The Story of My Life
to the end. I often wonder, as I read these splendid poems why,
at the same time that Homer's songs of war fired the Greeks with
valor, his songs of manly virtue did not have a stronger
influence upon the spiritual life of the people. Perhaps the
reason is, that thoughts truly great are like seeds cast into the
human mind, and either lie there unnoticed, or are tossed about
and played with, like toys, until, grown wise through suffering
and experience, a race discovers and cultivates them. Then the
world has advanced one step in its heavenward march.
I am working very hard just now. I intend to take my examinations
in June, and there is a great deal to be done, before I shall
feel ready to meet the ordeal....
You will be glad to hear that my mother, and little sister and
brother are coming north to spend this summer with me. We shall
all live together in a small cottage on one of the lakes at
Wrentham, while my dear teacher takes a much needed rest. She has
not had a vacation for twelve years, think of it, and all that
time she has been the sunshine of my life. Now her eyes are
troubling her a great deal, and we all think she ought to be
relieved, for a while, of every care and responsibility. But we
shall not be quite separated; we shall see each other every day,
I hope. And, when July comes, you can think of me as rowing my
dear ones around the lovely lake in the little boat you gave me,
the happiest girl in the world!...
TO MRS. LAURENCE HUTTON
[Boston] May 28th [1899].
...We have had a hard day. Mr. Keith was here for three hours
this afternoon, pouring a torrent of Latin and Greek into my poor
bewildered brain. I really believe he knows more Latin and Greek
Grammar than Cicero or Homer ever dreamed of! Cicero is splendid,
but his orations are very difficult to translate. I feel ashamed
sometimes, when I make that eloquent man say what sounds absurd
or insipid; but how is a school-girl to interpret such genius?
Why, I should have to be a Cicero to talk like a Cicero!...
Linnie Haguewood is a deaf-blind girl, one of the many whom Mr.
William Wade has helped. She is being educated by Miss Dora
Donald who, at the beginning of her work with her pupil, was
supplied by Mr. Hitz, Superintendent of the Volta Bureau, with
copies of all documents relating to Miss Sullivan's work with
Miss Keller.
TO MR. WILLIAM WADE
Wrentham, Mass., June 5, 1899.
...Linnie Haguewood's letter, which you sent me some weeks ago,
interested me very much. It seemed to show spontaneity and great
sweetness of character. I was a good deal amused by what she said
about history. I am sorry she does not enjoy it; but I too feel
sometimes how dark, and mysterious and even fearful the history
of old peoples, old religions and old forms of government really
is.
Well, I must confess, I do not like the sign-language, and I do
not think it would be of much use to the deaf-blind. I find it
very difficult to follow the rapid motions made by the
deaf-mutes, and besides, signs seem a great hindrance to them in
acquiring the power of using language easily and freely. Why, I
find it hard to understand them sometimes when they spell on
their fingers. On the whole, if they cannot be taught
articulation, the manual alphabet seems the best and most
convenient means of communication. At any rate, I am sure the
deaf-blind cannot learn to use signs with any degree of facility.
The other day, I met a deaf Norwegian gentleman, who knows
Ragnhild Kaata and her teacher very well, and we had a very
interesting conversation about her. He said she was very
industrious and happy. She spins, and does a great deal of fancy
work, and reads, and leads a pleasant, useful life. Just think,
she cannot use the manual alphabet! She reads the lips well, and
if she cannot understand a phrase, her friends write it in her
hand, and in this way she converses with strangers. I cannot make
out anything written in my hand, so you see, Ragnhild has got
ahead of me in some things. I do hope I shall see her sometime...
TO MRS. LAURENCE HUTTON
Wrentham, July 29, 1899.
...I passed in all the subjects I offered, and with credit in
advanced Latin.... But I must confess, I had a hard time on the
second day of my examinations. They would not allow Teacher to
read any of the papers to me; so the papers were copied for me in
braille. This arrangement worked very well in the languages, but
not nearly so well in the Mathematics. Consequently, I did not do
so well as I should have done, if Teacher had been allowed to
read the Algebra and Geometry to me. But you must not think I
blame any one. Of course they did not realize how difficult and
perplexing they were making the examinations for me. How could
they--they can see and hear, and I suppose they could not
understand matters from my point of view....
Thus far my summer has been sweeter than anything I can remember.
My mother, and sister and little brother have been here five
weeks, and our happiness knows no bounds. Not only do we enjoy
being together; but we also find our little home most delightful.
I do wish you could see the view of the beautiful lake from our
piazza, the islands looking like little emerald peaks in the
golden sunlight, and the canoes flitting here and there, like
autumn leaves in the gentle breeze, and breathe in the peculiarly
delicious fragrance of the woods, which comes like a murmur from
an unknown clime. I cannot help wondering if it is the same
fragrance that greeted the Norsemen long ago, when, according to
tradition, they visited our shores--an odorous echo of many
centuries of silent growth and decay in flower and tree....
