The

Story

of

Helen Keller

My Life A Complete Solution of Book

for class

X

Chapter-1 Questions on The Text Answer these questions now: (a) Why do you think the authoress considers the writing of an autobiography a difficult task? Ans. The authoress considers the writing of an autobiography a difficult task became when she tries to classify her earliest impressions, she finds that fact and fancy look alike across the years that link the past with the present. At the age of twenty two, she tries to recall the incidents of her past life but she finds her unable to distinguish between fact any fancy. She means to say that some impressions of her early life stand out quite clearly in her mind whereas many incidents of vital importance of her early education have been forgotten in the excitement of great discoveries. (b) Write two points to support that Helen was fussed over being first child in the family. Ans. Helen was the first child of her father from his second wife. All loved her very much. There were usual discussions as to a name for her. The first baby in the family was not to be lightly named. Everyone emphasised over this. At last her mother resolved to name her after her mother. She was named as Helen Adams. Secondly Helen was confused on recollecting of her illness. When she was nineteen months old, she suffered from scarlet fever (Meningitis) which left her blind and deaf for whole life. While writing her autobiography, she remembers her activities before her illness but she feels difficulty, in recollecting the happenings after her illness. (c) How did the authoress lose her powers to see and listen? Ans. When the authoress was nineteen months old, she suffered badly from scarlet fever or meningitis which left her blind and deaf for her later life. (d) What were the things, authoress says she could not forget all through her life despite her inabilities? Ans. The authoress says that she used to touch and feel along the hard boxwood hedges. She could find the violets and lities by their smell. When ever she upsets she went to the garden surrounding her house and hide her hot face in the cool leaves and grass. That was why she could not forget the vine, the trees, the flowers and butterflies she used to enjoy in her childhood even after her inabilities. (e) Explain these quotes: (i) "........ the shadows of the prison-house are on the rest." (ii) "There is no king who has not had a slave among his ancestors and no slave who has not had a king among his." Ans. (i) The authoress says that she remembers quite clearly some impressions of the things which she saw and enjoyed in her childhood when she could see, but after her illness which made her blind and deaf, she finds herself unable to remember more things. She compares her blindness and deafness to a prison-house. (ii) These lines support the truth that our present is invariably connected to our past. There have been kings or slaves among the ancestors of all of us. Bookman India

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(f) For what reason the authoress says "these happy days did not last long"? Ans. The authoress was living quite a happy life playing in the lap of her mother and enjoying the beauty of nature. But these happy days did not last long and she was attacked by an illness which closed her eyes and ears and plunged her into the unconsciousness of a new born baby. She regrets that she could not enjoy her childhood for a long time due to the serious illness which deprived her of her eyes and ears.

Pen-Portrait Describe a character-sketch of Helen Keller in the light of your reading chapter-1. Ans. Helen Keller had a great love for nature since her very childhood. She had a garden surrounding her house. She used to touch and feel the hedges. She could recognise the first violets and lilies by their smell. She loved to touch the beautiful vine climbers and recognise them by their leaves and flowers. As a baby, she showed various signs of a keen and self-asserted disposition. She tried to imitate what others did or said. At the age of six months, she could speak out 'How d'ye'. She could speak 'Tea, tea, tea clearly. She started walking when she was one year old. She was an intelligent progeny. One day after her bath, she slipped out of her mother's lap and ran towards shadows of leaves dancing on the floor. She enjoyed her first spring, summer and autumn as she was quite an active and delightful child.

Chapter-2 Questions on The Text Answer these questions now: (a) Describe the life that Helen and Martha led. Ans. Martha Washington was the daughter of their cook and a friend of Helen. Martha could understand her signs and Helen felt no difficulty in making her do whatever she wished. It pleased Helen to dominate her. They spent a great deal of time in the kitchen, kneading dough balls, helping to make ice-cream, grinding coffee, quarrelling over the cake-bowl and feeding the hens and turkeys that swarmed about the kitchen. They took delight in hunting eggs in long grass. When they were fortunate enough to find a nest, Helen never allowed Martha to carry the eggs home for fear of falling and breaking. The cow sheds and stables were the great source of entertainment for Helen and Martha. (b) What were Helen's feelings when she heard about her father's death? Ans. Helen was enjoying the last beautiful days of the summer of 1896, when she heard the news of her father's death. He had a short illness, a brief time of acute suffering and he was no more. This was her first great sorrow. She regarded her father's death as a personal experience with death. (c) How would Helen prepare herself to meet the guests arriving in the family? Ans. She behaved the guests strangely. One day, when she came to know that Bookman India

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(d) Ans.

