Answer the following questions in 200 -250 words.
1. Why did Helen call Boston ‘the city of kind hearts’?
Helen's experiences with kind people in Boston greatly influenced her
thoughts about the city. Because of the people, Helen will forever equate
Boston with kindness, welcome and compassion. The main example of
someone who embodies the spirit of such welcoming hospitality would be
Mr William Endicott. Helen tells us that she was thinking of Mr Endicott when
she called Boston, ‘The City Of Kind Hearts’. Mr Endicott opens up his house
to Helen and talks to her as if they are great friends who have always enjoyed
each other's company.
Another example is that of Mr Anagnos (director of the Perkins Institution
For The Blind in Boston). When Helen's father writes to request a teacher for
Helen, we are told that Mr. Anagnos answers with a 'kind letter' filled with
'the comforting assurance that a teacher had been found.'
In May 1888, Helen gets a chance to visit the Perkins Institution For The
Blind. Her joy is complete when the children greet her with eagerness and
enthusiasm. She feels so thoroughly at home in Boston that she begins to
regard Boston ‘as the beginning and the end of creation’.
2. What caused Helen to take dive in the cold water? What happened after she
plunged into cold water?
Helen was delighted to know that she and her teacher would spend their
vacation at Brewster, on Cape God. Her mind was full of prospective joys and
the wonderful stories she had heard about the sea. She had always lived far
inland. She also read a big book called ‘Our World’ a description of the ocean
which filled her with wonder and intense desire to touch the mighty sea. All
of these caused Helen to plunge into the sea water without any fear. She was
enjoying it until her foot struck against a rock and the water rushed over her
head. She found nothing to hold on to as there was nothing except water.
nd sea weeds. However, she was fortunate that waves threw her back on the
shore, where her teacher picked her up in her arms.
3. Describe Helen’s First Christmas after Miss Sullivan’s arrival.
The first Christmas after Miss Sullivan’s arrival was great for Helen. Everyone
in her family planned surprises for Helen. She was also preparing her
surprises with her teacher. They kept up a guessing game which taught Helen
more about the use of language. They played the guessing game every
evening which grew more and more exciting as Christmas approached. Helen
was invited by the Tuscumbia school children to their decorated Christmas
tree. She danced and jumped around the tree in excitement. She gave gifts to
other children. She also wanted to know what she was to receive on that
occasion. In the morning, when she got up she found a lot of gifts for her.
She was most delighted by her teacher’s gift which was a canary. She enjoyed
Christmas a lot.
4. Describe Helen Keller’s stay at the Perkins Institute for the Blind in Boston.
It was Alexander Graham Bell who advised Helen’s parents to contact the
Perkins Institute for Blind for her education. It was the institute where Laura
Bridgman, a deaf and blind child had been educated. It was located in South
Boston. Michael Anaganos, the director, asked Anne Sullivan to become
Keller’s instructor. Helen made friends with the little blind children. It was a
unique pleasure to talk with other blind children in her own language. Until
then she had been speaking through an interpreter like a foreigner. All the
eager and loving children gathered round her and joined heartily in her
frolics. They could read the books with their fingers. They were so happy and
contented that she lost all sense of pain in the pleasure of their
companionship. With the blind children she felt thoroughly at home in her
new environment.
5. How did Helen spend the autumn months at the Fern Quarry?
She spent her autumn months with her family at their summer cottage, called Fern
Quarry because there was a deserted limestone quarry near it. It was situated on top
of a mountain.
In the woods around the Fern quarry grew great oaks and splendid evergreens with
trunks like mossy pillars, from the branches of which hung garlands of ivy and
mistletoe, and persimmon trees. The odour of these pervaded every nook and corner
of the wood— an illusive, fragrance that made the heart glad. Helen spent most of her
time in leisure in that beautiful landscape
Their cottage was like a ‘rough camp’. Many visitors came to Fern Quarry. In the
morning, all the men went off to hunt. Later in the morning, a barbecue was planned.
