Saturday, April 13, 2024

The Story of My Life-Helen Keller-Summary-Chapter 11

    Helen Adams Keller was born in Tuscumbia, Alabama, on June 27, 1880. Her parents were Kate Adams Keller and Colonel Arthur Keller. Helen became deaf and blind as a result of an unknown illness, perhaps rubella or scarlet fever at the age of only 19 months. She died at the age of 87 on June 1, 1968, at Arcan Ridge

Summary of Chapter 11

About the Chapter

   In this chapter, Helen describes about her new experiences in the world of Nature. She Went to Fern Quarry to spend her autumn vacation there with her family. It was situated on a mountain about 14 miles away from Tuscumbia.

            ( /ˈkwɒr.i/: mining place)  (left)

  There was a limestone quarry near it, which had long been abandoned. Three playful streams, which came down from the springs above ran through it, leaping here and tumbling there making laughing cascades whenever rocks tried to bar their way.

The opening was filled with fern trees and they were completely covered the beds of limestone and at some places hid the streams. (a narrow passage through which water lows)

    The rest of the mountain was thickly wooded. One may find great oak trees and splendid evergreen trees there with trunks like mossy pillars

   From the branches of them hung ivy and mistletoe, and persimmon trees, the odour of which pervaded every nook and corner of the wood.                                 

   The information she gathered there gave her great satisfaction and happiness. She was ready to welcome more new things that would add to her knowledge and experience.

   Their cottage was a kind of rough camp, which was situated on the top of the mountain among oak and pine trees. There were small houses which were arranged on each side of a long hall. There was a wide public square (piazza) around the house, where the mountain winds brought with them sweet scents of the woods.  

    (/piˈæt.sə/ especially in Italy: an open area of hard surface where there is no traffic)

They spent their most of the time on the square and did their work, ate, and played. At the back door of the house, there stood a butternut tree, and in front there so many trees that stood very close. The narrator would touch them and feel the wind shake their branches. Many visitors came to the Fern Quarry and in the evening, the men played cards and passed (whiled) away their time in talking and playing sports.

    They usually told the tales “of their wonderful feats (skillful acts) with fowl, fish, and quadruped (any four-legged animal)—how many ducks and turkeys they had shot, what ‘savage trout’ they had caught and how they had bagged the craftiest (cleverest) foxes, outwitted the most clever possums, and overtaken the fleetest (fastest) deer, and the rest of the wild tribe would not be able to stand before these wily (cunning) hunters.   

‘Tomorrow to the chase!’ was their good-night shout as the circle of merry friends broke up for the night.

 The men slept in the hall outside their (the narrator’s family) door and the narrator could feel the deep breathing of the dogs and the hunters as they lay their improvised (made with what is available at the time) beds.

   The author was awakened at dawn time by   “the smell of coffee the rattling (sound) of guns and the heavy footsteps of the men” as they came strode (walking with long steps) about.

They were promising themselves the greatest luck of the season. She also felt the stamping of the horses that were taken out of the town and tied to the trees under them.  

(the word used to draw attention)

   They stood for the whole night there neighing loudly feeling impatient to run off. Finally, the men mounted them, and “away went the steeds (horses available for riding) with bridles ringing and whips cracking and hounds racing ahead, and away went the champion hunters with hark and whoop (loud shout) and halloo (hallo)”.

 Later in the morning, the preparation for the barbecue was made.

A fire was lit at the bottom of a deep hole dug in the ground. Big sticks were laid crosswise at the top. The meat was hung from there.

Some persons were made to sit around the fire to drive away the flies with long branches. The pleasant smell of the meat made her hungry long before it was laid on the tables.

When the excitement of preparing meat was at its height, the hunting party appeared. The men were hot and weary (tired) the horses were covered with foam and the hounds were panting (taking quick breaths) due to tiredness.

 They were feeling dejected (sad) as they had been unable to kill even a single animal. However, they were defending themselves as to how they were very close to their success.

 One evening, she had her pony named ‘Black Beauty’ at Fern Quarry. She had spent so many happy hours on his back.

 

 Sometimes when her teacher thought it safe, she would let go the leading reign  (the rope used to control the horse) and then the pony moved leisurely (at its own will) on, or sometimes it would stop at his sweet will to eat grass or nibble (to bite in small bits)  the leaves of trees that were there at the side of that narrow track.

