The Story of My Life Extra Questions and Answers for Class 10 English

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The Story of My Life Extra Questions and Answers for Class 10 English

The Story of My Life Extra Questions and Answers Long Answer Type

Chapter – 1

Question 1.
Describe the house of Helen Keller. Why is it called Helen’s childhood paradise?
Answer:
The tiny house where Helen Keller and her parents lived consisted of a large square room and a small room, in which the servant slept. It was completely covered with vines, climbing roses and honey suckles. From the garden it looked like an arbour, a shady recess with a canopy. The little porch was hidden from view by a screen of yellow roses and southern flowering plants. It was the favourite haunt of humming birds and bees. Their house was called ‘Ivy Green’ because the house and the surrounding trees and fences were covered with beautiful English ivy. The garden was old fashioned but it was a paradise on earth for Helen.

Question 2.
Why does Helen Keller call the February month dreadful? What happened to her in that month?
Answer:
It was in the month of February that she fell ill. The doctors had no hope for her. The mysterious illness snatched away her ability to see and hear. Silence and darkness enveloped her. The consciousness of a new-born baby was lost. Helen Keller calls the February month a dreadful month because the month brought gloom and darkness to her life. It filled her life with misery. She was deprived of the experiences that life had to offer a child of her age.

Question 3.
What made Helen the centre of attraction?
Answer:
Helen being the first born in the family received special attention. The family members were very excited with her arrival, and she was the axis around which their life revolved. Being the first born, serious discussions were held regarding who she should be named after, as that was of great importance as per the Christian traditions.

The naming was not to be considered unimportant.Her father suggested the name of‘Mildred Campbell’ an ancestor whom he held in high esteem. He declined to take any further part in the discussion. Helen’s mother wished that she should be called after her mother, whose maiden name was Helen Everett. But in the excitement of carrying her to church her father forgot the name on the way. When the minister asked him for it, he just remembered that it has been decided to call her after her grandmother, and he gave her name as Helen Adams.

Question 4.
“Nature comes to the rescue of disabled.” Elucidate.
Answer:
Strange are the ways of God. God compensated the loss of Helen Keller by giving her extra sense of perception. Her sense of smell was so strong that she could identify a flower by getting its scent. She used to roam in the garden and roses attracted her the most. She felt the garden was a paradise. It varied fragrances that emerged from the different varieties of flowers enchanted her, and the experience of walking through the garden was heavenly.

She began picturising the flowers and leaves in her mind, giving a particular shape to a particular fragrance. Helen could feel the pure and lovely dew drops on the flowers and the leaves. She could compare the beauty of the garden with the beauty of God’s garden. Her hands could feel every object and observe every motion.

Question 5.
What indelible imprints did Helen Keller have on her heart?
Answer:
During the first nineteen months of losing two of her vital senses, Helen continued to get blurred images of the broad, green fields, a luminous sky, trees and flowers. These visuals could not be blotted out even when she became blind. They had left an indelible imprint on her heart.

Question 6.
Why was the book written by one of Helen’s ancestors a singular coincidence?
Answer:
One of Helen’s Swiss ancestors was the first teacher who taught the deaf. He had also written a book on how to teach the deaf. The book was meant for all the deaf people in general, but his efforts came in handy for his descendant Helen too. This book proved to be a singular coincidence in her life. This is a lesson to all of us to do something good in our lifetime that may be useful for generations of human beings.

Chapter – 2

Question 1.
Describe the childhood incidents which became a part and parcel of Helen’s psyche.
Answer:
Many childhood incidents became part and parcel of Helen’s psyche. Once Helen spilled water on her apron and was drying it before the fire. She went closer to the fire and threw it right over the hot ashes as it was not drying quickly. The flames encircled her and her clothes were blazing. Viny, their old nurse threw a blanket and almost suffocated her but she put out the fire and saved her.

Helen also had wonderful experiences with her friend Martha and dog Belle, who were her playmates for a very long time. There were instances of anger frustration and disappointment when she was not able to get her ideas across. But both her playmates accepted her domination without any complaint.

Question 2.
Who were the constant companions of Helen? Describe the relation of Helen with them.
Answer:
Martha Washington, the child of their cook and an old dog Belle, were Helen’s constant companions. Martha understood her signs very accurately and she generally did what Helen asked her to do. Helen used to dominate her and Martha avoided any hand-to- hand encounter with her. Both used to feed the fowls together. They showed special interest in the cattle also. Martha too loved mischief like Helen. Once they were busy cutting out paper dolls when Martha cut off one of Helen’s curls. She would have cut them all off but for Helen’s mother’s timely interference. Belle, the old and lazy dog, often troubled Helen as he would not do as she wished.

Question 3.
What makes Helen jealous of the newly born baby? Explain her reaction to the newly born baby in her house.
Answer:
Like any other child, Helen was possessive and moody. The advent of Helen’s younger sister Mildred divided the attention of her mother. She could not tolerate her mother’s indulgence towards her little sister. Her little sister had taken away her place on her mother’s lap. Still a child and innocent at heart, Helen could not tolerate it. Sibling rivalry made her agitated and angry.

Helen used to put her doll, Nancy in a cradle to sleep. Once she found Mildred sleeping in her doll’s cradle and this made her furious. Anger and pent up emotions, produced a dangerous reaction, she overturned the cradle. Mildred was about to fall onto the floor when her mother caught her and saved her from being seriously injured. The reaction on the part of Helen was quite natural. Later on, she realised her mistake and with the passage of time she and her sister became the best of friends.

Question 4.
Write a brief character sketch of Helen Keller’s father.
Answer:
Helen Keller’s father, Arthur H. Keller was an officer of the Confederate Army. He was a very loving and caring father. He was devoted to his home. He seldom left his family except during the hunting season. He was a great hunter. Next to his family he loved his dogs and guns.

He was hospitable and seldom came home without bringing a guest. Helen’s father would never became angry with Helen’s naughty deeds. He was a guide, guardian and teacher for Helen. He used to spell words on her hand and asked her to repeat them. This way Helen acquired language to some extent. He loved gardening and used to lead Helen from tree to tree and from vine to vine. He was a famous storyteller and used to relate his cleverest anecdotes. In 1896, her loving father expired due to illness. This was Helen’s first experience with death.

Chapter – 3

Question 1.
Why did the author say, “There was almost no hope for Helen”?
Answer:
With the passage of time, Helen began to feel the need to develop her communication
skills as language of signs could not help her much and as she felt helpless and miserable. There was no school for the challenged, no qualified person, neither was it possible for anyone to come and teach her at such a remote place. In Dicken’s American Notes, Helen’s mother had read about Laura Bridgenan who was deaf and blind and still got educated. Dr. Howe, who had discovered the way to educate the deaf and blind, was no more. So there was almost no hope for Helen.

Question 2.
What was the reaction of Helen to find the doll gifted by her aunt, a shapeless thing with no eyes and ears?
Answer:
Helen’s aunt had made a doll for her but it was all shapeless having no resemblance to a human being. It had not eyes, and this disturbed Helen a lot, and she was determined that the doll does not suffer like her. Nobody helped her to provide it with eyes. Helen felt restless. She then found her aunt’s cape which was trimmed with large beads on it. She pulled two beads off and indicated to her aunt that she wanted her to sew them on her doll. It was done readily. Helen’s joy knew no bounds. This joy and excitement reflected her inner feelings. She too wanted to have eyes to see this world.

Question 3.
Why did Helen feel herself a ‘chosen soul’?
Answer:
It was Dr. Chisholm who advised Helen’s father to consult Dr. Alexander Graham Bell to get information about a proper and suitable school to educate Helen. Helen could not imagine that this would be the door that would take her from darkness into light, from isolation to friendship, companionship, knowledge, love. On Dr. Bell’s advice, Helen’s father wrote to Mr. Anagos, Director of the Perkins Institution in Boston and asked him if he had a teacher competent enough to educate his child who was deaf and blind. Mr. Anagos was able to provide the necessary help and Helen’s joy knew no bounds. She felt that she was a ‘chosen soul’. She saw light at the end of the tunnel. She heard a voice which said—Knowledge is love and light and vision.

Chapter – 4

Question 1.
Who fulfilled Helen’s desire to be educated?
Answer:
Miss Sullivan, was the person recommended by Mr. Anagos to be Helen’s teacher. She arrived on March 3, 1887, when Helen was six years and nine months of age. On that eventful day, she stood on the porch, expectant. Unusual activities in the house gave her and indication of something different that was going to happen. She felt like a ship that was engulfed in a dense fog and was struggling to steer towards the shore. Without education she found herself rudderless. Her soul cried for light and vision. Her desire was fulfilled when the light of love shone on her. The person who had come to reveal her the mysteries of the world held her lovingly. The arrival of Miss Sullivan proved to be the turning point in Helen’s life.

Question 2.
How was the mystery of language revealed to Helen?
Answer:
Miss Sullivan and Helen went outside. The teacher placed her pupil’s hand under the spout of water and wrote out the word—“w-a-t-e-r” on her hand. There was a time when she could not distinguish between water and mug, but now everything was clear. The mystery of language was revealed to her in this manner and Helen realised that she came to know that every word she was introduced to gave birth to a new thought.

