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.