Sometimes Helen was not interested in riding her pony, the they would start rambling (the activity of going for long walks in the countryside) in the woods. They allowed themselves to get lost among the trees and vines. They were walking on no roads but the paths made by domestic animals like cows and horses. Sometimes they were not able to pass through the thickets, then they had to follow a roundabout way. They always returned to the cottage with armfuls of laurel, goldenrod, ferns, and gorgeous swamp flowers.

Sometimes she would go with her sister Mildred and her little cousins to collect persimmons. She did not eat them. She liked their fragrance and enjoyed hunting for them in the leaves and grass. They also loved nutting. They would open the chestnut burrs and break their shells of hickory nuts and the big and sweet walnuts.

After that, Helen describes that there was a railroad at the foot of the mountain and the children used to enjoy the train whiz by. Sometimes they would hear a terrific whistle that brought them to the steps and her little sister would also inform them in great excitement that there was a horse or a cow that had strayed on the track. At the distance of a mile, there was a trestle spanning a deep gorge. It was very difficult to walk on it as the ties were wide apart and so much narrow.

One day they had to walk over it because, her sister Mildred, Miss Sullivan, and she were lost in the woods. After wandering for hours, her sister pointed towards that trestle. As it was growing dark, they had no other option but to walk over the trestle. Helen had to feel for the rails with her toes, but she was not afraid. After some time, they heard “puff, puff…” from the distance.

Then Mildred cried that she could see a train. Helen says that the train could have run them over if they had not climbed down upon the cross braces () white it was rushing over their heads. She felt the hot breath (steam) of the engine on her face and the smoke and ashes had nearly choked them. She also describes how the trestle shook and swayed when the train rumbled by. With great difficulty, they regained the track. After a long time, they reached the cottage but found it empty. The family had gone hunting.

   

 

The Story of My Life-Helen Keller-Summary-Chapter 10

 CHAPTER X

Just before the Perkins Institution closed for the summer, it was arranged that my teacher and I should spend our vacation at Brewster, on Cape Cod, with our dear friend, Mrs. Hopkins. I was delighted, for my mind was full of the prospective (future/forthcoming/soon-to-be) joys and of the wonderful stories I had heard about the sea. My most vivid (clear) recollection (memories) of that summer is the ocean.

I had always lived far inland (at a long distance from the sea/ocean) and had never had so much as a whiff (slight smell carried by a current of air) of salt air, but I had read in a big book called "Our World" a description of the ocean which filled me with wonder and an intense longing (strong desire) to touch the mighty sea and feel it roar. So my little heart leaped high with eager excitement when I knew that my wish was at last to be realized. No sooner had I been helped into my bathing suit than I sprang out upon the warm sand and without thought of fear plunged (jumped) into the cool water.

I felt the great billows (fill with air and swell) rock (move up) and sink. The buoyant (afloat) motion of the water filled me with exquisite (superb), quivering (shuddering) joy. Suddenly my ecstasy (/ˈek.stə.si/ extreme feeling of happiness) gave place to terror; for my foot struck against a rock and the next instant there was a rush of water over my head. I thrust out my hands to grasp (grip) some support, I clutched (caught) at the water and at the seaweed (the plants that grow in the sea) which the waves tossed (thrown) in my face. But all my frantic (hysterical/out of control due to worry) efforts were in vain. The waves seemed to be playing a game with me and tossed me from one to another in their wild (violent) frolic (play).

It was fearful! The good (kind), firm earth had slipped from my feet, and everything seemed to shut out from this strange, all-enveloping element—life, air, warmth, and love. At last, however, the sea, as if weary (tired) of its new toy, threw me back on the shore, and in another instant, I was clasped (held) in my teacher's arms. Oh, the comfort of the long, tender embrace!

As soon as I had recovered from my panic sufficiently to say anything, I demanded: "Who put salt in the water?" After I had recovered from my first experience in the water, I thought it great fun to sit on a big rock in my bathing suit and feel wave after wave dash against the rock, sending up a shower of spray that quite covered me.