Question 3.
Why did Helen feel repentant and sad for the first time?
Answer:
One day, on returning home, she remembered the doll she had broken, because she was not able to comprehend the words well. She had flung the doll in frustration. Now, She tried to put the fragments together and wept regretting what she had done. Her temper tantrums also began reducing as the mystery of language was unravelled before her. This gave Helen new hope for a better tomorrow.

Question 4.
Why did Helen break her doll?
Answer:
One day when Helen was playing with her new doll, Miss Sullivan put her big rag doll on her lap and spelled—“d-o-1-1”. She tried to make her understand that the word “doll” applied to both the dolls. She was getting confused, and was agitated. This was exactly the way she felt when she confused between water and mug. Miss Sullivan renewed her effort to make her understand the words. Helen became impatient. She seized the new doll and dashed it upon the floor. After doing this, she felt delighted. The cause of her impatience was in fragments and she was happy to inflict injury on her enemy. Neither sorrow nor regret followed her passionate outburst.

Chapter – 5

Question 1.
“The more the mystery of language revealed to Helen the more joyous and confident she felt.” Elucidate.
Answer:
Helen continued exploring the world with her hands. By touching things, she could feel the beauty of nature. Her teacher, Miss Sullivan revealed the mystery of language to her. The more she learned, the more joy and confidence she experienced. Sullivan nurtured her in the lap of nature where she learned how the sun and the rain and all the wonders of mother earth. She also came to realise how the animals and the fowls live and grow. Her teacher was always with her and she helped her find beauty in every object of nature and in every part of human body. She also learnt a very important lesson of her life that birds, animals and flowers also had life like her.

Question 2.
Helen learnt a new lesson that “Nature wages open war against her children and under softest touch hides treacherous claws”. How did Helen learn that lesson?
Answer:
The benevolence of nature thrilled her, but soon she learnt that nature could be ferocious also. Once she and her teacher were returning from a walk. The weather grew warm and humid. They stood under the cool shade of a tree. With her teacher’s help Helen sat amidst the branches. Miss Sullivan went to fetch lunch and Helen was all alone. Suddenly, the weather changed and a thunderstorm was imminent.

Helen felt paralysed and frightened and she wanted to get down from the tree. She clung to the branch with all her might as the tree swayed and strained. The branches lashed about her. She felt as if she would fall and at that very moment Miss Sullivan came and helped her down. Helen had learnt a new lesson that “Nature wages open war against her children and under softest touch hides treacherous claws”.

This means that nature takes out her treacherous claws that is kept hidden and wages a war on her children if they fail to respect and nurture her. She learnt a great lesson that life is not always pleasant and one should be prepared for the risks and stakes and face them as they come.

Question 3.
How did Helen overcome her fear and what lesson did she learn?
Answer:
Helen feared climbing any tree for some time. One day, she sensed a subtle fragrance in the air. She immediately understood that the flowers were in full bloom. She could not resist the allurement of mimosa tree, motivated by her teacher, she climbed the branches of the tree after long time and felt like a fairy on a rosy cloud. She brayed the furious weather without losing her heart though she was afraid of the consequences. Her love for nature did not diminish and it shows that she had overcome her fears. She learnt that happiness and sadness are essential parts of life.

Chapter – 6

Question 1.
How did Miss Sullivan explain the meaning of “love” to Helen?
Answer:
Helen tried hard to find a meaning for ‘love’. The sun was under a cloud and there was a slight drizzle. The sun appeared again in all its splendour. Helen asked Sullivan, “Is this not love?” Sullivan explained that one cannot touch the clouds but feel the rain and know how glad the thirsty earth is to have it. Similarly, love cannot be touched but one can feel the sweetness that it pours into everything. Without love a person would not be happy or want to play. This way the meaning of the beautiful word ‘love’ was impressed with great clarity in Helen’s mind, by her teacher.

Question 2.
What was Helen’s first conscious perception of an abstract idea?
Answer:
Once Helen was stringing beads of different sizes in symmetrical groups—two large beads, followed by three small ones and so on. She had made many mistakes and Miss Sullivan had pointed them out again and again patiently.

Finally, Helen noticed a very obvious error in the sequence and for an instant she concentrated her attention on the lesson and tried to think how she should have arranged the beads. Miss Sullivan touched her forehead and spelled with decided emphasis, ‘think’. In a flash Helen knew that the word was the name of the process that was going on in her mind. This was her first conscious perception of an abstract idea.

Question 3.
Why cannot a deaf and blind person converse properly? How did Miss Sullivan help Helen to converse properly?
Answer:
Natural exchange of ideas is denied to the deaf child. The deaf and the blind find it very difficult to acquire the faculties of conversation. A deaf and a blind person cannot distinguish the tone of the voice or, without assistance, go up and down the full range of tones that give significance to words, nor can they watch the expression of the speaker’s face, movement of the lips.

So, the deaf and blind child find it difficult to learn, the numerous idioms and expressions used in day to day conversation. Helen’s teacher realised these problems and was determined to supply the kinds of stimulus was required for the purpose. Miss Sullivan continued to repeat her words as well as spell the words to Helen. This was a beginning of Helen’s step towards speech.

Chapter – 7

Question 1.
How did Helen come to know that bits of knowledge one gathers become pearls of thought?
Answer:
Miss Sullivan gave Helen knowledge about different subjects that helped a lot in smooth learning. She gave her lessons in History, Geography and many other subjects. She made raised maps in clay, so that Helen could feel the mountain ridges, valleys and rivers. Miss Sullivan also taught her about pre-historic times and about all the animals that roamed this earth. She acquainted her with the sea and its creatures. She learnt about the growth process of the plants and about tadpoles. She realised that everything has abeauty of its own. This way Helen came to know that the bits of knowledge one gathers become pearls of thought.

Question 2.
How can you say that Helen read and studied out of doors?
Answer:
Usually students read and study in their classrooms. But for Helen Keller nature and the world outside was her classroom. Most of her learning took place out of doors. She was close to nature. Students read with books but Helen Keller read by using her sense of smell and touch. In a way, nature became her teacher, guide and philosopher. She learnt from nature that everything has beauty of its own.

Miss Sullivan provided her practical knowledge of everything. Helen read Geography by raised maps in clay. She touched and felt the opening up of a plant. The study of tadpole made her understand that for creatures their natural habitats are indispensable. So Helen learnt from life itself and in this learning her teacher played an exemplary role. It was she who made her education appear like a game. Nature herself unfolded the book of life for her.

Question 3.
Which subject did Helen dislike? Why?
Answer:
Interest in any subject comes naturally in a student. It cannot be forced upon the student. If it is forced it creates confusion and ill-will in the learner. From the beginning, Helen was not interested in the science of numbers. A student has to study the subjects for which he has no natural affinity. Miss Sullivan tries hard to teach mathematics, to Helen as she disliked the subject. Helen does learn simple arithmetic but she fails to develop any love for that subject, the moment she finishes her assigned job, she heaves a sigh of relief and tries to indulge in other things to divert her attention and forget about the subject. This trend is universal and not peculiar. Love for a subject has to come from within.

Question 4.
‘Helen’s teacher was everything for her.’ Elucidate.
Answer:
Miss Sullivan, Helen’s teacher was everything for her. Her genius, quick sympathy and loving acts made Helen’s education very beautiful, interesting and thrilling. All her wisdom was due to her teacher. Her teacher led her from ignorance to light. Miss Sullivan was a sincere teacher. She was able to bring out the best in her student. Miss Sullivan was kind, sympathetic, considerate, gentle and patient. She respected the emotional disturbances that Helen experienced and left not stone unturned to give her everything she yearned for. Miss Sullivan introduced her to the beauties and wonders of nature. Taught her words, phrases, reading and finally helped her speak and write.

Chapter – 8

Question 1.
What happened to Miss Sullivan’s Christmas gift to Helen?
Answer:
Miss Sullivan gifted a canary to Helen on Christmas as a present from Santa Claus. The pet Jim gave immense joy to her. He was tame and would hop on her finger and eat candied cherries out of her hand. Helen’s cup of happiness overflowed. Miss Sullivan trained her to take care of Jim her new pet.

One day, she left Jim in the cage on the window-seat and went to fetch water for its bath. When she returned she felt a big cat brush past her. She put her hand in the cage to touch its wings but they did not meet her touch. She immediately understood that she would never hear or feel her sweet singer again. The big cat ate the poor bird. This incident made her very sad.

Chapter – 9

Question 1.
What made Helen sad at her second visit to Boston?
Answer:
Helen had a sad experience in Boston. When her doll, Nancy, became dirty, the launderer secretly took it away to give it a bath. A single bath reduced Nancy to a formless heap of cotton. It was shapeless except for its two bead eyes.

Question 2.
Why did Helen say hearing facility was not less than second sight?
Answer:
At the Perkins Institution, Helen made friends with the blind children and she interacted with them in her own language. The blind children could hear but she could not. This pained her, soon she overcame that pain because of the pleasure of the companionship with the blind children. Helen felt that hearing faculty was not less than ‘second sight’, a precious gift.

