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

everything we do all day long, although she has no idea as yet what the spelling means. After dinner I rest for an hour, and Helen plays with her dolls or frolics in the yard with the little darkies, who were her constant companions before I came. Later I join them, and we make the rounds of the outhouses. We visit the horses and mules in their stalls and hunt for eggs and feed the turkeys. Often, when the weather is fine, we drive from four to six, or go to see her aunt at Ivy Green or her cousins in the town. Helen’s instincts are decidedly social; she likes to have people about her and to visit her friends, partly, I think, because they always have things she likes to eat. After supper we go to my room and do all sorts of things until eight, when I undress the little woman and put her to bed. She sleeps with me now. Mrs. Keller wanted to get a nurse for her, but I concluded I’d rather be her nurse than look after a stupid, lazy negress. Besides, I like to have Helen depend on me for everything, and I find it much easier to teach her things at odd moments than at set times.

On March 31st I found that Helen knew eighteen nouns and three verbs. Here is a list of the words. Those with a cross after them are words she asked for herself: doll, mug, pin, key, dog, hat, cup, box, water, milk, candy, eye (X), finger (X), toe (X), head (X), cake, baby, mother, sit, stand, walk. On April 1st she learned the nouns knife, fork, spoon, saucer, tea, papa, bed, and the verb run.

April 5, 1887.

I must write you a line this morning because something very important has happened. Helen has taken the second great step in her education. She has learned that everything has a name, and that the manual alphabet is the key to everything she wants to know.

In a previous letter I think I wrote you that “mug” and “milk” had given Helen more trouble than all the rest. She confused the nouns with the verb “drink.” She didn’t know the word for “drink,” but went through the pantomime of drinking whenever she spelled “mug” or “milk.” This morning, while she was washing, she wanted to know the name for “water.” When she wants to know the name of anything, she points to it and pats my hand. I spelled “w-a-t-e-r” and thought no more about it until after breakfast. Then it occurred to me that with the help of this new word I might succeed in straightening out the “mug-milk” difficulty. We went out to the pump-house, and I made Helen hold her mug under the spout while I pumped. As the cold water gushed forth, filling the mug, I spelled “w-a-t-e-r” in Helen’s free hand. The word coming so close upon the sensation of cold water rushing over her hand seemed to startle her. She dropped the mug and stood as one transfixed. A new light came into her face. She spelled “water” several times. Then she dropped on the ground and asked for its name and pointed to the pump and the trellis, and suddenly turning round she asked for my name. I spelled “Teacher.” Just then the nurse brought Helen’s little sister into the pump-house, and Helen spelled “baby” and pointed to the nurse. All the way back to the house she was highly excited, and learned the name of every object she touched, so that in a few hours she had added thirty new words to her vocabulary. Here are some of them: door, open, shut, give, go, come, and a great many more.

P.S.⁠—I didn’t finish my letter in time to get it posted last night; so I shall add a line. Helen got up this morning like a radiant fairy. She has flitted from object to object, asking the name of everything and kissing me for very gladness. Last night when I got in bed, she stole into my arms of her own accord and kissed me for the first time, and I thought my heart would burst, so full was it of joy.

April 10, 1887.

I see an improvement in Helen day to day, almost from hour to hour. Everything must have a name now. Wherever we go, she asks eagerly for the names of things she has not learned at home. She is anxious for her friends to spell, and eager to teach the letters to everyone she meets. She drops the signs and pantomime she used before, as soon as she has words to supply their place, and the acquirement of a new word affords her the liveliest pleasure. And we notice that her face grows more expressive each day.

I have decided not to try to have regular lessons for the present. I am going to treat Helen exactly like a two-year-old child. It occurred to me the other day that it is absurd to require a child to come to a certain place at a certain time and recite certain lessons, when he has not yet acquired a working vocabulary. I sent Helen away and sat down to think. I asked myself, “How does a normal child learn language?” The answer was simple, “By imitation.” The child comes into the world with the ability to learn, and he learns of himself, provided he is supplied with sufficient outward stimulus. He sees people do things, and he tries to do them. He hears others speak, and he tried to speak. But long before he utters his first word, he understands what is said to him. I have been observing Helen’s little cousin lately. She is about fifteen months old, and already understands a great deal. In response to questions she points out prettily her nose,