 I felt the pebbles (small stones) rattling (creating noise) as the waves threw their ponderous (heavy) weight against the shore; the whole beach seemed racked (troubled) by their terrific (wonderful) onset (arrival), and the air throbbed (beat) with their pulsations (rhythms). The breakers (wavers coming towards the shore) would swoop (jump) back to gather themselves for a mightier leap, and I clung to the rock, tense, fascinated (extremely interested), as I felt the dash (rush) and roar (howl) of the rushing sea! I could never stay long enough on the shore. The tang (strong, sharp taste or smell) of the untainted (pure), fresh, and free sea air was like a cool, quieting thought, and the shells and pebbles and the seaweed with tiny living creatures attached to it never lost their fascination for me.  

One day Miss Sullivan attracted my attention to a strange object that she had captured basking in the shallow  (not so deep)water. It was a great horseshoe crab —the first one I had ever seen. I felt him and thought it very strange that he should carry his house on his back. It suddenly occurred to me that he might make a delightful pet; so I seized (captured) him by the tail with both hands and carried him home.

This feat (act) pleased me highly, as his body was very heavy, and it took all my strength to drag him half a mile. I would not leave Miss Sullivan in peace until she had put the crab in a trough (container) near the well where I was confident he would be secure. But the next morning I went to the trough, and lo, he had disappeared! Nobody knew where he had gone, or how he had escaped.

My disappointment was bitter at the time, but little by little I came to realize that it was not kind or wise to force this poor dumb creature out of his element, and after a while, I felt happy in the thought that perhaps he had returned to the sea.

Q1.How did Helen react when she had her first trip to the ocean?

Q2.What was the unfortunate incident that happened with Nancy?

Q3. Describe the incident of capturing the horsecrab and what lesson did she learn from that incident?

 

 

 

The Story of My Life By Helen Keller-Summary-Chapter 9

 The Story of My Life By Helen Keller-Summary    Chapter 9

Helen’s visit to Boston was the next most important event of her life. She remembers all, the preparations, the departure with her teacher and her mother, the journey, and finally her arrival in Boston. She had made a journey to Baltimore two years before this journey. There was a lot of difference between the two journeys.

That time, she was a restless, excitable little creature who required the attention of everyone on the train to keep her amused.

She sat quietly near Miss Sullivan and listened to her teacher’s explanation intently. She explained all she was watching outside the car window.

She was explaining “all....the beautiful Tennesse river, the great cotton fields, the crowds of laughing negroes at the stations, who waved to the people on the train and brought delicious candy and popcorn balls through the car.

Her big rag doll was placed on the seat just in front of her. It was in a new dress made of ‘gingham (lightweight cotton cloth)’, looking at her from her two beady eyes. After some time, when her mind was diverted from her teacher’s explanation, she remembered her doll, Nancy. She would like to keep her in her arms, but she convinced herself that she was asleep.

   Helen wants to continue talking about Nancy. She continues with an experience that she had immediately after they arrived in Boston. She had compelled her doll to eat mud pies, so she was covered with mud, although she had never found any encouragement from the doll to eat them.

Then, the laundress at the Perkins Institution took it secretly and gave it a bath, which reduced it to be a formless heap of cotton, beyond recognition except for its two beady eyes.

At Perkins, Helen immediately started making friends with the blind children there. It delighted her very much that they knew the manual alphabet.

 

 

The Story of My Life by Helen Keller-Summary-Chapter 8

  

              The Story of My Life by Helen Keller

                                           Chapter 8

  Helen writes that the first Christmas that came after Miss Sullivan’s arrival in her house was a great event and every member of the family wished to surprise her.

   What surprised her most was the fact that Miss Sullivan and she had prepared surprises for everyone. There was a mystery about the gifts and it amused and delighted her most.

    Her friends did all to increase her curiosity by giving hints by writing half-spelled words on her hand. Miss Sullivan and she played a game of guessing and that proved to be very good to teach the use of language. After that, they practiced it every evening while sitting by a glowing wood fire.

  The school children at Tuscumbia had made a tree on Christmas Eve and they also invited her. The beautiful tree, “ablaze and shimmering, stood in the center of the schoolroom. Its branches were loaded with strange wonderful fruits in soft light. Helen felt extremely happy while dancing and capering around the tree.