(e) Ans.

(f) Ans.

(g) Ans.

some guests have arrived at her home, she applied oil on her head and powder on her face. Then, she pinned a veil over her head to cover her face. She tied a big bustle round her waist. In this dress she went down to attend the guests. Why do you think Helen did not enjoy Belle's company better than Martha's? There was a dog named Belle in Helen's family. It was an old, lazy and inattentive dog. It slept by the open fire and did not play with Helen. It could not learn Helen's sign language. It was obstinate. It quivered with excitement and then became perfectly rigid as dogs normally do when they point a bird. It did not obey Helen so she got angry with it and punched it. It would get up, stretch itself and give sniffs. Then, it would lie down on the opposite side of the hearth. Helen felt disappointed and so she never enjoyed its company. Who was miss Sullivan? Why was she called? Miss Sullivan was the teacher and constant companion of Helen. She was extremely patient and considerate teacher who never failed to understand Helen's frustration and discontentment. She was called to teach Helen. Actually Helen was irritated and disappointed to learn people not giving her due attention. So she behaved them angrily and teasingly. Her parents felt that she must be taught as she showed some signs of understanding things in spite her blindness and deafness. She was highly mischievous. So miss Sullivan was called to teach her. She methodically taught her to communicate using sign language and assisted her through all the institutions that Helen joined. Why did Helen love Nancy more than any of her other sophisticated dolls? Helen had many dolls which could talk, cry, open an shut their eyes. But she never loved any other doll except Nancy which was her favourite. The doll Nancy was in a poor condition due to Helen's temper and affection. Whenever Helen felt extreme love or happiness, she kissed and squeezed it and it never opposed her behaviour. She found it to be the most friendly companion. So she loved it more than other dolls. The sophisticated dolls though could talk and cry but Helen had no interest in them as she was blind and deaf and so unable to watch or hear them talking or crying. Why do you think the authoress developed a sudden liking for mildred whom she had practically hated? Helen was in the valley of twofold solitude ie deafness and blindness. She did not have any tender attachment that grows by communication, action and companionship. But later, when she learnt the lessons of humanity, she started loving her little sister mildred. They loved each other and happily went out together. Helen could not understand her childish prattle and Mildred could not understand Helen's sign language.

Pen-Portrait Describe the character-sketch of Martha Washington who was authoress's constant companion in her early life. Ans. Martha Washington was a little coloured young girl of six and a companion of Helen in her childhood. She was the daughter of the cook Bookman India

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and elder than Helen. She shared her love and mischiefs with Helen. Though Martha was stronger than Helen and not disabled like her, but Helen always dominated her. Martha followed and obeyed Helen. She did not protest against Helen who was active and prompt. Both of them spent a great time in kitchen kneading dough balls, making ice-cream and grinding coffee, etc. Martha despite being mischievous was submissive to Helen's orders and wishes. She was one of her early companions who understood her sign language and silent wishes. She was a support and friend to Helen in her early years.

Chapter-3 Questions on The Text Answer these questions now: (a) How did Helen express her anger and frustration when she failed to express herself? Ans. Helen was now growing up. She became more and more eager to express her feelings but she was helpless. The few signs she had learnt to use, were not enough to make herself understand fully. She felt herself restricted by some invisible hands. She wanted to be free of them. She utterly desired to express herself but was not able to do so. So she became short-tempered and threw tantrums at times. She felt exhausted and wept bitterly. She felt depressed and crept into the arms of her mother. Gradually she grew impatient and also violent as she felt the urgency to communicate. (b) Describe, how Helen enjoyed the journey to Baltimore. Ans. When Helen was six years old, her father came to know about John Julion Chisholm an eye specialist in Baltimore. He had successfully treated many hopeless patients. So her parents decided to take Helen to Baltimore for treatment of her eyes. The journey was pleasant and Helen enjoyed it. She befriended many people in the train. A lady gave her a box of shells. Her father made a hole in them so that she could string them. She felt happy and contented. The conductor was also kind to her and gave her his punch machine to play with. She amused herself for hours making funny little holes in bits of cardboard. (c) What was the importance of "American Notes" to the writer's parents and the writer herself? Ans. Helen's parents were very sad and confused about how to arrange to teach her. The school for the deaf and blind was far away. There was no chance that anyone could come to Tuscumbia to teach a deaf and blind child. Her mother had read Dicken's 'American Notes' and an account of Laura Bridgeman who was deaf and blind yet she had been educated. Dr Howe, who had discovered the way to teach the deaf and blind, had died. His methods might have died with him. Through the 'American Notes' her parents came to know that blind and deaf people could be taught, there were methods to teach them and that there had been blind and deaf people who were educated. Thus they tamed a hope to get Helen educated. (d) What was most upsetting about the doll of towel for the writer? Why? Ans. Helen's aunt made a big doll of towels without nose, mouth, ears and Bookman India

