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

me, although my friends in London and Philadelphia were willing to hasten the work. For a while, indeed, I had to copy my Latin in braille, so that I could recite with the other girls. My instructors soon became sufficiently familiar with my imperfect speech to answer my questions readily and correct mistakes. I could not make notes in class or write exercises; but I wrote all my compositions and translations at home on my typewriter.

Each day Miss Sullivan went to the classes with me and spelled into my hand with infinite patience all that the teachers said. In study hours she had to look up new words for me and read and reread notes and books I did not have in raised print. The tedium of that work is hard to conceive. Frau Gröte, my German teacher, and Mr. Gilman, the principal, were the only teachers in the school who learned the finger alphabet to give me instruction. No one realized more fully than dear Frau Gröte how slow and inadequate her spelling was. Nevertheless, in the goodness of her heart she laboriously spelled out her instructions to me in special lessons twice a week, to give Miss Sullivan a little rest. But, though everybody was kind and ready to help us, there was only one hand that could turn drudgery into pleasure.

That year I finished arithmetic, reviewed my Latin grammar, and read three chapters of Caesar’s Gallic War. In German I read, partly with my fingers and partly with Miss Sullivan’s assistance, Schiller’s Lied von der Glocke and Taucher, Heine’s Harzreise, Freytag’s Aus dem Staat Friedrichs des Grossen, Riehl’s Fluch Der Schönheit, Lessing’s Minna von Barnhelm, and Goethe’s Aus meinem Leben. I took the greatest delight in these German books, especially Schiller’s wonderful lyrics, the history of Frederick the Great’s magnificent achievements and the account of Goethe’s life. I was sorry to finish Die Harzreise, so full of happy witticisms and charming descriptions of vine-clad hills, streams that sing and ripple in the sunshine, and wild regions, sacred to tradition and legend, the gray sisters of a long-vanished, imaginative age⁠—descriptions such as can be given only by those to whom nature is “a feeling, a love and an appetite.”

Mr. Gilman instructed me part of the year in English literature. We read together As You Like It, Burke’s Speech on Conciliation with America, and Macaulay’s Life of Samuel Johnson. Mr. Gilman’s broad views of history and literature and his clever explanations made my work easier and pleasanter than it could have been had I only read notes mechanically with the necessarily brief explanations given in the classes.

Burke’s speech was more instructive than any other book on a political subject that I had ever read. My mind stirred with the stirring times, and the characters round which the life of two contending nations centred seemed to move right before me. I wondered more and more, while Burke’s masterly speech rolled on in mighty surges of eloquence, how it was that King George and his ministers could have turned a deaf ear to his warning prophecy of our victory and their humiliation. Then I entered into the melancholy details of the relation in which the great statesman stood to his party and to the representatives of the people. I thought how strange it was that such precious seeds of truth and wisdom should have fallen among the tares of ignorance and corruption.

In a different way Macaulay’s Life of Samuel Johnson was interesting. My heart went out to the lonely man who ate the bread of affliction in Grub Street, and yet, in the midst of toil and cruel suffering of body and soul, always had a kind word, and lent a helping hand to the poor and despised. I rejoiced over all his successes, I shut my eyes to his faults, and wondered, not that he had them, but that they had not crushed or dwarfed his soul. But in spite of Macaulay’s brilliancy and his admirable faculty of making the commonplace seem fresh and picturesque, his positiveness wearied me at times, and his frequent sacrifices of truth to effect kept me in a questioning attitude very unlike the attitude of reverence in which I had listened to the Demosthenes of Great Britain.

At the Cambridge school, for the first time in my life, I enjoyed the companionship of seeing and hearing girls of my own age. I lived with several others in one of the pleasant houses connected with the school, the house where Mr. Howells used to live, and we all had the advantage of home life. I joined them in many of their games, even blind man’s buff and frolics in the snow; I took long walks with them; we discussed our studies and read aloud the things that interested us. Some of the girls learned to speak to me, so that Miss Sullivan did not have to repeat their conversation.

At Christmas, my mother and little sister spent the holidays with me, and Mr. Gilman kindly offered to let Mildred study in his school. So Mildred stayed with me in Cambridge, and for six happy months we were hardly ever apart. It makes me most happy to remember the hours we spent helping each other in study and sharing our recreation together.

I took my preliminary examinations for Radcliffe from the 29th of June to the 3rd of July in 1897. The subjects I offered were Elementary and Advanced German, French, Latin, English, and Greek and Roman history, making nine hours in all. I passed in everything, and received “honours” in German and English.

Perhaps an explanation of the method that was in use when I took my examinations will not be amiss here. The student was required to pass in sixteen hours⁠—twelve hours being called elementary and four advanced. He had to pass five