   Her happiness doubled up when she came to know that she would distribute gifts to the children present there with her own hands. Her excitement and impatience were out of control. The gifts were not those for which her friends had given her hints. Her teacher told her that the gifts were nicer than those she was expecting.

   At the same time, she was to remain contented with the gifts she had got from the tree and others until the next morning.

  That night, she hung her stockings and lay awake for a long time, pretending that she was asleep to know what gifts Santa Claus would give to her. But she could not continue this for long and at last, she fell asleep keeping a new doll and a white bear in her arms.

   At the same time, she was to remain contented with the gifts she had got from the tree and others until the next morning.

   The next morning, when she woke up, it was she, who woke up the whole family by saying “Merry Christmas”. She found surprises from everywhere, not only from the stockings, but also on the table, on the chairs, at the door, on the very window sill.”

   But when her teacher presented to her a canary, her joy knew no bounds.

    Her new pet ‘Little Tim” (the singing bird canary) was so tame that he would go on her fingers and eat sweet cherries out of her hand. She was taught to take care of the new pet.

   She carefully “prepared his bath, made his cage clean and sweet, filled his cups with fresh seeds and water” and then hung a spray of chickweed in his swing.”

   One morning, she left the cage on the window seat and went to fetch water for his bath. As she came back and opened the door, she felt a big cat went out from there.

     She didn’t guess at that time as to what a cat could do, but when she put her hand into the cage, she did not feel Tim’s pretty wings and his pointed claws take hold of her fingers. She understood that the cat had killed her pet canary.

The Story of My Life By Helen Keller

                 Chapter 9

Helen’s visit to Boston was the next most important event of her life. She remembers all, the preparations, the departure with her teacher and her mother, the journey and finally her arrival in Boston. She had made a journey to Baltimore two years before this journey. There was a lot of difference between the two journeys.

That time, she was a restless, excitable little creature who required the attention of everyone on the train to keep her amused.

She sat quietly near Miss Sullivan and listened to her teacher’s explanation intently. She explained all she was watching outside the car window.

She was explaining “all....the beautiful Tennesse river, the great cotton fields, the crowds of laughing negroes at the stations, who waved to the people on the train and brought delicious candy and popcorn balls through the car.

Her big rag doll was placed on the seat just in front of her. It was in a new dress made of ‘gingham (light weight cotton cloth)’, looking at her from her two beady eyes. After sometime, when her mind was diverted from her teacher’s explanation, she remembered her doll Nancy. She would like to keep her in her arms, but she convinced herself that she was asleep.

   Helen wants to continue talking about Nancy. She continues with an experience that she had immediately after their arrival in Boston. She had compelled her doll to eat mud-pies, so she was covered with mud, although she had never found any encouragement from the doll for eating them.

Then, the laundress at the Perkins Institution took it secretly and gave it a bath, which reduced it to be a formless heap of cotton, beyond recognition except its two beady eyes.

At Perkins, Helen immediately started making friends with the blind children there. It delighted her very much that they knew manual alphabet.

 

 


Friday, February 12, 2021

The story of My Life-Helen Keller-Chapter 8

 

                   The Story of My Life by Helen Keller

                                           Chapter 8

   Helen writes that the first Christmas that came after Miss Sullivan’s arrival in her house was a great event and every member of the family wished to surprise her.



   What surprised her most was the fact that Miss Sullivan and she herself had prepared surprises for everyone. There was a mystery about the gifts and it amused and delighted her most.

    Her friends did all to increase her curiosity to give hints by writing half spelled words on her hand. Miss Sullivan and she played a game of guessing and that proved to be very good to teach the use of language. After that, they practiced it every evening while sitting by a glowing wood fire.

  The school children at Tuscumbia had made a tree on Christmas Eve and they also invited her. The beautiful tree, “ablaze and shimmering, stood in the center of the schoolroom. Its branches were loaded with strange wonderful fruits in soft light. Helen felt extremely happy while dancing and capering around the tree.



   Her happiness doubled up when she came to know that she would distribute gifts to the children present there with her own hands. Her excitement and impatience were out of control. The gifts were not those for which her friends had given her hints. Her teacher told her that the gifts were nicer than those she was expecting.

   At the same time, she was to remain contented with the gifts she had got from the tree and others until the next morning.