In the evening, men played cards and talked about their hunting experiences.
Helen had a pony She had named him ‘Black Beauty’ because of his strong
resemblance to the one in the book she had just read. She spent the happiest hours
on his back accompanied by her teacher. On mornings when she did not want to ride,
she and her teacher would go rambling in the woods after breakfast and returned with
armfuls of laurel, goldenrod, ferns and swamp- flowers.
Sometimes she went with Mildred and her little cousins to hunt for persimmons in the
leaves and grass but did not eat them. She liked their fragrance. They also went
nutting and she helped them open the chestnut burrs and break the shells of hickory
nuts and walnuts.
At the foot of the mountain was the railroad and the children watched the trains whiz
by.
6.How does Helen describe the winter and the snowstorm?
Helen was surprised to discover that a mysterious hand had stripped the trees and
bushes, leaving only here and there a wrinkled leaf. The birds had flown, and their
empty nests in the bare trees were filled with snow. The earth seemed benumbed by
the Winter’s icy touch, and the very spirits of the trees had withdrawn to their roots,
and there, curled up in the dark, lay fast asleep. All life seemed to have ebbed away.
On the day when the snow storm came, the snowflakes dropped silently and softly
from the airy height to the earth. In the morning no feature of the landscape was
recognizable. All roads were hidden, not a single landmark was visible. In the evening,
a wind from the north east sprang up and the snowflakes moved around in a furious
melee. The family sat around the fire and told merry tales and frolicked and forgot that
they were shut off from the outside world. During the night, the fury of the wind
increased and filled them with vague terror.
The rafters creaked and stained. The branches of the trees rattled and beat against
the windows.
The storm subsided after three days. The sun shone upon the area and piles of snow
lay scattered everywhere. Before these drifts could shrink there was another
snowstorm.
7.How does the author explain the use of the manual alphabet to speak to?
Helen explains the use of the manual alphabet in speaking to those who are blind and
deaf. Because it seems to puzzle people who do not know people like her.
One who reads or talks to her spells with his hand, using the single hand manual
alphabet generally employed by the deaf. She places her hand on the hand of the
speaker, very lightly so that the speaker’s finger movements are not hindered. The
position of the hand is as easy to feel as it is to see. She says that she does not feel
each letter any more than we see each letter separately when we read.
Constant practice makes the fingers very flexible, and some of her friends spell
rapidly—about as fast as an expert writes on a typewriter. The mere spelling is no
more a conscious act than it is in writing.
When Helen learned to speak, she discarded the manual alphabet as a medium of
communication on her part; but Miss Sullivan and a few friends still used it in
speaking to her for it was more convenient and more rapid than lip-reading.
8. Describe Helen Keller’s journey in learning to speak.
As a deaf child, Helen was entirely dependent upon the manual alphabet and always felt a sense of restraint, of narrowness. This feeling began to agitate her and she wanted to fill this gap. Therefore, she persisted in using her lips and voice. Friends
tried to discourage this tendency, fearing that it would lead to disappointment.
Before she lost her sight and hearing, she was fast learning to talk but after her illness she made many sounds because the need of exercising her vocal organs was
imperative.
Although Miss Sullivan began to teach her, she was dissatisfied with the means of communication and felt a sense of restraint and began to agitate her.
One day, Mrs. Lamson, one of Laura Bridgman's teachers, came to see Helen, and told her of Ragnhild Kaata, a deaf and blind girl in Norway who had been taught to
speak.
Helen was filled with eagerness and did not rest until her teacher took her to Miss
Sarah Fuller. The lady offered to teach Helen herself. Through Miss Fuller's method
she learnt six elements of speech in an hour. Miss Fuller gave her eleven lessons and
she uttered her first connected sentence, "It is warm." True, they were broken and
stammering syllables but they were human speech.
Due to Miss Sullivan's genius and untiring perseverance and her own laboured
practice night and day, Helen progressed towards natural speech.