Question 3.
Which were the places that Helen visited in Boston? What was her reaction?
Answer:
Days at the institution passed swifdy and in her enjoyment Helen regarded Boston as the beginning and end of creation. She was satisfied with this visit. She visited some historical places and one of them was the Bunker Hill. The story of the brave men who had fought at this site excited her. Next, they went to Plymouth by water. It was Helen’s first trip on water and her first voyage in a steam boat. Motion thrilled her but noise of the machine frightened her. She felt that it was thunderstorm and any time it would start raining. The Great Rock on which the pilgrims landed interested her very much. She had idealised these pilgrims as the bravest and most generous men.

Question 4.
What made Helen call Boston ‘The City of Kind Hearts’?
Answer:
Helen made friends with Mr. William Endicott and his daughter. Their kindness gave her sweet and pleasant memories to nurture. She visited their beautiful home also which was at Beverly Farms. Not only human beings but even animals were friendly. Helen played on the beach sands. Mr. Endicott was very kind to her. Helen named Boston ‘The City of Kind Hearts’ and she did so because of the benevolence and kindness of Mr. Endicott.

Question 5.
How was the journey to Boston different from Helen’s earlier visit to Baltimore in 1886?
Answer:
In 1886, Helen visited Baltimore. She felt restless, excited and required the attention of everybody on the train to keep her amused. It was a new experience that made her heart jump out with joy. But with the passage of time she got sober, became quiet and was lost in her own thoughts. She did not want anybody’s special attention.

She sat quiedy near her teacher and listened to whatever she told her about she saw out of the window. On the way, they came across a beautiful river, big cotton field, hills, woods and crowds of laughing people at the station. This journey gave Helen lots of exciting knowledge. This visit to Boston made Helen a mature girl, she could behave decently and she had learnt how to control her emotions and feelings.

Question 6.
Where and how did Helen have her first lesson in History?
Answer:
Helen visited some historical places and one of them was Bunker Hill in Boston and there she had her first lesson in history. At this site, a monument by the name of Bunker was erected to commemorate the Battle of Bunker Hill. This site in Massachusetts was where the first major battle of the Revolutionary War was fought on 17th June, 1775. Listening to this story of bravery, Helen got very much excited. Out of curiosity, she climbed the monument, counting the steps. She saluted the valour and bravery of the soldiers who had climbed this great stairway and shot at the enemy on the ground below. She praised the mighty soldiers. Everything enthralled her and captivated her imagination.

Chapter – 10

Question 1.
When did Helen see her end imminent? How was she saved?
Answer:
Helen had a longing to touch the mighty sea and feel its roar. She got a chance to spend some days on Cape Cod with a dear friend, Mrs. Hopkins. Her desire was fulfilled. She put on her bathing suit and plunged into the cool water. Waves rocked her and she was overexcited. But soon she was terrified when her foot struck against a rock and the water rushed around. It was fearful and she saw her end imminent. The waves luckily threw her back on the shore. Her teacher clasped her in her arms.

Question 2.
“Displacement of any creature from its natural habitat is nothing less than cruelty.” When and how did Helen realise it?
Answer:
One day Sullivan attracted Helen’s attention towards a horseshoe crab. Helen thought that it would be delightful pet. It was taken home and put in a trough near the well and Helen was confident that it would be safe. But the very next morning it had disappeared leaving no trace behind. She was dejected and sad. But she learnt the lesson that it was not kind or wise to force the poor dumb creature out of its natural habitat. Displacement of any creature from its natural habitat is nothing less than cruelty. The idea that the creature must have returned to the sea consoled her and she felt happy.

Chapter – 11

Question 1.
Describe Helen’s experience at Fern Quarry.
Answer:
Helen spent the autumn months with her family on a mountain, about 14 miles from Tuscumbia, Fern Quarry. Three streams originated from there and while rolling majestically they tumbled down in waterfalls wherever rocks tried to obstruct their way. The mountain was thickly wooded. Towering trees stood like guards. Nature with her varied fragrances thrilled Helen’s little heart. She felt jubilant touching the branches being shaken by the wind. Hunting activities, rattling of snakes attracted Helen’s attention. Helen enjoyed pony ride. She called her pony ‘Black Beauty’ because of its glossy black coat. She enjoyed the most while roaming within woods with her teacher. She also gathered persimmons and nuts with her sister Mildred and cousins.

Question 2.
“Short cuts are inviting but it must be used with all caution.” Elucidate with the reference to the chapter.
Answer:
One day, Mildred, Miss Sullivan and Helen were lost in the woods. Mildred pointed out towards the trestle, a short cut to home. They walked over it. A train came suddenly and they climbed down upon the crossbraces and saved themselves. The trestle shook and they thought that they would fall down to the crossing below. They regained the track and long after dark they reached home safely. They found the cottage empty. The families were all out looking for them.

Chapter – 12

Question 1.
Describe Helen’s visit to New England Village.
Answer:
Once Helen went to visit a New England Village with its frozen lakes and big snowfields. Hill and fields were covered with snow. The earth seemed motionless and still. Helen and other members of the party were making merry and telling stories. During the night, the wind becomes more furious. A vague terror possessed everybody. At last, the Sun appeared. The twigs sparkled like diamonds, ice melted and dropped like showers from the branches but the lake remained frozen. Helen and others slided over snow, sitting in a toboggan. This way they enjoyed very much.

Chapter – 13

Question 1.
What was the impulse that ultimately enabled Helen to speak? How did she learn how to speak?
Answer:
The impulse to speak had always been strong within Helen. She used to make noises, keeping one hand on her throat while the other hand felt the movements of lips. She was pleased with anything that made noise. She used to feel the motion of her mother’s lips and yearned to move her lips too, to produce sound. She tried a lot to speak but she couldn’t do it. She was entirely dependent on the manual alphabet.

It created a gap in her life. A sense of being incomplete gripped her and disturbed her greatly. She persisted in using her lips and voice. Her friends feared that this would lead her to disappointment. But Helen continued to try. In 1890, Mrs. Lamson, a teacher, told her about Ragnhild Kaata, a deaf and blind girl in Norway, who had actually been taught to speak. Helen saw a beam of light and was determined that she would also speak.

She made up her mind not to rest until she was able to speak. She was introduced to Miss Sarah Fuller who offered to teach her. Her active assistance helped her speak the first sentence, “It is warm.” She felt her soul come out of bondage. Helen with Miss Sullivans continued guidance began to communicate with her own voice.

Question 2.
Why do you think Helen was unsatisfied with the means of communication she already possessed?
Answer:
The spring of 1890 found Helen restless and frustrated once again. She had always been capable of making noises and would often do so. She recounts that she had been learning to talk before her illness but couldn’t do so as a result of her loss of hearing. Helen’s need to communicate had grown beyond finger spelling. She found the manual alphabet limiting and wanted to learn to speak the way hearing people do.

Question 3.
Why did her friends try to discourage her from attempting to learn how to speak? What incident convinced Helen that she too could learn to speak?
Answer:
Helen’s need to communicate had grow beyond finger spelling. She found manual alphabet limiting and wanted to learn to speak the way hearing people do. Her friends discouraged her in order to protect her from disappointment. At this time, Helen learned about Ragnhild Kaata, a deaf and blind girl in Norway, who had learned to talk. Helen nagged Anne Sullivan until her teacher took her to Sarah Fuller, the Principal of the Horace Mann School for the Deaf, for advice and assistance.

Question 4.
Why was learning speech an extremely challenging task for Helen? What motivated her to persevere in spite of repeated failures?
Answer:
Learning speech was an extremely challenging task for Helen because she could not hear. Helen had always been capable of making noises and would often do so. She recounts that she had been learning to talk before her illness but couldn’t do so as a result of her loss of hearing. The only word she could recall was ‘water’ which she pronounced as “wa – wa”. She wanted to learn to speak. Her thoughts beat up like birds against the wind. She moved her lips but nothing tangible happened. Even her friends discouraged her, but she did not lose heart.

The story of Ragnhild Kaata motivated her to persevere in spite of repeated failures. Helen learned about Ragnhild Kaata, a deaf and blind girl in Norway, who had learned to talk. Miss Fuller offered to be Helen’s teacher. Helen’s strong determination and hard work overcame all the hurdles and she achieved what she wanted. She learnt to speak because of her teachers – Miss Sullivan and Miss Fuller’s – and her own hard work and commitment.

Question 5.
To whom does Helen give credit for her success in learning to speak? What assistance did she provide?
Answer:
Helen gives Miss Sullivan the credit for her success in learning to speak. She was a great assistance to her in all times. Miss Sullivan worked tirelessly with Helen in order to help her speak, correcting her articulations by making her feel the vibrations of the throat and movements of the lips. Due to the constant practice with Miss Sullivan, Helen could progress and learn how to speak. Helen needed Miss Sullivan’s assistance constantly in her efforts to articulate each sound clearly and to combine all sounds in a thousand ways. Miss Sullivan was her most intimate friend. Without Miss Sullivan’s genius, untiring perseverance and devotion, she could not have progressed as far as she had towards natural speech.

