The Story of My Life-Helen Keller-Summary- Chapter 21

 

The Story of My Life – Chapter 21

Helen Keller and Her Love for Books

 

In this chapter, Helen Keller explains the important role that books played in her life and education. Since she could not gain knowledge through sight and hearing like other people, books became her main source of learning, pleasure, and understanding of the world.

Helen read her first connected story in May 1887 when she was seven years old. From that time onward, she eagerly read every book that came within the reach of her fingertips. In her early years, she had only a few books in raised print, such as beginner readers, children's stories, and a geography book called Our World. She read these books repeatedly until the raised letters became worn out.

Although Miss Sullivan often read stories and poems to her by spelling them into her hand, Helen preferred reading by herself. During her first visit to Boston, she developed a serious interest in books. She spent many hours in the library of the Perkins Institution, exploring books and reading whatever she could find. Often, she understood only a few words on a page, but the words themselves fascinated her and enriched her vocabulary.

Discovery of “Little Lord Fauntleroy”

The first book Helen truly understood and enjoyed was Little Lord Fauntleroy. Before that, she had read many books without fully grasping their meaning. One day, Miss Sullivan found her reading The Scarlet Letter and suggested that she would enjoy Little Lord Fauntleroy even more.

The story was read to her during a summer afternoon while she and Miss Sullivan sat together in a hammock beneath pine trees near the seashore. As Miss Sullivan explained difficult words and ideas, Helen became completely absorbed in the story. She loved the book so much that she later had it embossed in raised print and read it again and again. It remained one of her favourite books throughout her childhood.

Favourite Childhood Books

After discovering Little Lord Fauntleroy, Helen read many other famous books, including Greek Heroes, Bible Stories, The Arabian Nights, Robinson Crusoe, Little Women, Heidi, The Swiss Family Robinson, and Lamb’s Tales from Shakespeare. She did not analyze these books critically but simply enjoyed them and absorbed their ideas.

Among these books, Little Women held a special place in her heart because it helped her feel connected to children who could see and hear. Books opened a window to the outside world and helped her overcome the limitations of her disability.

Love for Greek Literature

Helen was deeply fascinated by ancient Greece. She loved the stories of Greek gods, heroes, and myths. Her imagination was filled with images of nymphs, warriors, and legendary figures. Among all Greek works, Homer’s Iliad became her favourite. It gave her a sense of freedom and lifted her beyond the limitations of her physical condition.

She admired the grandeur, energy, and beauty of Greek literature. Reading the Iliad filled her with joy and inspiration. Although she also appreciated Virgil’s Aeneid, she preferred the vitality and power of Homer’s poetry.

Attitude Towards the Bible

Helen began reading the Bible at an early age, but at first she found it difficult to understand and appreciate. Stories such as Joseph and his brothers failed to interest her when she was a child. Greek myths seemed more exciting and attractive to her imagination.

As she grew older, however, she discovered the beauty, wisdom, and spiritual depth of the Bible. She especially admired the stories of Esther and Ruth. Esther’s courage and patriotism impressed her deeply, while Ruth’s loyalty, kindness, and selfless love won her admiration. The Bible eventually became one of her most treasured books and gave her comfort and inspiration.

Appreciation of Shakespeare

Helen loved Shakespeare from an early age. She first encountered his works through Lamb’s Tales from Shakespeare. The tragedies Macbeth and King Lear made a strong impression on her. She vividly remembered the witches, ghosts, and tragic scenes, which filled her imagination with powerful emotions.

As she matured, she came to appreciate Shakespeare’s plays, songs, and sonnets even more. Although literary critics often offered complex interpretations, Helen preferred to enjoy Shakespeare directly and personally. She believed that readers should experience great literature with their hearts as well as their minds.

 

Interest in History

Next to poetry, Helen loved history. She read many historical works and was fascinated by the rise and fall of civilizations, the achievements of great leaders, and the progress of humanity. One of her favourite books was Swinton’s World History, which she received on her thirteenth birthday.

Through history, she learned how nations developed, how civilizations advanced, and how liberty, education, and tolerance contributed to human progress. History broadened her understanding of the world and deepened her appreciation of human achievement.

Interest in French and German Literature

During her college years, Helen became familiar with French and German literature. She admired German writers for their sincerity, strength, and emphasis on truth. She especially appreciated the idea of self-sacrificing love found in many German works.

Among French writers, she preferred Molière and Racine. She also admired Victor Hugo’s genius and brilliance, although he was not among her most beloved authors. Helen believed that great writers of every nation reveal universal truths about beauty, goodness, and human nature.

Literature: Helen’s Utopia

Helen concludes the chapter by expressing her gratitude to the many authors whose works enriched her life. She admired writers such as Carlyle, Wordsworth, Hood, Herrick, Whittier, Mark Twain, Scott, and Lowell.

For Helen, literature was a perfect world—a Utopia where she faced no barriers because of her blindness or deafness. Through books, she could freely communicate with great minds across centuries and cultures. Her book-friends spoke to her without awkwardness or pity, offering wisdom, comfort, inspiration, and joy. She felt that the lessons learned from literature were far more valuable than anything she could have gained through ordinary experience.