1. Why did Helen call Boston ‘the city of kind hearts’?
Helen's experiences with kind people in Boston greatly influenced her
thoughts about the city. Because of the people, Helen will forever equate
Boston with kindness, welcome and compassion. The main example of
someone who embodies the spirit of such welcoming hospitality would be
Mr William Endicott. Helen tells us that she was thinking of Mr Endicott when
she called Boston, ‘The City Of Kind Hearts’. Mr Endicott opens up his house
to Helen and talks to her as if they are great friends who have always enjoyed
each other's company.
Another example is that of Mr Anagnos (director of the Perkins Institution
For The Blind in Boston). When Helen's father writes to request a teacher for
Helen, we are told that Mr. Anagnos answers with a 'kind letter' filled with
'the comforting assurance that a teacher had been found.'
In May 1888, Helen gets a chance to visit the Perkins Institution For The
Blind. Her joy is complete when the children greet her with eagerness and
enthusiasm. She feels so thoroughly at home in Boston that she begins to
regard Boston ‘as the beginning and the end of creation’.
2. What caused Helen to take dive in the cold water? What happened after she
plunged into cold water?
Helen was delighted to know that she and her teacher would spend their
vacation at Brewster, on Cape God. Her mind was full of prospective joys and
the wonderful stories she had heard about the sea. She had always lived far
inland. She also read a big book called ‘Our World’ a description of the ocean
which filled her with wonder and intense desire to touch the mighty sea. All
of these caused Helen to plunge into the sea water without any fear. She was
enjoying it until her foot struck against a rock and the water rushed over her
head. She found nothing to hold on to as there was nothing except water.
nd sea weeds. However, she was fortunate that waves threw her back on the
shore, where her teacher picked her up in her arms.
3. Describe Helen’s First Christmas after Miss Sullivan’s arrival.
The first Christmas after Miss Sullivan’s arrival was great for Helen. Everyone
in her family planned surprises for Helen. She was also preparing her
surprises with her teacher. They kept up a guessing game which taught Helen
more about the use of language. They played the guessing game every
evening which grew more and more exciting as Christmas approached. Helen
was invited by the Tuscumbia school children to their decorated Christmas
tree. She danced and jumped around the tree in excitement. She gave gifts to
other children. She also wanted to know what she was to receive on that
occasion. In the morning, when she got up she found a lot of gifts for her.
She was most delighted by her teacher’s gift which was a canary. She enjoyed
Christmas a lot.
4. Describe Helen Keller’s stay at the Perkins Institute for the Blind in Boston.
It was Alexander Graham Bell who advised Helen’s parents to contact the
Perkins Institute for Blind for her education. It was the institute where Laura
Bridgman, a deaf and blind child had been educated. It was located in South
Boston. Michael Anaganos, the director, asked Anne Sullivan to become
Keller’s instructor. Helen made friends with the little blind children. It was a
unique pleasure to talk with other blind children in her own language. Until
then she had been speaking through an interpreter like a foreigner. All the
eager and loving children gathered round her and joined heartily in her
frolics. They could read the books with their fingers. They were so happy and
contented that she lost all sense of pain in the pleasure of their
companionship. With the blind children she felt thoroughly at home in her
new environment.
5. How did Helen spend the autumn months at the Fern Quarry?
She spent her autumn months with her family at their summer cottage, called Fern
Quarry because there was a deserted limestone quarry near it. It was situated on top
of a mountain.
In the woods around the Fern quarry grew great oaks and splendid evergreens with
trunks like mossy pillars, from the branches of which hung garlands of ivy and
mistletoe, and persimmon trees. The odour of these pervaded every nook and corner
of the wood— an illusive, fragrance that made the heart glad. Helen spent most of her
time in leisure in that beautiful landscape
Their cottage was like a ‘rough camp’. Many visitors came to Fern Quarry. In the
morning, all the men went off to hunt. Later in the morning, a barbecue was planned.
