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

small plate, to go upstairs slowly, to run fast and to walk quickly. This morning she used the conjunction and for the first time. I told her to shut the door, and she added, “and lock.”

She came tearing upstairs a few minutes ago in a state of great excitement. I couldn’t make out at first what it was all about. She kept spelling “dog⁠—baby” and pointing to her five fingers one after another, and sucking them. My first thought was, one of the dogs has hurt Mildred; but Helen’s beaming face set my fears at rest. Nothing would do but I must go somewhere with her to see something. She led the way to the pump-house, and there in the corner was one of the setters with five dear little pups! I taught her the word “puppy” and drew her hand over them all, while they sucked, and spelled “puppies.” She was much interested in the feeding process, and spelled “mother-dog” and “baby” several times. Helen noticed that the puppies’ eyes were closed, and she said, “Eyes⁠—shut. Sleep⁠—no,” meaning, “The eyes are shut, but the puppies are not asleep.” She screamed with glee when the little things squealed and squirmed in their efforts to get back to their mother, and spelled, “Baby⁠—eat large.” I suppose her idea was “Baby eats much.” She pointed to each puppy, one after another, and to her five fingers, and I taught her the word five. Then she held up one finger and said “baby.” I knew she was thinking of Mildred, and I spelled, “One baby and five puppies.” After she had played with them a little while, the thought occurred to her that the puppies must have special names, like people, and she asked for the name of each pup. I told her to ask her father, and she said, “No⁠—mother.” She evidently thought mothers were more likely to know about babies of all sorts. She noticed that one of the puppies was much smaller than the others, and she spelled “small,” making the sign at the same time, and I said “very small.” She evidently understood that very was the name of the new thing that had come into her head; for all the way back to the house she used the word very correctly. One stone was “small,” another was “very small.” When she touched her little sister, she said: “Baby⁠—small. Puppy⁠—very small.” Soon after, she began to vary her steps from large to small, and little mincing steps were “very small.” She is going through the house now, applying the new words to all kinds of objects.

Since I have abandoned the idea of regular lessons, I find that Helen learns much faster. I am convinced that the time spent by the teacher in digging out of the child what she has put into him, for the sake of satisfying herself that it has taken root, is so much time thrown away. It’s much better, I think, to assume that the child is doing his part, and that the seed you have sown will bear fruit in due time. It’s only fair to the child, anyhow, and it saves you much unnecessary trouble.

May 16, 1887.

We have begun to take long walks every morning, immediately after breakfast. The weather is fine, and the air is full of the scent of strawberries. Our objective point is Keller’s Landing, on the Tennessee, about two miles distant. We never know how we get there, or where we are at a given moment; but that only adds to our enjoyment, especially when everything is new and strange. Indeed, I feel as if I had never seen anything until now, Helen finds so much to ask about along the way. We chase butterflies, and sometimes catch one. Then we sit down under a tree, or in the shade of a bush, and talk about it. Afterwards, if it has survived the lesson, we let it go; but usually its life and beauty are sacrificed on the altar of learning, though in another sense it lives forever; for has it not been transformed into living thoughts? It is wonderful how words generate ideas! Every new word Helen learns seems to carry with it necessity for many more. Her mind grows through its ceaseless activity.

Keller’s Landing was used during the war to land troops, but has long since gone to pieces, and is overgrown with moss and weeds. The solitude of the place sets one dreaming. Near the landing there is a beautiful little spring, which Helen calls “squirrel-cup,” because I told her the squirrels came there to drink. She has felt dead squirrels and rabbits and other wild animals, and is anxious to see a “walk-squirrel,” which interpreted, means, I think, a “live squirrel.” We go home about dinnertime usually, and Helen is eager to tell her mother everything she has seen. This desire to repeat what has been told her shows a marked advance in the development of her intellect, and is an invaluable stimulus to the acquisition of language. I ask all her friends to encourage her to tell them of her doings, and to manifest as much curiosity and pleasure in her little adventures as they possibly can. This gratifies the child’s love of approbation and keeps up her interest in things. This is the basis of real intercourse. She makes many mistakes, of course, twists words and phrases, puts the cart before the horse, and gets herself into hopeless tangles of nouns and verbs; but so does the hearing child. I am sure these difficulties will take care of themselves. The impulse to tell is the important thing. I supply a word here and there, sometimes a sentence, and suggest something which she has omitted or forgotten. Thus her vocabulary grows apace, and the new words germinate and bring forth new ideas; and they are the stuff out of which heaven and earth are made.

May 22, 1887.

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