Chapter – 14

Question 1.
What inspired Helen to write the short story? How did Mr. Anagnos react on receiving the story?
Answer:
After Helen returned home having learnt to speak, she wrote a short story inspired by Miss Sullivan’s description of autumn. Her family was surprised that she could write so well. Helen sent it as a birthday present to Mr. Anagnos, the Director of the Perkins Institution, whom she greatly admired and loved. Mr. Anagnos was delighted with the story. Helen felt that she was at the zenith of success. But soon she was accused for plagiarism.

Question 2.
How did Helen respond to the entire controversy? What did it help her realise? Do you think she was guilty of plagiarism as charged?
Answer:
Helen weathered her first public controversy at the age of 12, in the winter of 1892. After learning to speak Helen wrote a short story “The Frost King”. She felt a sense of joy in the composition. She related the story to her teacher, Mr. Anagnos. She sent the story to Mr. Anagnos and he published it in one of the Perkins Institution reports. Helen was very happy. But her happiness didn’t last for long.

It was discovered that a story similar to “The Frost King” called “The Frost Fairies” by Miss Margaret T. Canby had appeared in a book called, Birdie and His Friends. The two stories were similar in content and it was presumed that Miss Canby’s story had been read to Helen and that her story was – plagiarism. Helen was astonished and grieved. She was questioned and cross-questioned by a court of investigation.

Although Mr. Anagnos believed her at first, he was eventually convinced that Helen had deceived him and their friendship came to an end. When Helen realised that she had inadvertently plagiarised the story, she was deeply regretful.

Helen was not guilty of plagiarism as charged. Young learners are inclined to adapt the ideas that they come across in other books to express their feelings. Later, with experience, they are able to distinguish their own original ideas from those that they have read or heard elsewhere. Helen admits that she has not yet completed this process because everything she reads becomes an integral part of her thoughts. The ideas were the same but the presentations were different. It was done unconsciously and not deliberately.

Question 3.
Why did Helen begin to fear writing?
Answer:
With the passage of time, Helen’s bitterness lessened but the stigma of plagiarism remained. Miss Canby herself wrote to her that some day she would write a great story out of her own head. But that prophecy never materialised as Helen reared an invisible fear that whatever she wrote would be similar to something written in the past by somebody else. She was cautious and conscious even while writing to her mother. Still she continued writing because of the encouragement given by her teacher, Miss Sullivan. But, she couldn’t come out completely from the fear of plagiarism.

Chapter – 15

Question 1.
Was Helen really guilty of plagiarism? How was it that her story came to be a copy of another story, unknown to her? What were the fears in Helen’s mind when she started writing her autobiography?
Answer:
Helen and all her friends and relatives were shocked to know that her story “The frost king” was a copy of Miss Canby’s story “The Frost fairies”. They were certain that Helen could not do so, and that she was innocent in the matter. Miss Sullivan was sure that she had not read the story to Helen. She investigated the matter. She came to know that during Helen’s stay at Brewster Mrs. Hopkins might have read the story to her in the absence of Miss Sullivan. Helen was capable of assimilating all that pleased her, word for word. This is but natural with all budding writers.

Helen felt so humiliated that she lost her self-confidence. She stopped writing anything creative. She feared that what she wrote might not be her own. She doubted her ability to be original. She felt quite uneasy. Miss Sullivan persuades her to write a brief account of her life for the “Youth’s companion”.

Question 2.
Describe Helen’s trip to Washington in 1893. How was the trip fascinating to Helen?
Answer:
During the inauguration of President Cleveland in 1893, Helen and Miss Sullivan visited Washington. The two chief events during the trip was their visit to Niagara and World’s Fair. They went to Niagara in March 1893. She stood on the point which overhangs the American falls. She felt the air vibrate and the earth tremble, many people wondered whether she could see the wonders and beauties of Niagara, “What does this beauty or that music mean to you? You cannot see the waves rolling up the beach or hear their roar. What do they mean to you?” Helen confesses that she could not feel what they mean to her any more than she could define love, religion or goodness.

Miss Sullivan and she visited the World’s Fair in the company of famous scientist, Graham Bell. Many things at the World’s Fair fascinated Helen. Among them were the French bronzes, the relics of ancient Mexico and the Egyptian mummies. Helen also took interest in such inventions as telephones, autophones, phonographs and wireless system. The visit to the World’s Fair made Helen learn about the real world and progress made by human beings over the years. She felt more mature than she was before Dr Bell showed her the telephones, autophones, phonographs and other inventions. At the Cape of Good Hope she learnt a lot about the process of mining diamonds.

Question 3.
How was a visit to Midway Plaisance like the ‘Arabian Nights’ to Helen Keller?
Answer:
Helen liked to visit the Midway Plaisance. It seemed like the “Arabian Nights.” It was crammed with novelty and interest. At one place, Helen got the experience of visiting many foreign lands. She covered India, Egypt, Venice, etc. There were Shivas and elephant gods pyramids, mosques, processions of camels, lagoons, a model of the Santa Maria, Columbus’ cabin, instruments of the navigators, etc. Like the prince of the Arabian Nights’ the curiosity of Helen remained insatiable. She took in the glories of the fair with her fingers. It was like a tangible Kaleidoscope. Things were all life-like, like the details in the Arabian Nights’ which were tangible and factual though appeared fairy like. They were angels in earthly forms.

Chapter – 16

Question 1.
How did Helen acquire proficiency in French and Latin languages?
Answer:
Helen had a deep desire to learn language since her childhood days. After acquiring proficiency in English, she learnt French and Latin. Helen already knew some French, she got a French grammar book in raised print. She began to compose in her head short exercises, using the new words learnt. She would ignore the rules and other technicalities. She even tried to master the French pronunciation, without aid. She acquired enough knowledge of French and enjoyed La Fontaine’s “Fables”, “Le Medecin Malgre. Lui” and passages from “Athalic”.

A good Latin Scholar, Mr. Irons, taught Helen Latin grammar principally. At first, Helen was unwilling to study Latin grammar. She considered it to be a waste of time to analyse every word when its meaning was clear. As she studied more and more, the beauty of Latin began to delight her. She often amused herself by reading Latin passages, picking up words she understood and trying to make sense. She continued to enjoy this pastime. She began to read Caesar’s “Gallic war”, which she could not complete as she had to go back home in Alabama.

Question 2.
Who was Mr. Irons? What did he teach Helen?
Answer:
Mr. Irons was a neighbour of Mr. William Wade, the host of Miss Sullivan and Helen in Hulton. He was a good Latin scholar. So, he taught Helen Latin grammar principally. He often helped her in arithmetic. He also read with her Tennyson’s poem “In Memoriam”. Mr. Irons was a man of rare and sweet nature. With Mr. Irons Helen read a book for the time from a critical point of view.

She learnt for the first time to know an author, as also his style. Mr. Irons was a man of experience. Helen learned for the first time to know an author to recognise his styles and she recognised the grip of a friend’s hand. The short lived images and sentiments presented by a language one is learning offers a beautiful experience to Helen. Miss Sullivan sat beside her during her lessons. She spelled into her hand whatever Mr Irons said, and would look up new words for her.

Question 3.
What difficulties did Helen face with Latin grammar?
Answer:
At first, Helen was rather unwilling to study Latin grammar. Helen was not ready to waste her time on learning the intricacies of Latin grammar. She did not want to analyze every word—noun, genitive, singular, feminine—when its meaning was clear. But as she got involved she became more interested, and the beauty of the language fascinated her. She felt delighted to read Latin passages, picking up words she understood and trying to make sense. With a touch of pride, she says: “I have never ceased to enjoy this pastime.”

Chapter – 17

Question 1.
In what way did the Wright-Humason School for the Deaf contribute to the education of Helen? .
Answer:
Helen joined the Wright-Humason School for the Deaf for vocal culture training in Lip-reading. The school was known for its teaching of speech to the deaf. Helen joined the school to improve her speech further. Besides learning speech, she studied arithmetic, physical geography, French and German.

She made much progress in German as the teacher was competent to use the manual alphabet. In a few months she could understand almost everything her teacher said. She found French much more difficult as Madame Olivier, a French lady did not know the manual alphabet. So, she could not read her lips easily.

Helen’s progress in Lip-reading and speech was unexpectedly slow. It was so because she wanted to speak like other people, which was too high an ambition. She worked hard but found that the goal was not within reach. She was not good at arithmetic. Physical geography enabled her to learn the secrets of nature. All the teachers at the Wright – Humason School tried hard to provide every advantage to the pupils to enjoy.

Question 2.
Why did Helen find learning French more difficult than German?
Answer:
Miss Reamy, Helen’s German teacher, could use the manual alphabet. After Helen had acquired a small vocabulary they occasionally talked together in German. Before the end of the year she read “Wilhelm Tell”. Helen thought that her progress in German was faster than that of any other subject. She found French much more difficult. Her progress was slower than in German. It was so because her French teacher did not know the manual alphabet and she had to give her instruction orally. Helen could not read her lips easily. In spite of this difficulty, she was, however, able to read “Le Medecin Malgre Lui” again. It was quite amusing.

Question 3.
What caused disappointment and depression to Helen?
Answer:
Helen was highly ambitious. She wanted to speak like other people. When she could not realise her goal in time, she got frustrated. There was another disappointment. Helen was not good at arithmetic. She jumped at conclusions. She avoided reasoning and relied on ‘guess’. All these things increased her difficulties, which caused depression at times.

