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The Instruction Of Helen Keller

From: Helen Keller Souvenir: No. 2, 1892-1899: Commemorating The Harvard Final Examination For Admission To Radcliffe College, June 29-30, 1899
Creator: Anne Sullivan (author)
Date: 1899
Publisher: Volta Bureau, Washington, D.C.
Source: Available at selected libraries

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ADDRESS DELIVERED BEFORE THE AMERICAN ASSOCIATION TO PROMOTE THE TEACHING OF SPEECH TO THE DEAF, AT CHAUTAUQUA, JULY, 1894.

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Much has been said and written about Helen Keller, too much I think has appeared in type. One can scarcely take up a newspaper or a magazine without finding a more or less exaggerated account of her so-called "marvelous accomplishments," which I believe consist only in her being able to speak and write the language of her country with greater ease and fluency than the average seeing and hearing child of her age. People are surprised that a child, handicapped by the loss of the senses of sight and hearing, has thus far succeeded in overcoming the obstacles which seemed to stand in the way of her intellectual development; they marvel greatly that her progress in acquiring knowledge compares favorably with that of more fortunate children, and do not seem to understand that such things are possible. Helen's case, because of the peculiar circumstances which attend it, appeals to our sense of wonder, and, as this is one of the deep-rooted instincts of human nature, such appeals are seldom in vain; they command the attention even of those who would fain deny the possibility of the achievements which have been claimed for my pupil. It is easier for the credulous to say, "She is a miracle and her teacher is another miracle," and for the unbelievers to declare, "Such things cannot be; we are being imposed upon," than to make a conscientious study of the principles involved in her education. I, therefore, ask you to free your minds from pre-conceived notions and theories regarding this case, and give it the thought and study which it deserves, with a view to satisfy yourselves whether the same, or similar, results may be obtained when children are so fortunate as to have eyes and ears with which to see and hear; or whether rapidity and ease and delight in education like dear Helen's are only possible where children are deprived of two senses. When I was asked, some time ago, by your president, to prepare a paper on Helen Keller to be read to this Association I hesitated to give assent, feeling very reluctant to write upon a subject which is so necessarily a part of myself; but it was strongly urged that ray personal experience and observation would be helpful to the teachers of the deaf, and this argument prevailed, as no other could have done; and if it shall prove to be true, and you do derive help and encouragement from anything I shall say of my seven years' experience as Helen's teacher, I shall be more than glad that I did not let this opportunity pass unimproved. I shall also have cause for gratification if I succeed in convincing you that Helen Keller is neither a "phenomenal child," " an intellectual prodigy," nor an "extraordinary genius," but simply a very bright and lovely child, unmarred by self-consciousness or any taint of evil. Every thought mirrored on her beautiful face, beaming with intelligence and affection, is a fresh joy, and this workaday world seems fairer and brighter because she is in it. And while it is unsafe to predict what Helen's future will be, I know she is destined to be the instrument of great good in the world, not only by drawing forth the sympathies, and putting into exercise the kind emotions of others, but by teaching them how great things may be achieved under the worst difficulties, and how pure and sweet and joyous may be existence under the darkest cloud.

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I shall not enter into the details of Helen's education more fully than is necessary to give you a connected account of her progress. I shall assume that you are familiar with the phenomena shown in a mind debarred from the exhilarating influence of sight and sound, and that you understand the first principles involved in teaching a child thus afflicted.

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LANGUAGE.

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You have heard, again and again, the story of the way in which the use of five letters opened to her, who knew naught else, the door of all knowledge, of all joy; but you can have no adequate idea of the eager impatience which filled the teacher's heart during the days she waited before that beleaguered citadel, anxious for some sign from the soul within. You have all read in Helen's own words' how the idea that everything had a name suddenly flashed upon her mind. She had been taken to the pump-house to feel the water as it gushed, cool and fresh, from the pump, and while she was enjoying the pleasant sensation, I spelled the word "water" in her hand, and instantly the secret of language was revealed to her. In her story, speaking of this incident, Helen says: "That word, meaning water, startled my soul, and it awoke full of the spirit of the morning, full of joyous, exultant song. Until that day my mind had been like a darkened chamber, waiting for words to enter, and light the lamp, which is thought." From that day to this she has gone forward from hour to hour, from day to day, never falling back, her progress a perfect joy to herself, and a delight to all who have opportunity to observe her.

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