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eyes. It was a poor, shapeless and comical thing. But Helen found it to be most upsetting for want of eyes. She wanted to make her eyes. She pulled two large beads off her aunt's cape and indicated her to sew them on the doll. Her aunt sewed the eyes. Helen felt happy but just then she lost her interest in the doll. (e) Explain these quotes: (i) "But I did not dream that, that interview would be the door through which I should pass from darkness into light, from isolation to friendship, companionship, knowledge and love." (ii) "Knowledge is love and light and vision." Ans. (i) In Baltimore, Dr Chisholm Checked Helen's eyes and said that he was unable to treat her eyes. He advised her father to consult Dr Alexander Graham Bell of Washington to get information about school and teachers for deaf or blind Children. Dr Bell was famous for his inventions and kind nature. He advised her father to write to Mr Anagnos the Director of Perkins Institutions in Boston and ask for a competent teacher to begin Helen's education. Helen concluded from the interview, that this was the way through which she could come out from darkness to light, from isolation to companionship. (ii) Mr Anagnos gave a positive reply to her father's letter and informed him that a teacher had been found to teach Helen. Helen felt so happy as if a divine power touched her spirit and said that knowledge is love and light and vision.

Pen-Portrait Describe the character-sketch of Dr Alexander Graham Bell in the light of the events occurred in this chapter. Ans. Dr Alexander Graham Bell was the famous inventor of the telephone. He devoted most of his career to education for the deaf. He met Helen Keller in 1886 and remained her friend and benefactor until his death in 1922. When Helen first met him, she felt the tenderness and sympathy which endeared him to so many hearts by his wonderful achievements. He took Helen on her knee while she examined his watch. He advised her father to write to Mr Anagnos the Director of the Perkins Institution Boston and ask him to provide a teacher for Helen's education. Helen believes that her education got possible only due to Dr Graham Bell. Thus we find that Dr Graham Bell was a kind hearted and generous personality devoted to the education of disabled people.

Chapter-4 Questions on The Text Answer these questions now: (a) How did the writer guess that something unusual was about to happen on March 3, 1887? Ans. Helen knew that her teacher was about to come. She guessed from her mother's signs and from the hurrying to and fro in the house that something unusual was going to happen on this day of March 3, 1887. So she went to the door and waited there. She felt herself to be a ship, Bookman India

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(b) Ans.

(c) Ans.

(d) Ans.

(e) Ans.

tense and anxious, groping for a way towards the shore in a dense foggy white darkness. What was the difference in Helen's learning before and after she was taken out by Miss Sullivan to let her feel w-a-t-e-r? One day Sullivan had tried to impress upon her that 'm-u-g' is mug and that 'w-a-t-e-r' is water. But Helen remained confused about the words. One day Sullivan took her out and placed her hand under the spout. As the cool stream gushed over her hand, Sullivan spelled into her other hand the word 'water'. Helen's whole attention was fixed upon the motions of her finger. Suddenly Helen felt a misty consciousness as of recalling something forgotten and she knew that word 'w-a-t-e-r' meant water. Thus on teaching her practically, Helen was reminded of the word 'water' which she used to pronounce when she was one year old but had forgotten it due to her illness. What did Helen do in her frustration of not understanding the difference between m-u-g and w-a-t-e-r? One day when Miss Sullivan tried to teach her that 'm-u-g' is mug and that 'w-a-t-e-r is water, Helen was not able to understand the words, she was confused and frustrated. Then Miss Sullivan dropped the subject for future. Helen became impatient and threw her doll upon the floor. It broke into pieces. Helen was happy as the cause of her discomfort (the doll) was removed. What made Helen feel repentance after wards? While leaving the well-house, Helen was eager to learn more. She believed that everything had a name, and each name gave birth to a new thought. On returning home and entering the door she remembered the doll she had broken. She went to the hearth and picked up the pieces. She tried to put them together but in vain. Then her eyes got filled with tears because she realized what she had done and for the first time she felt repentance and sorrow. Why did the writer for the first time in her life long for a new day to arrive? On the day Miss Sullivan took Helen out for a walk, Helen learnt about many words like mother, father, sister and teacher etc. She felt so happy and enlightened that she felt these words to make her world blossom for her, "like Aaron's rod, with flowers." She felt herself to be the happiest child in the world. She laid in her bed at the close of that eventful day and lived over the joys it had brought to her. For the first time she longed for a new day to arrive. Her interest for learning new words got increased and she restlessly waited for the next day to come.