TO MRS. SAMUEL RICHARD FULLER
Wrentham, October 20, 1899.
...I suppose it is time for me to tell you something about our
plans for the winter. You know it has long been my ambition to go
to Radcliffe, and receive a degree, as many other girls have
done; but Dean Irwin of Radcliffe, has persuaded me to take a
special course for the present. She said I had already shown the
world that I could do the college work, by passing all my
examinations successfully, in spite of many obstacles. She showed
me how very foolish it would be for me to pursue a four years'
course of study at Radcliffe, simply to be like other girls, when
I might better be cultivating whatever ability I had for writing.
She said she did not consider a degree of any real value, but
thought it was much more desirable to do something original than
to waste one's energies only for a degree. Her arguments seemed
so wise and practical, that I could not but yield. I found it
hard, very hard, to give up the idea of going to college; it had
been in my mind ever since I was a little girl; but there is no
use doing a foolish thing, because one has wanted to do it a long
time, is there?
But, while we were discussing plans for the winter, a suggestion
which Dr. Hale had made long ago flashed across Teacher's
mind--that I might take courses somewhat like those offered at
Radcliffe, under the instruction of the professors in these
courses. Miss Irwin seemed to have no objection to this proposal,
and kindly offered to see the professors and find out if they
would give me lessons. If they will be so good as to teach me and
if we have money enough to do as we have planned, my studies this
year will be English, English Literature of the Elizabethan
period, Latin and German....
TO MR. JOHN HITZ
138 Brattle St., Cambridge,
Nov. 11, 1899.
...As to the braille question, I cannot tell how deeply it
distresses me to hear that my statement with regard to the
examinations has been doubted. Ignorance seems to be at the
bottom of all these contradictions. Why, you yourself seem to
think that I taught you American braille, when you do not know a
single letter in the system! I could not help laughing when you
said you had been writing to me in American braille--and there
you were writing your letter in English braille!
The facts about the braille examinations are as follows:
How I passed my Entrance Examinations for Radcliffe College.
On the 29th and 30th of June, 1899, I took my examinations for
Radcliffe College. The first day I had elementary Greek and
advanced Latin, and the second day Geometry, Algebra and advanced
Greek.
The college authorities would not permit Miss Sullivan to read
the examination papers to me; so Mr. Eugene C. Vining, one of the
instructors at the Perkins Institution for the Blind, was
employed to copy the papers for me in braille. Mr. Vining was a
perfect stranger to me, and could not communicate with me except
by writing in braille. The Proctor also was a stranger, and did
not attempt to communicate with me in any way; and, as they were
both unfamiliar with my speech, they could not readily understand
what I said to them.
However, the braille worked well enough in the languages; but
when it came to Geometry and Algebra, it was different. I was
sorely perplexed, and felt quite discouraged, and wasted much
precious time, especially in Algebra. It is true that I am
perfectly familiar with all literary braille--English, American,
and New York Point; but the method of writing the various signs
used in Geometry and Algebra in the three systems is very
different, and two days before the examinations I knew only the
English method. I had used it all through my school work, and
never any other system.
In Geometry, my chief difficulty was, that I had always been
accustomed to reading the propositions in Line Print, or having
them spelled into my hand; and somehow, although the propositions
were right before me, yet the braille confused me, and I could
not fix in my mind clearly what I was reading. But, when I took
up Algebra, I had a harder time still--I was terribly handicapped
by my imperfect knowledge of the notation. The signs, which I had
learned the day before, and which I thought I knew perfectly,
confused me. Consequently my work was painfully slow, and I was
obliged to read the examples over and over before I could form a
clear idea what I was required to do. Indeed, I am not sure now
that I read all the signs correctly, especially as I was much
distressed, and found it very hard to keep my wits about me....
Now there is one more fact, which I wish to state very plainly,
in regard to what Mr. Gilman wrote to you. I never received any
direct instruction in the Gilman School. Miss Sullivan always sat
beside me, and told me what the teachers said. I did teach Miss
Hall, my teacher in Physics, how to write the American braille,
but she never gave me any instruction by means of it, unless a
few problems written for practice, which made me waste much
precious time deciphering them, can be called instruction. Dear
Frau Grote learned the manual alphabet, and used to teach me
herself; but this was in private lessons, which were paid for by
my friends. In the German class Miss Sullivan interpreted to me
as well as she could what the teacher said.
Perhaps, if you would send a copy of this to the head of the
Cambridge School, it might enlighten his mind on a few subjects,
on which he seems to be in total darkness just now....
TO MISS MILDRED KELLER
138 Brattle Street, Cambridge,
November 26, 1899.
...At last we are settled for the winter, and our work is going
smoothly. Mr. Keith comes every afternoon at four o'clock, and