Helen Keller Souvenir, No. 2, 1892-1899: Commemorating the Harvard Final Examination for Admission to Radcliffe College June 29-30, 1899 (Google eBook)

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Volta Bureau for the Increase and Diffusion of Knowledge Relating to the Deaf, 1899 - Blind-deaf - 65 pages
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Page 19 - Of all beasts he learned the language, learned their names and all their secrets, How the beavers built their lodges, Where the squirrels hid their acorns, How the reindeer ran so swiftly, Why the rabbit was so timid, Talked with them whene'er he met them, Called them
Page 17 - ... culture ; no amount of language training will enable our little children to use language with ease and fluency, unless they have something clearly in their minds which they wish to communicate or unless we succeed in awakening in them a desire to know what is in the minds of others. From the very first Helen was eager and enthusiastic in pursuit of knowledge.
Page 17 - ... never taught language for the PURPOSE of teaching it; but invariably used language as a medium for the communication of thought; thus the learning of language was coincident with the acquisition of knowledge.
Page 17 - Siamese twins ; they are indissolubly connected, they are interdependent. Good work in language presupposes and necessitates a real knowledge of things. As soon as my little pupil grasped the idea that everything had a name, and that by means of the manual alphabet these names could be transmitted from one to another, I proceeded to awaken her further interest in the objects whose names she learned to spell with such evident joy. I never taught language for the purpose of teaching it ; but invariably...
Page 20 - Helen has had the best and purest models in language constantly presented to her, and her conversation and her writing are unconscious reproductions of what she has read. Reading, I think, should be kept independent of the regular school exercises. Children should be encouraged to read for the pure delight of it.
Page 18 - During the first two years of her intellectual life, I required Helen to write very little. In order to write one must have something to write about, and having something to write about requires some mental preparation. The memory must be stored with ideas and the mind must be enriched with knowledge, before writing becomes a natural and pleasurable effort. Too often, I think, children are required to write before they have anything to say. Teach them to think and read and talk without self-repression,...
Page 33 - No man or woman has ever in my experience got ready for these examinations in so brief a time. How has it been accomplished ? By a union of patience, determination and affection, with the foundation of an uncommon brain.
Page 17 - ... me. I was never angry after that because I understood what my friends said to me, and I was very busy learning many wonderful things. I was never still during the first glad days of my freedom. I was continually spelling, and acting out the words as I spelled them. I would run, skip, jump and swing, no matter where I happened to be. Everything was budding and blossoming. The honeysuckle hung in long garlands, deliciously fragrant, and the roses had never been so beautiful before.
Page 23 - She impresses me every day as being the happiest child in the world, and so it is a special privilege to be with her. The spirit of love and joyousness seems never to leave her. May it ever be so. It is beautiful to think of a nature so gentle, pure and loving as hers ; it is pleasant also to think she will ever see only the best side of every human being, while near her the roughest man is all gentleness, all pity. Not for the world would he have her know that he is aught but good and kind to everyone....
Page 21 - ... Miss Sarah Fuller. Miss Fuller was delighted with Helen's earnestness and enthusiasm, and at once began to teach her. In a few lessons she learned nearly all of the English sounds, and in less than a month she was able to articulate a great many words distinctly. From the first she was not content to be drilled in single sounds, but was impatient to pronounce words and sentences. The length of the word or the difficulty of the arrangement of the elements never seemed to discourage her. But, with...

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