Pen-Portrait (i) Describe the character-sketch of Miss Sullivan both as a human being and as a teacher in the light of this chapter. Ans. Anne Mansfield Sullivan is a teacher who teaches the deaf, blind or disabled children. She loves children and to teach them. When Helen was waiting for her arrival, Sullivan came and took her in her arms affectionately. Sullivan is kind-hearted and generous and she gifted Helen a doll which was made by little blind children at the Perkins Institute. Miss Sullivan is highly patient and she never gets annoyed. Bookman India

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When Helen was confused and depressed due to the words-mug and water and throws the doll upon the floor, Sullivan keeps quite patience and shows not a single sign of annoyance rather she sweeps the fragments of the broken doll to one side of the hearth. Miss Sullivan is highly experienced and excellent at teaching disabled children. (ii) Describe the character-sketch of Helen both as a child and as a student. Ans. In the beginning we find that Helen is a naughty but highly sensitive girl who loses her temper when her wishes are not understood by others. She likes to dominate Martha who is older than her and makes her obey her orders. Though she cannot see or hear as she is blind and deaf, yet her mind is too sensitive to conjecture what is going on in her family. She is hopeful of getting the light of love and knowledge when Miss Sullivan comes to teach her. Her grasping power is great as she learns many words like water, mother, father, sister, cap, hat etc. On the first day of her lesson. She also has a feeling of repentance which she shows for dashing the doll to pieces. She had no sentiments or tenderness because of her blindness and deafness, but when she is taught by Miss Sullivan, she begins to love everything coming in her contact. She has a deep love for nature and a great zeal for learning more and more.

Chapter-5 Questions on The Text Answer these questions now: (a) How and why did Helen's frustration and tantrums vanish slowly any gradually? Ans. In the beginning Helen was frustrated of the words, Sullivan tried to taught her as she was not familiar with them. But gradually her frustration and tantrums Vanished away when her soul got suddenly awakened. She explored things and touched them by her hands. She learnt the name of every object she touched. She learnt more and more about different things, handled them, learnt their names and uses and felt more and more joyous and confident. Her sense of kinship and friendship with the rest of the world got increased and she was no more frustrated of those words. (b) What lesson did Helen learn when climbing upon a tree she was caught in storm? Ans. One day while coming back from a walk, Helen climbed up a tree with the help of her teacher and sat in the branches. It was very cool there. Miss Sullivan proposed that they should have their lunch on the tree. Helen promised to keep still there while Sullivan went to the house to fetch lunch. Suddenly the weather changed, heat subsided, clouds darkened and a storm came. Small twigs fell on her. She felt afraid in the absence of any friend and the firm earth. She wanted to get down the tree but could not. She got clung to the branch with full strength or she would have fallen. The tree was swaying and she was afraid of falling it down. Just then Sullivan returned and took her down on earth. Helen had learnt a new lesson that 'nature is cruel'. Under its softest touch hides deceitful claws'. Bookman India