The Story of My Life – Helen Keller-Summary-Chapter 19

 The Story of My Life – Chapter 19

Difficulties at the Cambridge School

When Helen Keller began her second year at the Cambridge School, she was full of hope and determination. According to the plan made with Mr. Gilman, she was to devote most of her attention to Mathematics. Her subjects included Physics, Algebra, Geometry, Astronomy, Greek, and Latin.

However, she soon faced several unexpected difficulties. Many of the books she needed had not been embossed in Braille on time, and some important equipment required for her studies was also unavailable. Since the classes were large, the teachers could not provide her with individual attention. As a result, Miss Sullivan had to read all the books to her and interpret the teachers’ instructions. For the first time in many years, Helen felt that even her devoted teacher was struggling to meet all the demands of her education.

Mathematics was particularly difficult. Helen needed a Braille writer to solve problems and record her work. Since she could not see the diagrams drawn on the blackboard, she had to create geometric figures herself using wires fixed on a cushion. She also had to remember the labels, hypotheses, constructions, and proofs entirely in her mind. Every subject presented challenges, and at times she became discouraged and lost confidence.

Gradually, conditions improved. The embossed books and necessary equipment arrived, and Helen resumed her studies with renewed enthusiasm. Yet Algebra and Geometry remained troublesome. She had little natural aptitude for Mathematics, and the diagrams were especially difficult for her to understand. It was only later, under the guidance of Mr. Keith, that she gained a clearer understanding of the subject.

Disagreement Between Mr. Gilman and Miss Sullivan

 

While Helen was making progress, a disagreement arose between Mr. Gilman and Miss Sullivan. They had originally agreed that Helen would take five years if necessary to prepare for college. However, her excellent examination results convinced Miss Sullivan and some other teachers that she could complete her preparation in only two more years.

 

Mr. Gilman initially accepted this plan, but later argued that Helen was working too hard and should remain at the school for three additional years. Helen strongly disagreed because she wanted to enter college with her classmates.

When Helen fell slightly ill on November 17, Mr. Gilman became concerned and claimed that she was overworking herself. He altered her programme of study in a way that would have prevented her from taking her final examinations with her class. The disagreement eventually became so serious that Helen’s mother withdrew both Helen and her sister Mildred from the Cambridge School.

Study Under Mr. Keith

After some delay, arrangements were made for Helen to continue her education under the guidance of Mr. Merton S. Keith. Helen and Miss Sullivan spent the winter in Wrentham with friends, while Mr. Keith travelled there twice a week to teach her Algebra, Geometry, Greek, and Latin.

Later, when Helen returned to Boston, Mr. Keith taught her five times a week. He carefully explained difficult concepts, corrected her written exercises, and patiently guided her through each subject. Miss Sullivan continued to interpret his lessons.

Helen found private instruction much more effective than classroom teaching. There was no confusion or rush, and her tutor had enough time to explain difficult topics thoroughly. As a result, she learned more quickly and efficiently.

Although Mathematics remained her most difficult subject, Mr. Keith succeeded in making it interesting. He broke complex problems into simpler steps and trained her to think logically and carefully. Helen greatly admired his patience, kindness, and understanding.

The Radcliffe College Entrance Examination

On June 29 and 30, 1899, Helen appeared for the entrance examinations for Radcliffe College. The first day included Elementary Greek and Advanced Latin, while the second day covered Geometry, Algebra, and Advanced Greek.

The examinations presented new challenges. The college authorities did not allow Miss Sullivan to read the question papers to Helen. Instead, the papers were transcribed into Braille by Mr. Eugene C. Vining of the Perkins Institution. Since he was unfamiliar with Helen’s method of communication, he could assist her only through Braille.

The language papers posed little difficulty, but the Mathematics papers were extremely challenging. Different Braille systems used different mathematical symbols, and Helen had studied Algebra using English Braille, whereas the examination papers used American Braille notation. Although she tried to learn the new symbols before the examination, she still found many of them confusing.

Geometry was also difficult because she was accustomed to having propositions read aloud or spelled into her hand. Reading them independently in Braille made comprehension harder. In Algebra, she struggled to interpret the symbols correctly and could not easily review what she had typed.

Despite feeling confused, discouraged, and pressed for time, Helen remained determined. She worked carefully through each problem and did her best under difficult circumstances. Although the examination process placed many obstacles in her path, she successfully overcame them.

 

This chapter highlights Helen Keller’s perseverance, determination, and courage. Despite physical limitations, educational barriers, and administrative difficulties, she continued striving toward her goal of entering college and proved that hard work and determination can overcome even the greatest challenges.

Question: What difficulties did Helen Keller face while preparing for and taking the Radcliffe College entrance examinations?

Answer: Helen Keller faced numerous difficulties while preparing for and taking the Radcliffe College entrance examinations. Many of her textbooks and study materials were delayed, and Mathematics was especially difficult because she could not see diagrams and had to visualize them mentally. During the examinations, the question papers were provided in American Braille notation, which differed from the English Braille symbols she had learned. This created confusion, particularly in Algebra and Geometry. Moreover, Miss Sullivan was not allowed to assist her during the examinations. Despite these challenges, Helen remained determined, worked hard, and successfully completed the examinations, demonstrating her courage, perseverance, and strong willpower.