  That night, she hung her stockings and lay awake for a long time, pretending that she was asleep to know what gifts Santa Claus would give to her. But she could not continue this for long and at last, she fell asleep keeping a new doll and a white bear in her arms.

   At the same time, she was to remain contented with the gifts she had got from the tree and others until the next morning.

   Next morning, when she woke up, it was she, who woke up the whole family by saying “Merry Christmas”. She found surprises from everywhere, not only from the stockings, but also on the table, on the chairs, at the door, on the very window-sill.”

   But when her teacher presented to her a canary, her joy knew no bounds.

A Canary Bird


    Her new pet ‘Little Tim” (the singing bird canary) was so tame that he would ho on her fingers and eat sweet cherries out of her hand. She was taught to take all care of the new pet.

   She carefully “prepared his bath, made his cage clean and sweet, filled his cups with fresh seeds and water” and then hung a spray of chickweed in his swing.”

   One morning, she left the cage on the window-seat and went to fetch water for his bath. As she came back and opened the door, she felt a big cat went out from there.



     She didn’t guess at that time as to what a cat could do, but when she put her hand into the cage, she did not feel Tim’s pretty wings and his pointed claws take hold of her fingers. She understood that the cat had killed her pet canary.

Monday, February 1, 2021

The Story Of My Life-Chapter 7- Simplified Summary

 

                     The Story Of My Life-Chapter 7

Helen Keller Learning Skill of Reading

Anne Sullivan Teaching Helen Keller

Helen Keller


In this chapter, Helen Keller tells us as to how she was taught the skill of reading. As soon as she learnt some words to spell, Miss Sullivan gave her some slips of cardboard on which a few words were printed in raised letters. She at once understood that each printed word meant for some object an action or a quality.

She found the slips of papers which represented ‘doll’, ‘is’, ‘on’. ‘bed’. She placed each on its objects. Then she put her doll on the bed with the words ‘is’, ‘on, ‘bed’ which she arranged beside the doll, thus making a sentence out of the words. At the same time, she carried the idea with the things.

One day, she played a game with her teacher for hours and it delighted her very much. She had arranged the words ‘is’, ‘in’, wardrobe’ on the shelf.

From the printed slip, it was a step to the printed book. She took her book ‘Reader for Beginners’ and searched for words. When she found them in the book, her joy was boundless. In this way, she began to read.

She had no regular lessons for a long time. Whenever Miss Sullivan, taught her, she illustrated it by inventing a beautiful story or a poem. Whenever anything delighted her, Miss Sullivan would talk it over as if she were also a little girl.

Miss Sullivan’s sympathy with Helen’s pleasure and dislike was superb. It was due to her long association with the blind. In addition to that, she had a wonderful faculty for description. She also introduced Helen the technicalities of science little by little. She made every subject so real that Helen could remember it easily.

Helen Keller in Contact with Nature


Wild Grapes

Grashopper


Fragrant Pine Trees

Miss Sullivan takes her out of doors perfectly in the sunlit woods for studies. Helen says that all of her early lessons had been taught to her in the close contact with nature. She still remembers the sweet fragrance of the pine trees mixed with the perfume of wild grapes. She learnt while sitting under the graceful shade of the wild tulip tree that “everything that could hum, or buzz, or sing, or bloom, had a part” of her education. She learnt that in nature nothing is useless; everything has a purpose. Each and every object of nature has its contribution in educating her. She counts so many things of nature like noisy throated frogs, katydids (a bush cricket), crickets, etc. She held them in her hands and after sometime, they forgot their fear. She also names some more objects of nature like downy chickens and wild flowers, dog wood blossoms, meadow-violets and budding fruit trees. She also felt the soft touch of the fiber and the small seeds of the bursting cotton balls. She also felt the rustling sounds of the wind through the corn stalks, the rustling through the silky leaves of some trees, ‘indignant snort’ of her pony when both of them caught him in the grassy land and put some bit in his mouth. She remembers the spicy, clovey smell of his breath. She means to say that she learnt the great lessons of life through her senses mainly of smell and touch.

Sometimes she would wake up at dawn and go secretly into the garden while the grass and flowers were laden (burdened) with heavy dew drops. She narrates here that she had the wonderful feeling of the joy of pressing the roses softly into her hand or having the feeling of beautiful motion of the lilies when they swayed in the morning breeze.