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(c) Whom would you credit for the restoration of the writer's love for nature: the teacher, the nature or the writer himself? Justify your opinion. Ans. It was Helen's teacher who taught her about different objects, their names, their uses and told her how they looked. It was her teacher who made her familiar and acquainted with different objects of the nature. She made her feel the beauty and kindness of nature. She made her aware of the cruelty of nature. It was then that Helen restored her love for nature. She felt the sweet allurement of the mimosa tree in its full bloom that finally over came her fears. It was her teacher who made her aware of the wonderful subtle fragrance of the air. So we credit the teacher for the restoration of her love for nature. (d) What type of understanding had the teacher created between her and her student? What was the effect of her efforts? Ans. Miss Sullivan, the teacher had created an understanding of a teacher as well as of a friend between them. She behaves Helen very kindly, gives ear to her questions, excites her feelings and emotions. She introduced Helen to the nature and its beauty. She helped her understand the mystery of fragrant woods, grass and flowers. She made her feel that birds, trees and flowers were happy friends of happy Helen. Thus she produced an understanding of a friend, a teacher and a helper which made Helen feel happy, confident and delighted with the knowledge of things. (e) Explain these quotes: (i) "Nature wages upon war against her children and under softest touch hides treacherous claws." (ii) "............ feeling like a fairy on a rosy cloud." Ans. (i) When Helen was sitting in the branches of a tree and enjoying the beauty of nature, suddenly the atmosphere changed and a thunder storm striked and a nameless fear clutched at her heart. She felt extremely horrified as no one was there to help her. The fact she came to know was that nature is also cruel to man besides being so soothing. She felt that nature has its deceitful claws hidden under the cover of its softness. She felt that besides being so kind and beautiful nature is also very cruel. (ii) After a long time since the event of the storm made her think that nature is cruel, Helen again developed an attraction towards nature. She, allured by the fragrance of mimosa flowers, climbed up a mimosa tree and sat on a seat which somebody had built there long ago. She kept on sitting there for a long time feeling like a fairy on a rosy cloud. She felt herself to be a fairy who was sitting on the charming seat of clouds.

Pen-Portrait (i) Describe the character-sketch of Miss Sullivan as a facilitatorcum-friend to the writer in the light of your reading chapter-5. Ans. Miss Sullivan is the teacher of Helen. She is very kind and helpful to Helen. She taught her the names of different objects and took her by the hand across the fields where farmers were ploughing their fields for sowing seeds. She took her to the banks of the river Temmessee where they sat on warm grass. Helen came to know that the sun and rain help to grow plants. Birds build their nests and animals find food and shelter in the woods. She made her feel that "birds and flowers and she were Bookman India

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happy peers." Miss Sullivan behaves her quite friendly. She helped her and took her down the tree when Helen was surrounded in the storm. She fetched lunch for her from her house. Thus we see that besides a facilitator and teacher, Miss Sullivan has also played the role of a friend to Helen. (ii) Describe the character-sketch of Helen as a determined fighter. Ans. Helen Keller is described as a determined fighter. Though she had experienced the fear and threats of nature while she was alone sitting in a tree and surrounded by a thunderstorm but she gradually forgets it and again restores the courage and endeavours to climb up the mimosa tree lured by its sweet fragrance. She developed the same love for nature and thought herself to be a fairy sitting on the rosy clouds while she was sitting on the mimose tree. At first she was confused by the word 'D-o-l-l' but she is not easily feared. She is determined to learn and so she fights all the odds and succeeds in learning all such words. She feels difficulty in climbing the mimosa tree and gets hurt by its bark, still she keeps on climbing higher and higher and reaches a little seat already made by someone and sat there for a long time.

Chapter-6 Questions on The Text Answer these questions now: (a) How did the teacher try to compensate the deficiency of the writer's limitations for seeing and hearing? Ans. Though Miss Sullivan treated Helen as a normal child, but she always compensated the deficiency of her limitations of seeing and hearing. Whenever Helen was not able to understand any word or meaning of it, Sullivan spelt the sentences on her hand repeatedly and spoke to Helen like normal child. She also helped her by supplying necessary words and idioms to express her thoughts whenever Helen was unable to choose correct words to express herself. She also suggested conversation when Helen was unable to keep up her end of the dialogue. (b) Why does a deaf and blind child take so much time in learning the conversation? Ans. It is very difficult for the deaf and the blind to acquire the basic requirements of conversation. It is more difficult for those who are both deaf and blind. They cannot understand tones of voice that are necessary for words. They cannot watch the expressions of the speaker's face. As we know that a look of the expression is often the very soul of the words spoken and as a blind and deaf child is unable to see and hear, we have to adopt some odd and particular manners to make such child understand words. So obviously they take more time in learning the conversation. (c) What questions did the writer ask her teacher in order to know the meaning of "Love"? Ans. One morning Helen asked her teacher the meaning of the word 'love'. She had brought violets for her teacher. The teacher tried to kiss Helen. But Helen did not like to have any one kiss her except her mother. Miss Sullivan spelled into her hand 'I love Helen' while hugging her. Helen Bookman India

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(d) Ans.

