; class, mammalia; genus, felinus; species, cat; individual, Tabby. But as I got deeper into the subject, I became more interested, and the beauty of the language delighted me. I often amused myself by reading Latin passages, picking up words I understood and trying to make sense. I have never ceased to enjoy this pastime.

There is nothing more beautiful, I think, than the evanescent fleeting images and sentiments presented by a language one is just becoming familiar with⁠—ideas that flit across the mental sky, shaped and tinted by capricious fancy. Miss Sullivan sat beside me at my lessons, spelling into my hand whatever Mr. Irons said, and looking up new words for me. I was just beginning to read Caesar’s Gallic War when I went to my home in Alabama.

XVII

In the summer of 1894, I attended the meeting at Chautauqua of the American Association to Promote the Teaching of Speech to the Deaf. There it was arranged that I should go to the Wright-Humason School for the Deaf in New York City. I went there in October, 1894, accompanied by Miss Sullivan. This school was chosen especially for the purpose of obtaining the highest advantages in vocal culture and training in lipreading. In addition to my work in these subjects, I studied, during the two years I was in the school, arithmetic, physical geography, French and German.

Miss Reamy, my German teacher, could use the manual alphabet, and after I had acquired a