Sometimes she felt the faint noise of a pair of wings of an insect inside the flower in terror of being pressed when she was enjoying the touch of the soft petals of some flowers.

Orchard

Peaches
There was another place where she was usually found and it was the orchard where the fruits ripened in early July. Helen narrates here very beautifully how the large peaches would reach themselves into her hands when the ‘joyous breezes’ passed through the trees and the branches laden with the burden of fruit bowed (bent) down. The apples would also fall down at the feet due to the blowing wind.

Branches Laden with Apples

She felt the heavenly joy when she gathered up the fruit in her pinafore (/ˈpɪn.ə.fɔːr/  a clothing like apron) and when she pressed “her cheeks against the smooth cheeks of the apples” she that were still warm from the sun. After that, she would go back home.

The apples would also fall down at the feet due to the blowing wind. She also dug river beds all for fun. She did not know at that time that she was learning a lesson. She listened to Miss Sullivan’s descriptions of the round world with wonder. 

Burning Mountains

She also came to know from her teacher about burning mountains, buried cities, moving rivers of ice and many other strange things. She also raised maps in clay. The purpose was to make her feel the mountain ridges, valleys and also follow with the touch of her fingers the zigzag course of rivers. She liked that all but felt difficulty in understanding the division of the earth into zones and poles (South Pole and the North Pole). She still remembered how the poles were represented by orange sticks.

She did not like to study mathematics. She was not at all interested in the science of numbers. Her teacher tried to teach her to count numbers by stringing beads into groups. She learnt to add and subtract by kindergarten straws. She had very less patience and so she never arranged more than five or six groups at a time. After finishing it, she would feel relaxed and go at once to join her playmates. In the same play-way method, she studied zoology and botany.

 She had very less patience and so she never arranged more than five or six groups at a time. After finishing it, she would feel relaxed and go at once to join her playmates. In the same play-way method, she studied zoology and botany.

These things proved to be the keys to unlock the treasures of ancient world for her. She listened to her teacher’s descriptions of the terrible beasts of different names, which, once, lived in the primeval (ancient) forests breaking down the branches of huge trees for food and died in the swamps on an unknown age. Those strange creatures haunted her dreams for long time, and that gloomy period formed sad background to the joyous, filled with sunshine roses and echoes with the gentle beat of her pony’s hoof.

Another time, she was given a beautiful shell by her teacher. She expressed delight and surprise when she learnt how a small creature (mollusk) had built the lustrous (shining) coil for his dwelling place (shelter/house). She also wondered as to how the Nautilus sails on the blue waters of the Indian ocean in his “ship of pearl” in the absence of breeze. Then she learned a lot of interesting things of the children living near the sea.

nautilus


In this way, Helen’s teacher taught her very much about the sea-life.

She was also taught how the growth of a plant takes place. Once, a lily was brought and placed in a sunny window. The she came to knows to how the green, pointed buds showed the signs of opening. The opening process was rapid, but in order and in some system.

Once, she had a great fun to put her hand into a bowl and feel the tadpoles frisk () about and to let them slip and slide between her fingers.

Q1. How did Miss Sullivan teach reading skill to Helen Keller?

   Ans. As soon as she learnt some words to spell, Miss Sullivan gave her some slips of cardboard on which a few words were printed in raised letters.

  She at once understood that each printed word meant for some object an action or a quality. She found the slips of papers which represented ‘doll’, ‘is’, ‘on’. ‘bed’. She placed each on its objects.   Then she put her doll on the bed with the words ‘is’, ‘on, ‘bed’ which she arranged beside the doll, thus making a sentence out of the words. At the same time, she carried the idea with the things.

From the printed slip, it was a step to the printed book. She took her book ‘Reader for Beginners’ and searched for words. When she found them in the book, her joy was boundless. In this way, she began to read.

Q2. How did she make Helen Keller learn the lessons from Nature?

   Ans. Miss Sullivan takes her out of doors perfectly in the sunlit woods for studies. Helen says that all of her early lessons had been taught to her in the close contact with nature. She still remembers the sweet fragrance of the pine trees mixed with the perfume of wild grapes.  