(e) Ans.

asked her, 'what is love'? Miss Sullivan pointed to her heart and said, "It is here. "Helen felt her heart beat for the first time. She smelt the violets in her hand and asked, "Is love the sweetness of flowers?" When her teacher replied in negative, she pointing to the warm sun shining on them, asked again, "Is this not love?", for she thought nothing could be more beautiful than the sun. What is love as explained by the teacher to the writer? When the writer asked her teacher, "What is love?" the teacher replied, "Love is something like the clouds that were in the sky before the sun came out." She further clarified in simpler words that we cannot touch the clouds, but we feel the rain and know how glad the flowers and the thirsty earth are to have it after a hot day. We cannot touch love either; but we feel the sweetness that it pours into everything. Without love we would not be happy or we would not like to play. How did the writer first get the perception of an abstract word? One day when the writer was stringing beads of different sizes in symmetrical groups– two large beads, three small ones and so on, she had made many mistakes and her teacher had pointed them out again and again with gentle patience. The writer noticed the error and instantly she concentrated her attention on the lesson and tried to think how she should have arranged the beads. Miss Sullivan touched her for head and spelled with decided emphasis, "Think." In a flash, the writer came to know that the word (think) was the name of the process that was going on in her head. This was her first conscious perception of an abstract idea.

Pen-Portrait (i) Describe the character-sketch of Miss Sullivan as a patient and humble teacher in the light of chapter-6. Ans. After reading this chapter we come to know that Miss Sullivan is a quite patient and humble teacher. As it is very difficult to teach a blind and deaf child, an ordinary teacher might have been impatient and annoyed but Miss Sullivan is not least tired of explaining everything by spelling the sentences into Helen's hand repeatedly. She make her understand different words and answers her questions quite patiently. She clarifies to her the meaning of the word 'Love' in simple words. She points out the mistakes Helen had made while stringing the beads and touches her head humbly and spells on her forehead the word 'think'. In doing so she is quite patient and humble to her. From the beginning of her education, Miss Sullivan made it a practice to speak to her as she would speak to any hearing child, but quite differently she spelled the sentences into her hand instead of speaking them. This process continued for several years, but Miss Sullivan never showed impatience. She was determined to supply the kinds of stimulus Helen lacked. She did this by repeating to her as far as possible, verbatim, what she heard, and by showing her how she could take part in conversation. (ii) Describe the character-sketch of Helen as an inquisitive but patient learner. Ans. Helen Keller was always very inquisitive. She was unable to speak, but always eager to learn more and more about things. She asked her Bookman India

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teacher question after question until she understood the word and its meaning completely, but she is quite patient while doing so. She is not frustrated of the word 'love', but keeps on inquiring patiently until she is satisfied with its meaning. She does not feel annoyed when her teacher points out her mistakes in stringing the beads, rather she calmly and patiently recognizes her mistake and when her teacher touched her forehead and spelled the word 'think', she instantly understood the inherent meaning of it. Thus it is due to her patience of mind that she succeeds in learning the use of language and the field of her knowledge gets increasing.

Chapter-7 Questions on The Text Answer these questions now: (a) How did Helen learn to read from a printed book? Ans. After having learnt from printed slips of card-board, Helen stepped towards reading the printed book. She took her "Reader for Beginners" and searched for the words which were already known to her. When she found those words her joy was like that of a game of hide-and-seek. Thus she began to read including stories also. (b) What technique did Miss Sullivan adopt to develop Helen's other senses? Ans. Miss Sullivan took Helen out of doors to develop in her other senses like–smelling, touching, feeling, singing and buzzing. Helen experienced every beauty of nature in the woods. She felt the breath of the woods–the fine, resinous odour of pine needles blended with the perfume of wild grapes, shade of wild tulip. The beauty of things taught her all their uses. Humming, buzzing, singing and blooming were the part of her education. She observed frogs, crickets and Katylids in her hand and heard them singing. She felt the bursting of cotton balls and touched their soft fibre and seeds. She went to the garden and felt the dew drops on the grass and flowers. (c) How was Helen able to learn biology? Ans. Once a gentleman sent for her a collection of fossiles like mollusk shells, sandstones with claw prints of birds and a fern. These things disclosed to her the secrets of ancient times. Miss Sullivan told her about wild beasts in forests and their extinction in the swamps. She learnt about mollusk's shell with surprise and delight. She studied the growth of a plant by setting a lily in the window. She observed green, pointed buds, leaves, their opening process which was a rapid, systematic and definite order. She studied tadpoles developing into frogs. Thus she learnt from life itself. Initially she only guessed, but Miss Sullivan unfolded the secrets and developed her knowledge of biology. (d) Which characteristic of Miss Sullivan made her close to Helen's heart? Ans. It is Miss Sullivan's genius, her quick sympathy, her loving tact and nearness that Helen scarcely thinks herself apart from her. Helen is unable to tell how much of her delight in all beautiful things is innate and how much is due to her influence. She feels that her being is Bookman India