Question 4.
Who was Mr. John P. Spaulding? How did Helen feel at his death?
Answer:
Mr. John P. Spaulding of Boston was Helen’s well wisher. He had been very kind and tender to Miss Sullivan and Helen. Helen’s happiness got eclipsed by the news of the death of her friend, Mr. John E Spaulding of Boston, who died in February, 1896. He was a person who tried to make everyone happy. He was specially kind and sympathetic to Miss Sullivan and Helen when he was alive and took watchful interest in their work, they could not be discouraged. His death left a vacuum in their lives never to be filled.

Chapter – 18

Question 1.
What idea of Helen was surprising? Why was she sent to the Cambridge School?
Answer:
Helen’s idea to compete with girls who had normal hearing and vision in her new school was surprising. Helen’s announcement that some day she would go to college, and that too to Harvard surprised her friends. The thought of going to a college and studying with normal students took hold of her. It was thought that she should go to Cambridge and join the school there—the easiest way for her to go to Harvard. So, she joined the Cambridge school in October, 1896. She joined the Cambridge School to prepare for the entrance exam to get into Radcliffe College. Miss Sullivan was to attend classes with her and interpret to her the instruction given. This was because the teachers there had no experience of teaching differently abled children, and her only means of conversing with them was reading their lips. She had, therefore, to face many difficulties and unheard of challenges.

Question 2.
What difficulties did Helen have to face at the Cambridge School?
Answer:
Helen had to face many difficulties at the Cambridge School. Most of her teachers did not know the finger alphabet to give her instruction. It was difficult to emboss the books needed by her. Her speech was imperfect. As Helen’s teachers at the Cambridge School did not know how to teach a blind and deaf girl, Miss Sullivan had to attend classes with her. Miss Sullivan could not spell out in her hand all that the books required. The embossed textbooks were not readily available. Helen had to copy her Latin in Braille. She was unable to make notes in the classroom itself. She wrote all her work on her typewriter at home.

The preliminary examination for Radcliffe was not easy. The papers were really difficult. After she had written her answers, Mr. Gilman, who had learnt the finger alphabet for her, spelled to her what she had written. She, then, would make necessary changes. In the finals, however, no one read her work over to her, and she could make no corrections. In spite of these difficulties, Helen pursued her studies doggedly and was able to clear both the preliminary and the final examinations for entry into the college.

Question 3.
How did Mr. Gilman help Helen?
Answer:
Mr. Gilman, the Principal of Cambridge School, offered to let her sister, Mildred, study in his school. Both the sisters spent time helping each other in study. Helen took her preliminary examinations for Radcliffe from the 29th of June to the 3rd July in 1897. The subjects she offered were Elementary and Advanced German, French, Latin, English and Greek and Roman history. The candidate was required to pass in sixteen hours – twelve hours being called elementary and four advanced. Helen was allotted No. 233 and she was allowed to use a typewriter alone in a room. Mr. Gilman read all the papers to her by means of the manual alphabet. She wrote out her answers on the typewriter. The papers were difficult. Mr. Gilman spelled to her what she had written so that she could make necessary changes. Later, at Radcliffe, no one read the paper to her for any correction.

Chapter – 19

Question 1.
What problems did Helen have to face in the second year at the Gilman school?
Answer:
When Helen began her second year at the Cambridge (Gilman) school she was full of hope and enthusiasm, but some unforeseen problems arose. She was to study physics, algebra, geometry, astronomy, Greek and Latin. Unfortunately many of the books she needed had not been embossed in time for her. The classes being large, she could not receive special attention. Miss Sullivan was forced to read all the books to her, and interpret for the instructors. For the first time it seemed she was unequal to the hard task. Helen had to do algebra and geometry in class and solve problems in physics. She could not do so until they bought a Braille writer by means of which she could put down the steps and processes of her work. Every subject had its own problems. At times she lost all courage. She had no aptitude for mathematics. The geometrical diagrams were specially irritating.

Question 2.
Why did Helen have to leave the Cambridge school before completing her studies?
Answer:
Mr. Gilman told Miss Sullivan that Helen was overworked. Despite Helen’s requests, he reduced the number of her recitations. He had earlier agreed that she could complete her preparation for Radcliffe in two years more. Then he changed his position and insisted that she should remain at his school three years longer. She did not like this idea as she wanted to enter college with her class.

Miss Sullivan also supported Helen as she was sure that she would be able to complete her studies in two years. Mr. Gilman declared that Helen was breaking down. He made changes in her studies which made it impossible for her to take her final examinations with her class. So, Helen’s mother decided to withdraw her and her sister from the Cambridge school. A private tutor was engaged to teach Helen so that her studies did not suffer and she could achieve her goal in time.

Question 3.
Who was Mr. Keith? How did he prove to be helpful to Helen?
Answer:
Mr. Keith from Cambridge, was Helen’s tutor. He taught her algebra, geometry, Greek and Latin. Miss Sullivan interpreted his instruction. For eight months, he gave her lessons five times a week, in periods of about an hour. He gave her assignments and checked them thoroughly. He explained what he had already taught. Helen was happy to study on her own. There was no hurry, no confusion. Her problems with algebra and geometry persisted. She wished these subjects to be half as easy as the languages and literature. Mr. Keith made even mathematics interesting for her. He succeeded in reducing problems, small enough to get through her brain. He trained her mind to reason clearly and to see conclusions calmly and logically. He was always gentle and patient. Her dullness did not discourage him at all.

Question 4.
What difficulty did Helen have to face to take her final examinations for Radcliffe College?
Answer:
On the 29th and 30th of June, 1899, Helen took her final examinations for Radcliffe. Mr. Eugene C. Vining, an instructor at the Perkins Institution for the Blind, was employed to copy the papers for her in American Braille. The Braille worked well enough in the languages. It did not work well in the case of geometry and algebra. Helen was badly perplexed because she had used only the English Braille in her algebra.

The symbols in the American Braille were different from those in the English Braille. Helen was not familiar with its signs. Mr. Keith had relied too much on her ability to solve problems mentally, so she was very slow in her work. She had to read the examples repeatedly to understand what she was required to do. She was not sure if she really read the signs correctly. Mr. Keith could not help her. Helen remained confused. The administrative board of Radcliffe made the examination very difficult for her, knowingly or unknowingly. However, she overcame all obstacles and cleared her exams.

Question 5.
Write a character sketch of Mr. Gilman.
Answer:
Mr. Gilman was the Principal of the Cambridge School. At first, he was very considerate. Then he began to create problems for Helen, perhaps not knowingly. He thought that Helen was overworked and stressed. He wanted her to prolong her stay in the school while Helen wanted to enter college with her class in the normal time. Perhaps he became overzealous and forced Helen to withdraw herself from his school.

Chapter – 20

Question 1.
In what mood did Helen join Radcliffe College? What difficulties were there on her way?
Answer:
Helen joined Radcliffe College in the fall of 1900. The first day at the college was full of interest for her. She had looked forward to it for years. She was ready to overcome all obstacles which she knew were bound to come, before she acquires the good things of life. She felt that she had in her the capacity to know all things. She envisioned the lecture halls filled with the spirit of the great and the wise. She thought that the professors were the “embodiment of wisdom”. But she had a different experience.

She was obliged to have most of the books spelled into her hand, as very few books were printed for the blind. Consequently, she needed more time to prepare her lessons than other girls. She often became ‘rebellious’ thinking that she had to solve her difficulties and complete her tasks while other girls were laughing and singing. But she would soon recover her cheerfulness and laugh. She observes, “Every struggle is a victory”. She was happy when Mr. William Wade and Mr. E.E. Allen Principal of the Pennsylvania Institution for the Instruction of the Blind, got for her many of the books she needed in raised print.

Question 2.
Why were the examinations the “chief bugbears” of Helen’s college life?
Answer:
Like everybody else, Helen had deep dislike for examinations. She had taken many examinations successfully, but her dislike for them persisted. The days before the examinations are spent in cramming your mind with mystic formula and indigestible data. When the examination hour comes, one is lucky if one feels prepared. The most confusing thing is that when one needs one’s memory the most it disappears. The remembered facts take wings.

Helen gives the example of a question on “Huss”. The name would seem familiar to you. You would feel it was somewhere in your mind, but you would never reach Huss. Just then the proctor would inform that the time was up. In sheer disgust, you would leave. You would think of abolishing “the divine right of professors to ask question without the consent of the questioned”.

Question 3.
“Helen soon discovered that college was not quite the romantic lyceum she had imagined”. What was Helen’s dissatisfaction?
Answer:
Helen had expected college to be a dreamland. She had expected to gain knowledge in a world free from all constraints and restrictions. She hoped for happy times. But she soon discovered that college was not a paradise. There was lack of time. She could not have leisure time even to commune with her thoughts. She remarks:
“One goes to college to learn, it seems, not to think, ”

She learnt to her dismay that as one enters college one leaves behind the pleasure of solitude, books and imagination. Then there were some practical problems. She found her professors remote. She could not make notes during the lecture she jotted down what she could remember of them when she got home. She wrote everything on her typewriters. As very few books were printed for the blind, she was forced to have them spelled into her hand. So, she needed more time to prepare her lessons than other girls.