 She learnt while sitting under the graceful shade of the wild tulip tree that “everything that could hum, or buzz, or sing, or bloom, had a part” of her education. She learnt that in nature nothing is useless; everything has a purpose.  She learnt while sitting under the graceful shade of the wild tulip tree that “everything that could hum, or buzz, or sing, or bloom, had a part” of her education. She learnt that in nature nothing is useless; everything has a purpose.

 

 

Each and every object of nature has its contribution in educating her. She counts so many things of nature like noisy throated frogs, katydids (a bush cricket), crickets, etc.

Tuesday, January 26, 2021

The Story of My Life II Chapter 6 Simplified Summary # Chapter 6

 

The Story of My Life: Chapter 6 (Simplified Summary)



Helen Traversed a Long Distance Since She Stammered Her First Word

Helen Keller describes that she had got the key to all languages and she was very much eager to use it. She further tells us that normal children don’t have to make much effort to understand the words that they listen to from others’ mouths. But for deaf and blind children, it is a very painful process. But despite the difficulties, it leads to wonderful results. Thus Helen traversed a long distance since she stammered her first word.

Helen Became Inquisitive

In the beginning, when her teacher told her about a thing, she would ask her several questions as her ideas were vague and her vocabulary was insufficient. But as her knowledge about things grew and her vocabulary increased, she became more and more inquisitive. She would spend more time now asking about the same topic to get more information about it. Sometimes she was able to correlate a new word with her previous experience.

What is Love?



She remembers the morning when she first asked her teacher about the word ‘love’. At that time, she didn’t know more words. She picked up some early violet flowers in the garden and brought them to her teacher, who tried to kiss her. But, Helen did not like anyone to kiss except her mother at that time. Then Miss Sullivan put her arm gently around her and spelled the words ‘I love Helen.’ Into her hand. “What is love?” she asked.

Miss Sullivan drew her closer and said, “It is here.”, pointing at Helen’s heart. She felt the beats of her heart for the first time. Miss Sullivan’s words puzzled her very much because she did not understand anything until she touched it.

After that, she smelt the sweet violets and asked Miss Sullivan half in words and a half in signs if the sweetness of the flowers was love.

Her teacher replied in negative.

Again she asked her teacher if it was the sun from which the heat was coming.

The Process of Thinking

In the next passage, Helen explains to us how she understood the process of ‘thinking’. After a day or so, she was making a string of beads in a system: two large beads, three small ones, and so on. She had made several attempts and every time made a mistake to follow the arrangement.

She at once understood that the word ‘think’ stood for a name of the process she had undergone to correct her mistake. Thus it was her first experience to understand an abstract idea.

After that, she did not think about the beads but tried to find out the meaning of the word ‘love’ in the light of the new idea.

That day, there had been brief showers all day, so the sun was under the clouds. Then suddenly, it broke off the clouds and spread its warmth everywhere. Helen at once asked her teacher, “Is this not love?”

At this Miss Sullivan replied, “Love is something like the clouds that were in the sky before the sun came out.”

Then she used the simpler words to make Helen understand it she was not able to understand at that time.

She told Helen that she could not touch the clouds, but she could feel the rain. She further said that love also cannot be touched as she was unable to touch the clouds. Helen says that Miss Sullivan used to speak to her as she would speak to a hearing child from the very beginning of her education.

The only difference was that she would spell the sentences into her hand steadily by speaking. In this process, she also supplied to her the necessary words and idioms for Helen to express her thoughts.

That process continued for several years because a lot of time is needed to make a deaf and blind child understand things.

A hearing child can understand the words, idioms, and several expressions early at home by means of repetition and imitation. The child listens to the conversation at home and it stimulates his mind to use those words and expressions.

But this natural process is denied to the deaf child. But Helen’s teacher found such stimulus by means of her innovative mind. She did it for Helen by making several repetitions of the word she heard. She also inspired her to take part in conversation but it took a long time.

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Sunday, January 24, 2021

The Story of My Life: Chapter 5 (Simplified Summary)

 The Story of My Life: Chapter 5 (Simplified Summary)

In the chapter 4, Helen Keller’s teacher, Miss Sullivan,  had succeeded in making her understand the difference between ‘water’ and ‘mug’. After that, she came to know that everything had some name.