In the evening, men played cards and talked about their hunting experiences.
Helen had a pony She had named him ‘Black Beauty’ because of his strong
resemblance to the one in the book she had just read. She spent the happiest hours
on his back accompanied by her teacher. On mornings when she did not want to ride,
she and her teacher would go rambling in the woods after breakfast and returned with
armfuls of laurel, goldenrod, ferns and swamp- flowers.
Sometimes she went with Mildred and her little cousins to hunt for persimmons in the
leaves and grass but did not eat them. She liked their fragrance. They also went
nutting and she helped them open the chestnut burrs and break the shells of hickory
nuts and walnuts.
At the foot of the mountain was the railroad and the children watched the trains whiz
by.
6.How does Helen describe the winter and the snowstorm?
Helen was surprised to discover that a mysterious hand had stripped the trees and
bushes, leaving only here and there a wrinkled leaf. The birds had flown, and their
empty nests in the bare trees were filled with snow. The earth seemed benumbed by
the Winter’s icy touch, and the very spirits of the trees had withdrawn to their roots,
and there, curled up in the dark, lay fast asleep. All life seemed to have ebbed away.
On the day when the snow storm came, the snowflakes dropped silently and softly
from the airy height to the earth. In the morning no feature of the landscape was
recognizable. All roads were hidden, not a single landmark was visible. In the evening,
a wind from the north east sprang up and the snowflakes moved around in a furious
melee. The family sat around the fire and told merry tales and frolicked and forgot that
they were shut off from the outside world. During the night, the fury of the wind
increased and filled them with vague terror.
The rafters creaked and stained. The branches of the trees rattled and beat against
the windows.
The storm subsided after three days. The sun shone upon the area and piles of snow
lay scattered everywhere. Before these drifts could shrink there was another
snowstorm.
7.How does the author explain the use of the manual alphabet to speak to?
Helen explains the use of the manual alphabet in speaking to those who are blind and
deaf. Because it seems to puzzle people who do not know people like her.
One who reads or talks to her spells with his hand, using the single hand manual
alphabet generally employed by the deaf. She places her hand on the hand of the
speaker, very lightly so that the speaker’s finger movements are not hindered. The
position of the hand is as easy to feel as it is to see. She says that she does not feel
each letter any more than we see each letter separately when we read.
Constant practice makes the fingers very flexible, and some of her friends spell
rapidly—about as fast as an expert writes on a typewriter. The mere spelling is no
more a conscious act than it is in writing.
When Helen learned to speak, she discarded the manual alphabet as a medium of
communication on her part; but Miss Sullivan and a few friends still used it in
speaking to her for it was more convenient and more rapid than lip-reading.
8. Describe Helen Keller’s journey in learning to speak.
As a deaf child, Helen was entirely dependent upon the manual alphabet and always felt a sense of restraint, of narrowness. This feeling began to agitate her and she wanted to fill this gap. Therefore, she persisted in using her lips and voice. Friends
tried to discourage this tendency, fearing that it would lead to disappointment.
Before she lost her sight and hearing, she was fast learning to talk but after her illness she made many sounds because the need of exercising her vocal organs was
imperative.
Although Miss Sullivan began to teach her, she was dissatisfied with the means of communication and felt a sense of restraint and began to agitate her.
One day, Mrs. Lamson, one of Laura Bridgman's teachers, came to see Helen, and told her of Ragnhild Kaata, a deaf and blind girl in Norway who had been taught to
speak.
Helen was filled with eagerness and did not rest until her teacher took her to Miss
Sarah Fuller. The lady offered to teach Helen herself. Through Miss Fuller's method
she learnt six elements of speech in an hour. Miss Fuller gave her eleven lessons and
she uttered her first connected sentence, "It is warm." True, they were broken and
stammering syllables but they were human speech.
Due to Miss Sullivan's genius and untiring perseverance and her own laboured
practice night and day, Helen progressed towards natural speech.
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