Question 4.
What did she learn at Radcliffe?
Answer:
After having entered the college, Helen soon realized that her stay there was not to be as romantic as she had envisioned once. She learnt many things which she would never have experienced if she had not tried the experiment. One of the things she learnt was the “precious science of patience which teaches us that we should take our education as we would take a walk in the country, leisurely.” She knew that knowledge means to know “true ends from false, and lofty things from low.” To know the thoughts and deeds that have marked man’s progress, Helen feels is “to feel the great heart-throb of humanity through the centuries.”

Chapter – 21

Question 1.
How did Helen develop love for books?
Answer:
Books provided Helen pleasure and wisdom. They also provided that knowledge, which “came to others through their eyes and their ear. Books, she feels, have meant so much more in her education than in that of others. So, she wants to go back to that time when she began to read.

Helen was just seven when she read her first connected story in May, 1887. Since then she had read everything her hands could touch in the shape of a printed page. During the early years of her education she did not study regularly or according to any

plan. To begin she had only a few books in raised letters, which included “readers” for beginners, a collection of stories for children and a book about the earth titled “our world”. Sometimes, her teacher, Miss Sullivan, read to her, spelling into her hands, little stories and poems she knew. It was during her first visit to Boston that she began to read in right earnest. She was permitted to spend sometime in the institution library, where she read whatever book her fingers hit upon. She read parts of many books, without having much understanding. Says she:
“The words themselves fascinated me; but I took no conscious account of what I read. ”

Question 2.
How was Helen fascinated by ancient Greece?
Ans.
Ancient Greece cast a spell over Helen’s mind. In her fancy, the pagan gods and goddesses still walked on earth and talked face to face with men. In her heart, she secretly built shrines of those she loved best. She loved many nymphs, heroes and demigods. She could not forgive the cruelty and greed of Media and Jason. She wondered why they were allowed to do wrong in the first place by the gods. It was the Iliad that made Greece her paradise. She was familiar with the story of Troy before she read it in the original. She felt that Great poetry, written in Greek or in English needed no other interpreter than a responsive heart. There was no need for analysis and laborious comments, when Helen read the finest passages of the Iliad, she was conscious of a soul-sense that lifted her above the narrow circumstances of her life.

Question 3.
What did Helen think of the Bible?
Answer:
Helen had begun to read the Bible before she could understand it. It was a rainy Sunday when she begged her cousin to read her a story from the Bible. Her cousin spelled into her hand the story of Joseph and his brothers. Somehow, it failed to interest her. However, later she began to discover the glories in the Bible. For years, she read it with great interest, even though her mind rebelled against much in the Bible that she found distasteful. There was something impressive and awful in the simplicity and terrible directness of the book of Esther. The story of Ruth was completely oriental. Her beautiful, unselfish spirit shines out like a bright star in the night of the dark and cruel age. Unselfish love like Ruth’s, is hard to find in the entire world. The Bible gave Helen a deep, comforting sense that “things seen are temporal and things unseen are eternal. ”

Question 4.
How did Helen view books? What did she say of her reading of Shakespeare, World History and French and German literature?
Answer:
Helen viewed books as her friends who talked to her without embarrassment or awkwardness. They provided her “large loves and heavenly charities.” Helen read “Lamb’s Tales from Shakespeare”. Then she read full plays like Macbeth, King Lear and The Merchant of Venice. She could not decide which one was the best. She took instinctive delight in reading them. She found all the meaning into his lines by critics “weary”. The interpretations of literature always “discouraged and vexed” her.

Helen learnt many things from Swanton’s “World History.” She learnt how the races of men spread across the world and built great cities. She read of great rulers who opened the gates of happiness for millions and closed them upon millions. She learnt about the decay and rise of civilization.

In her college days, Helen became somewhat familiar with French and German literature. She realized that the German put strength before beauty and truth before convention, both in life and in literature, because he did everything with vigour. She found in German literature a fine reserve and the idea of woman’s self-sacrificing love, as in Goethe’s Faust. Among the French writers Helen liked Moliere and Racine the most. She appreciated the genius of Victor Hugo, she thinks that Hugo, Goethe and Schiller and all great poets of all great nations are “interpreters of eternal things. ”

Chapter – 22

Question 1.
How did Helen enjoy during her stay at Wrentham?
Answer:
Helen refers to her love of the country and outdoor sports. She learnt to row and swim quite early. Helen liked canoeing on moonlit nights. She could feel the presence of the moon. She would put her hand in the water and fancy that she felt the “Shimmer of her garments as she passes. Sometimes, a fish slipped between her fingers, and sometimes her hand would touch a pond-lily.

She would also sometimes become conscious of the “spaciousness” of the air about her. Besides canoeing, she loved sailing. She and Miss Sullivan would often go for sailing in a sail-boat. One day they were in their sail-boat along with many others to watch regatta-boat races in the Northwest Arm. Suddenly their boat was caught in a storm. The wind rose and drove them from side to side with great fury. Luckily their skipper was “master of the situation.” He ably steered the boat through the storms. The seamen applauded him for his skill.

Question 2.
Who were Helen’s tree-friends in Wrentham?
Answer:
Helen loved spending her time in the countryside. One summer she lived with the family of Mr. J.E. Chamberlin in a charming village in Wrentham in New England. She greatly enjoyed the company of their children. In Wrentham, she had many tree friends. Splendid oak was the special pride of her heart. She took all her friends to see that king-tree. A linden that grew in the dooryard at Red farm was another tree friend of her.

Later, after her examinations were over, she and Miss Sullivan came to spend their time in a cottage on one of the three lakes for which Wrentham is famous. The splendid oak stood on a bluff overlooking Philip’s Pond. According to a tradition, under this tree king Philip, the heroic Indian chief, gazed his last on earth and sky. Helen was saddened when one of her tree friends, linden fell in a terrible thunderstorm.

Question 3.
How did Helen distinguish between the country and city life?
Answer:
Helen was able to distinguish between walking in city streets and in country roads. She could easily feel the rumble and roar of the city. She was aware of Nature’s fair works in the country as also of the cruel struggle for mere existence going on in the crowded city. She had visited the narrow, dirty streets where the poor lived. She felt angry to think that “good” people lived in fine houses while others were condemned to live in sunless tenements.

In the city dingy alleys, she saw, the sun did not rise and the children failed to grow stately like trees. She saw the children of the poor who were half-clad and underfed. She also found that there were men and women, all gnarled and bent out of shape. She felt their hard, rough hands and realized the kind of ordeals they might have been undergoing. The sun and the air are God’s free gifts, yet the poor men’s streets and houses, she found, deprived of these gifts. Helen felt pained at the plight of the poor living in cities, but felt helpless as she could not do anything.

Question 4.
How were the ‘Museums and art stores’ sources of pleasures and inspiration to Helen?
Answer:
Museums and art stores were also sources of pleasures and inspiration to Helen. She derived genuine pleasure from touching great works of art. As her fingers touched lightly to trace the line and curve, she would become aware of the thought and emotion the artist had portrayed. A medallion of Homer hung on the wall of her study so low that she could touch it easily. Whenever she touched it she could visualize the face of the poet and recall some of his poetic lines. In imagination she could hear Homer singing of love, love and war.

Question 5.
What was Helen fond of visiting?
Answer:
Helen loved to go to the theatre and enjoyed having a play described to her while it was being enacted on the stage. She met a few great actors and actresses. She touched the face and costume of Miss Ellen Jerry and beside her stood Sir Henry Driving. She also had the opportunity to meet Mr. Jefferson wherever he was acting. She saw him act in the plays “Rip Van Winkle” and then in “The Rivals.” In Boston he acted the most striking parts of “The Rivals” for her. She remembered the first time she went to the theatre was twelve years ago. Elsie Leslie, the little actress, was in Boston, and Miss Sullivan took Helen to see her in “The Prince and the Pauper”. Helen met the actress in her royal costume after the play was over. She was delighted when Elsie understood the few words she spoke to her.

Chapter – 23

Question 1.
What does Helen think of various people who contributed greatly in shaping the story of her life?
Answer:
According to Helen, those were red-letter days when she met those who have always delighted and thrilled her. When she met such people who have genuine sympathy and love for her, all her irritations and worries disappeared. She begins to see “with new eyes and hear with new ears the beauty and harmony of God’s real world.” When her friends are near her, she feels that all is well.

However, Helen feels that there are some people whom she instinctively dislikes. The stupid and the plain curious distract her. She does not like the calls of the reporters. She also dislikes people who try to “talk down” her understanding. They are hypocrites.

In her life, there are so many friends that she cannot easily name them. Some of them are in books. Others live in far-off lands. But she always feels grateful to them for their kind words of inspiration.

Question 2.
Who were the people whom Helen recalled as her well-wishers and friends, who played a significant role in her life?
Answer:
Helen recalls Bishop Brooks, O.W. Holmes, Whittier, Dr. Edward Everett Hale, Dr. Alexander Graham Bell and Mr. and Mrs. Hutton as her friends and well-wishers. Helen cannot forget Bishop Brooks who impressed upon her mind two great ideas – the fatherhood of God and the brotherhood of man. Then she recalls her meeting with the poet, O.W. Holmes, who shed tears when she recited some lines of Tennyson. Whittier was another poet whom she met with her teacher. His gentle courtesy and quaint speech won her heart. Dr. Edward Everett Hale was one of her very oldest friends. His wise, tender sympathy had been the support for Helen and her teacher in times of trial and sorrow.