 The Year 1887

Now, we come to understand chapter 5 and in the very beginning o this chapter, Helen Keller recalls several incidents of 1887, which brought about a change in her soul She became curious to know the name of the things she touched. It made her feel joyous and confident more and more. It also built up her ‘kinship’ with the rest of the world.

Miss Sullivan would also take her by the hand to the fields at the bank of the river, where men were preparing the earth for sowing the seeds of the flowers like daisies and buttercups.




Thanks to: Photo by Peter Döpper from Pexels & Thanks to Photo by Alin Luna from Pexels


Nature as a Kind and Generous Deity

She had her first lesson on the beneficence (kindness and generosity) of Nature while sitting there on the warm grass. She came to know about it. She also came to know as to how the birds built their nests, live in them, and how the squirrels, the deer, the lion, and every other creature find food and shelter.

As her knowledge about the world grew in her, she also felt more delight at heart. She had already been taught by her teacher to find beauty in the fragrant woods, in every blade of grass, and in the curves and dimples in her baby sister’s hands. Miss Sullivan also made her feel that she was also the part of Nature, and birds and flowers were her happy companions.

Nature: Red in Tooth and Nail

By this time, she also learns that Nature was not always very kind. She also narrates an incident here, when she was coming back from a pleasant walk. The morning was fine, but it started growing warm and humid (damp/suffocating due to moisture in the air) as they were returning homewards. They had to stop for rest three times under the trees.
 
The shade of the tree was soothing and it was easy to climb the tree. She was also able to scramble (move quickly but with some difficulty) and sit at the forked (divided into two parts) branch of the tree It was so cool that Miss Sullivan proposed (suggested) that they should have their lunch there. Helen kept sitting at the branch while her teacher went to bring lunch from home.

Suddenly a change passed over the tree. She felt that there was no heat in the air. She thought that the sun had set and the night had descended ( came down: means there was darkness). After that, a strange odour (often unpleasant smell) came up from the earth. She was also acquainted with that odour as it was usually followed by a thunderstorm. A strange type of fear overpowered her heart. She was alone sitting on the branch of a tree

No friend of hers was near her, even her teacher Miss Sullivan had gone to fetch lunch from home. In that terrible situation, she longed her teacher to reach and above all she wanted to get down from the tree.

Firstly, there was a sinister (having evil designs)
or threatening) silence prevailing in the whole atmosphere and then it was followed by a sudden movement in the leaves of the tree.
After that there was a sudden blast of air that would have thrown her off the tree had she not clung to the branch. The tree swayed to and fro. A sudden impulse to jump down from the tree seized her, but the terror involved in the effort stopped her

Then she lay in between the division of the branches that kept lashing at her body. After that, she felt as if something heavy had fallen down. She was thinking that the tree along with her would fall down.
At the same time, her teacher reached there and seized her hand and helped her come down the tree.

 She clung to her teacher trembling to feel the earth. She had learned a new lesson that day and it was the terrifying aspect of Nature that was hidden and treacherous. One cannot understand as to when Nature starts her war against her creation.

After that experience, she dared not climb a tree for a long time.

A Tree of Paradise:
One beautiful morning, When she was alone in the house, a unique fragrance overpowered her. She began to stand up stretching out her hands. She immediately understood that it was the sweet fragrance of the mimosa blossoms. She felt her way to the mimosa tree as she knew that it was at the end of the garden near the fence. Its quivering blossom-laden branches were almost touching the long grass.




She felt as if a tree of paradise has been transplanted on the earth. She moved further to the trunk of the tree. Then she put the foot in the wide space between the branches and pulled herself up into the tree. She had some difficulty in holding the branches as they were large. The bark hurt her hands. 

Despite all that, she enjoyed a wonderful sense that she was doing something unique. So she was climbing higher and higher until she reached a seat that was built by someone long ago. She sat there for long and felt as if she was a fairy sitting on a rosy cloud. After that, she felt many happy hours in the tree of paradise, thinking nice thoughts and dreaming beautiful dreams.
 

 


The Story of My Life-Helen Keller-Summary-Chapter 11

     Helen Adams Keller was born in Tuscumbia, Alabama, on June 27, 1880. Her parents were Kate Adams Keller and Colonel Arthur Keller. Hele...