Helen recalls her happy meetings with well-known scientist, Dr. Alexander Graham Bell. Dr. Bell was proficient in many fields. He had a humorous and poetic side too. He was fond of children. His work for the deaf would be remembered with gratitude. Then Helen recalls her two friends, Mr. and Mrs. Hutton. Both were greatly helpful to her in many ways. She confesses that it is not possible for her to name all her friends. But she asserts that they all have turned “her limitations into beautiful privileges. ”

Question 3.
What kind of people did Helen dislike?
Answer:
Helen disliked those who were stupid and curious. She did not respond to the calls of newspaper reporters. She also disliked those who tried to ‘talk down’ her understanding. They seemed to her to be hypocrites. Helen found those people boring and avoidable.

Question 4.
Who taught Helen the religion of love and how?
Answer:
Bishop Brooks taught Helen the religion of love. He was really a spiritual person with a cosmopolitan outlook. He remained a source of solace and inspiration to Helen. As a child Helen would sit on his knee and hold his hand with one of hers. Miss Sullivan spelled into her free hand his beautiful words about God and the spiritual world. Helen heard him with a child’s wonder and delight. He gave her a real sense of joy in life.

When she was puzzled to know why there were so many religions in the world, the Bishop told her that there is one Universal religion and that is the religion of love. He also told that we should love our Heavenly Father with whole heart and soul.

He thus, impressed upon Helen’s mind two great ideas—the fatherhood of God and the brotherhood of man. He made her feel that these truths underlie all creeds and forms of worship. After his death Helen read the Bible and some philosophical works on religion. But she found no creed or system more soul-satisfying than his creed of love.

Question 5.
Who was Dr. Oliver Wendell Holmes? How did he inspire Helen?
Answer:
Dr. Oliver Wendell Holmes was a poet. Helen remembers the first time she saw Dr. Oliver Wendell Holmes one Sunday afternoon, in the company of Miss Sullivan. They met him in his study. Helen happened to touch a book of Tennyson’s poems. She recited one of his poems on Miss Sullivan’s bidding:
Break, break, break On thy cold gray stones, 0 sea. She suddenly stopped as she felt tears on her hand. She had made her beloved poet— Holmes—weep. After that she saw Holmes many times and learnt to love the man as well as the poet.

Question 6.
Who was Whittier and how did he help Helen?
Answer:
Whittier was another poet whom she met with Miss Sullivan: Miss Sullivan and Helen, one beautiful summer day, shortly after their meeting with Dr. Holmes, visited Whittier in his quiet home on the Merrimac. His gentle manner and quaint speech won Helen’s heart. She had read one of his poems “In school Day”. She asked him many questions about the poem. He explained the poem to her. Then she recited “Laus Deo.” In his study, he wrote his autograph for Miss Sullivan. Then he led Helen to the gate and kissed her tenderly on her forehead.

Question 7.
Who was Helen’s most inspiring and the oldest friend?
Answer:
Dr. Edward Everett Hale was Helen’s oldest friend. His wise, tender sympathy remained a constant support for Miss Sullivan and Helen in times of trial and sorrow. He had been a prophet and an inspirer of men and a mighty ‘doer of the world’, the friend of his entire race. Helen has known him since she was eight, and her love for him has increased with her years. His strong hand has helped her over many rough situations. What he has taught Helen and Miss Sullivan have been beautifully expressed in his own life, love for his country, kindness to the least of his brethren and a sincere desire to live upward and onward.

Question 8.
Who was Helen’s all-weather friend? How did he and his wife help Helen?
Answer:
Helen met Mr. Lawrence Hutton a poet, in New York, and found in him a great and inspiring friend. He was a time-tested, all-weather friend. Mr. Hutton had the ability of bringing out in everyone the best thoughts and kindest sentiments. Mrs. Hutton was a true and tried friend. Mr. Hutton introduced Helen to many of his literary friends, greatest of whom were Dr. William Dean Howells and Mark Twain. When Helen found her work particularly difficult and discouraging, Mrs. Hutton wrote a letter that made Helen feel glad and brave; for she was one of those from whom Helen learnt that one painful duty fulfilled makes the next plainer and easier.

Question 9.
Write a brief character sketch of the following:
(a) Anne Sullivan
(b) Kate Adams Keller
(c) Martha Washington
(d) Mr. William Endicott
(e) Mildred Keller
(f) Michael Anagnos
(g) Bishop Brooks
(h) Dr. Alexander Graham Bell
(i) Mr. Arthur Gilman
(j) Mr. Merton S. Keith
(k) Mr. Lawrence Hutton and Mrs. Hutton
Answer:
(a) Anne Sullivan
Miss Sullivan, Helen’s teacher arrived on March 3, 1887 and at that time Helen was six years and nine months of age. Anne’s arrival brought life and enlightenment into Helen’s life. She came to teach Helen and to take her from ignorance to light. Her constant support and undying encouragement made Helen Keller become successful despite all her weaknesses. Due to an illness Helen lost her hearing and seeing faculties. It was really difficult to teach a blind and deaf person because neither he/ she can hear nor can watch the speaker’s face. But Miss Sullivan worked hard and succeeded in teaching Helen. She took Helen from darkness to light, from isolation to friendship, companionship, knowledge and love.

Sullivan was Helen’s guide, teacher, preacher, friend and everything. She taught Helen fundamental things about love, nature and life. Helen’s life was meaningless till her teacher arrived. Miss Sullivan was the embodiment of love and passion. She taught Helen how to communicate. Miss Sullivan is a true and ideal teacher. She taught each and every subject to Helen. She made Helen independent. Like a mother, Miss Sullivan loved and cared for Helen. She accomplished an almost impossible task of teaching a deaf and blind child. Helen got her identity only because of her teacher. Miss Sullivan proved that a teacher has paramount role in a student’s life.

(b) Kate Adams Keller
Kate Adams Keller was the second wife of Helen Keller’s father. She was beautiful, tall and fair complexioned with chiselled features and blue eyes. She was a very loving and caring mother. She was intelligent, widely read and possessed and excellent memory. She wanted her daughter Helen to be educated and was ready to go to any length to help her. She had the courage to fight adverse circumstances. Helen was a wild child but Kate was determined to bring about a change in Helen. She wanted to give her maiden name to Helen. Her husband’s death created insurmountable hardships but she did not lose hope. Like every mother she tried her best for Helen to stand on her own feet. She wanted to give her daughter the vision of knowledge. She was always supportive of Helen. She had great patience. She was optimistic and was always hopeful for Helen.

(c) Martha Washington
Martha Washington was a constant companion to Helen. She was the child of their cook. Martha understood her signs very accurately and she generally did what Helen asked her to do. Helen used to dominate her and Martha tried to avoid any hand-to- hand encounter with her. Both used to feed the fowls together. They showed special interest in the cattle. Martha too loved to play mischief like Helen. Once they were busy in cutting paper dolls. Martha cut off one of Helen’s curls. She would have cut them all off if not for Helen’s mother’s timely interference.

(d) Mr. William Endicott
Mr. William Endicott and his daughter were friends of Helen Keller. Their kindness gave her sweet and pleasant memories. Helen visited their beautiful home which was at Beverly farms. Not only human beings but even animals were friendly. Mr. Endicott was very kind to Helen whenever they met. Helen named Boston ‘The City of Kind Hearts’ because of the benevolence and kindness of Mr. Endicott.

(e) Mildred Keller
Mildred was Helen’s younger sister. Initially, Helen thought that she had divided her mother’s love, so she didn’t like her. She thought of her as an intruder. Helen was very jealous of her and one day, out of rage and jealousy, she overturned the cradle in which Mildred was sleeping. Slowly and steadily, there came about a change in Helen and she became very close to Mildred. Mildred accompanied and supported her everywhere. To give Helen company and assistance, she even went to the same school as Helen.

(f) Michael Anagnos
Mr. Anagnos was the Director of the Perkins Institution for the Blind. He became instrumental in bringing Helen and Anne Sullivan together. Anagnos was an orthodox immigrant from Greece. He made Helen his friend and sent Miss Sullivan to her home. Like a guide, he encouraged Helen and always appreciated her compositions. He got ‘The Frost King’, written by Helen, published in the institute’s journal. Helen was accused of plagiarism. This upset Helen very much especially when Mr. Anagnos also accused her of intentionally copying someone else’s composition; it broke her heart and her relation with Mr. Anagnos.

(g) Bishop Brooks
Bishop Brooks was a true preacher and a noble soul. He was a genius. Helen considered it the sweetest privilege of her life to know and converse with him. She knew him from her childhood. He was like a fatherly figure to Helen who taught Helen about God and spirituality. He taught her two great ideas—the fatherhood of God and the brotherhood of Man. Lessons taught by him left an indelible impression on Helen’s heart and it broadened her outlook and thinking.

(h) Dr. Alexander Graham Bell
Helen’s association with Dr. Bell started when she was just six years old. Her parents went to him to take his expert advice on how to teach her. Dr. Bell advised them to contact the Perkins Institute for the Blind. Dr. Bell became a friend of Helen. His tenderness and sympathetic attitude won Helen’s heart. He was the door that opened the world for her.

Dr. Bell was deeply devoted to the education of the hearing impaired. He founded the Volta Bureau for the Deaf. He was a teacher of the deaf and this passion and his professional expertise made him develop on the nature of sound that enabled him to invent the telephone. Dr. Bell was of tender heart, very poetic and humorous. He was a lively man. He remained a good friend of Helen throughout his life.

(i) Mr. Arthur Gilman
Mr. Gilman was the Principal of Cambridge School for Young Ladies. He was a good and efficient teacher. He knew the art of making his teaching interesting and effective. He was kind-hearted and helpful as he permitted Mildred, Helen’s sister, to study at Cambridge. It was a great help for Helen as the presence of her sister was a great moral support. Gilman was a noble man. In spite of being very busy, he read out what Helen had written for improvement.

Time to time, he gave moral support to Helen. He was also very sympathetic towards Helen. A sincere concern for Helen made him think that Helen was stressed out in her studies, so he urged her to take it easy. This ultimately led to some misunderstanding and Helen withdrew from the school. Helen had great respect for Mr. Gilman but unfortunately he failed to understand the ever increasing urge of Helen for further education. He was not to blame because whatever he did, a sincere concern for Helen was hidden in it.

(j) Mr. Merton S. Keith
Mr. Keith was an efficient teacher and Helen was his student after leaving Mr. Gilman’s school. He used to explain any topic to Helen very patiently. It was he who inculcated ‘ in Helen’s heart the love for mathematics to some extent. He gave her a feeling that she can do what a normal child can do. He filled self-confidence in Helen. He relied too much on her ability to solve mathematical problems mentally, but he could not train her to write examination papers. He was not to blame because he tried his level best to teach Helen.

(k) Mr. Lawrence Hutton and Mrs. Hutton
The Hutton couple was very close to Helen. They were the true well-wishers of Helen. Helen describes Mr. Hutton as a good friend in ‘all sorts of weather’.

Question 10.
Describe Helen Keller’s experiences at Radcliffe. What difficulties did she face there?
OR
Helen would not have been able to achieve her aim had she not had a dedicated friend like Anne Sullivan. Comment.
Answer:
Helen’s first day at Radcliffe was very exciting. She had looked forward to it for years and secured admission after a great struggle. She started her studies with eagerness and hope. She felt within her the capacity to know all things. The professors were the embodiment of wisdom. Many of her dreams “faded into the light of common day.” Gradually she began to realise that there were disadvantages in going to college and felt handicapped.

Helen soon realised that one goes to college to ‘learn’ and not to ‘think’. In the college, there was no time to communicate with one’s thoughts. In the classroom she was practically alone. The professors were as remote as they were speaking through a telephone. The lectures were spelled in her hand as rapidly as possible. The significance and meaning of the lecturer got lost in her effort to keep in the race.

Very few of the books required were available in braille. She was obliged to have them spelt into her hand. As a result, she took more time to prepare her lessons and often lost her temper. Helen discovered that ‘college is not the universal Athens’ she thought it was and one doesn’t meet the great and wise face to face. Helen never gave up the precious science of patience. She took her education as she would take a walk in the country, leisurely.

OR
Miss Anne Sullivan was Helen’s instructor as well as a teacher. She was sent by the Perkins Institution in Boston, to teach Helen. They found her competent enough to take care of Helen’s education. Anne arrived at Helen’s place in March. After her arrival, Helen’s life changed. Apart from being a guide and instructor she was like a mother to Helen. She accompanied her wherever she went.

Miss Sullivan had great patience. Sometimes Helen used to throw tantrums but Miss Sullivan always handled her very well. She taught her to communicate by writing the spellings of the words on her hand with her fingers. Helen learnt this art and was able to communicate with others in an effective way. Gradually she learnt to write sentences also.
Miss Sullivan was a perfect teacher who enjoyed spending her time with Helen. She taught her subjects like Arithmetic, History, Geography, Zoology, Botany, etc., through a playful method. She acquainted her with the environment and Helen never realised that she was being educated during the process of learning. She enjoyed all the lessons with Miss Sullivan.

Both Helen and Miss Sullivan had a good time with each other throughout their lives. Helen would not have been able to achieve her aim if a dedicated person like Ms Sullivan had not been part of her life.

Question 11.
Helen did not confine herself to acquiring knowledge, but also enjoyed herself by taking part in outdoor activities. Elaborate.
OR
Which traits of Helen’s character appeal to you most? Give a reasoned answer.
Answer:
Helen loved spending time in the country side. During one summer she spent a wonderful time with the Chamberlin family in a charming village in Wrentham, New England. Helen loved the countryside and playing outdoor sports. She did not allow her handicap, to stand in the way of her enjoyment. She had the pleasure of interacting with children and made many true-friends. She learnt to row and swim quite early.

She liked canoeing on moonlit nights as she could sense the presence of the moon. She would put her hand in the water and fancy that she felt the “ shimmer of her garments” as she passes. Sometimes a fish slipped between her fingers and sometimes she could feel the softness of the pond lily, she loved to experience the space around her. Besides this she accompanied by Miss Sullivan would often go sailing in a sail boat.

One day she had the pleasure of experiencing the regatta boat races in the Northwest Arm. She found great joy in riding the bicycle and going on long leisurely walks. Besides this, she derived immense pleasure in visiting the theatre, museums and art stores.

OR
Helen Keller was born on June 27, 1880. Helen Keller was not born blind and deaf. A mysterious disease left her deaf and blind.
The advent of Anne Sullivan was the turning point in her life. With a lot of struggle, she progressed from learning to read to acquire the skill of speaking. It was Miss Sullivan’s genius and Helen’s untiring devotion and patience that brought miraculous results. The more successful she was the more she aspired, for she had an undying spirit to acquire knowledge.
Nothing could stop Helen from being the first blind and deaf student to earn a bachelor degree from Harvard.

Her pleasures and amusements were many and varied. She loved swimming, rowing, sailing and walking leisurely in the countryside. She loved visiting places. Her visits to Washington, Niagara and the World fair broadened her knowledge and vision. Helen was fortunate to have the company of many great persons like Alexander Graham Bell, Mark Twain, Father Brooks and many others who shaped and made the story of her life. Helen Kellar gave the world lessons in optimism, positivity and emphasised the need to be physically and mentally equipped.

Question 12.
Describe Helen Keller’s visit to the World’s Fair. How did the visit affect her?
OR
What is your impression of Mr. Gilman?
Answer:
Helen visited the World’s Fair in Chicago, Illinois in the summer of 1893. At the fair, Helen’s dear friend Alexander Graham Bell served as a guide to her and Ms. Sullivan. Alexander Graham Bell was already a well-known inventor.
Despite being deaf and blind, Helen felt a sense of wonder in being at the fair. Helen was full of joy as the “marvels of invention, treasures of industry and skill and all the activities of human life actually passed under her finger tips.” Scenes from places around the world could be found at the Midway Plaisance, which Helen enjoyed. Scenes from Venice, Cairo, and India were there.

There was even a recreation of a Viking ship. There was also a model of the Columbus ship, the Santa Maria. The President of the World’s Fair, a man named Mr. Higinbotham, allowed Helen “to touch the exhibits.” This let Helen experience the fair in her own way. Alexander Graham Bell communicated information to Helen about the fair and described what surrounded her. It was in the “electrical building that they examined the telephones, autophones, phonographs, and other inventions,” which fascinated Helen. He explained to her how those new inventions worked.

Helen was at the fair for three weeks. She loved all the things she was able to discover there and the exposure helped to expand her horizon even further.
OR
Mr. Gilman was a patient, resourceful, and knowledgeable teacher. He was able to use his broad knowledge of history and literature to enrich Helen’s study.
Mr. Gilman patiently read aloud every sentence in Helen’s German paper and painstakingly spelt out everything so that she could correct her mistakes. Because of Mr. Gilman’s dedication, Helen could complete other examinations without additional assistance and adjustments.

Mr. Gilman was also a compassionate person; he allowed Helen’s sister, Mildred, to study at the Cambridge School so that the sisters could be together. Mr. Gilman’s was extremely uncompromising and protective of Helen. At the beginning of the school year, he and Helen agreed that, if necessary, Helen should spend five years to prepare for college. However, after the success of Helen’s first year, Helen’s teachers, Miss Sullivan and Miss Harbaugh, decided that she would be ready for college in two years.

However, Mr. Gilman insisted that Helen would need four years to be ready for college and added that Helen would be too overworked if she decided to abide by her teachers’ schedule. Because of this difference of opinion between her principal, teachers and Mr. Gilman, Helen’s mother withdrew Helen and Mildred from the Cambridge School.It can be seen from the above that Mr. Gilman was patient, resourceful, and compassionate. He cared for Helen and did not want her to undergo undue suffering in her bid to prepare for college.

The River Question and Answers