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inseparable from her own, and that the footsteps of her life are in hers. Miss Sullivan always admired and inspired Helen emotionally and mentally. So she is very close to her heart. (e) Explain these quotes: (i) "Education to Helen was a useful tool to experience the hidden mysteries of nature and pleasures of life." (ii) "A teacher can take a child to the classroom, but not every teacher can make him learn." Ans. (i) Miss Sullivan taught Helen mostly by taking her out doors. She made her face to face with nature and made her feel its beauty the flowers, leaves, trees, fossils, mollusk shells and insects. Thus the education imparted by her teacher became a useful tool to experience the hidden mysteries of nature and pleasures of life. In the Keller's Landing, she built dams of pebbles, made islands and lakes and dug river-beds but never thought that she was learning a lesson. It was just a fun. But through these activities she learnt and experienced the hidden mysteries of nature. She felt delighted and satisfied during all her lessons. (ii) It means that every teacher can make a child sit in the class, there are very few teachers who can teach him the right things passionately and sympathetically. Learning should be an interesting fun for the children and not a tedious job.

Pen-Portrait (i) Describe the character-sketch of Miss Sullivan as a teacher with great potential. Ans. Miss Sullivan is a genius. She is sympathetic and loving. She is expert at teaching blind and deaf children with interesting methods. She taught Helen at the right time making knowledge pleasant and acceptable to her. Everything that Miss Sullivan taught her, she illustrated it by a beautiful story or a poem. She had a wonderful faculty for description. She went quickly over uninteresting details, and never criticised Helen with questions to see if she remembered the daybefore-yesterday's lesson. She introduced dry technicalities of science, little by little, making every subject so real that Helen could not help remembering what she taught. Miss Sullivan is quite capable of reading the mind of a child. Whenever anything delighted or interested Helen, she talked it over with her just as if she were a little girl herself. Thus she has a great potential to make the children understand everything deeply and clearly. She is fully devoted to her job. (ii) Throw light on the characteristic features of an effective teacher in the light of your reading chapter-7. Ans. All the characteristics of an effective teacher are embodied in Miss Sullivan. A teacher should be child-loving and sympathetic. A child needs love and affection and learns rapidly if taught with love and care. A teacher should be devoted to his duties and take great interest in children's curiosities. His method of teaching should be quite interesting so that the learners may not feel obsessed. A teacher should have a wonderful faculty for description. He should be able to reply their quarries satisfactorily. An effective teacher is he who has the ability to make dull subjects interesting. He should develop in them a Bookman India

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desire to learn more. He should be so close to the children they might not feel apart from him.

Chapter-8 Questions on The Text Answer these questions now: (a) Describe how the writer spends her night on Christmas Eve. Ans. That night the writer laid awake a long time, pretending to be asleep and keeping alert to see what Santa Claus would do when he came. At last she fell asleep with a new doll and a white bear in her arms. (b) What was the importance of Miss Sullivan's present? Ans. On her first Christmas at Tuscumbia, Miss Sullivan presented a sweet singing bird (canary) to Helen and she named it Tim. It would hop on her finger and eat cherries out of her hand. It was important for Helen as it would produce into her heart love for something new and live. Helen would learn how to take care. (c) What spirit of Christmas had the writer learnt with Miss Sullivan? Ans. Christmas in the company of her teacher was a great event for Helen. The writer's cups of happiness over flowed when her teacher presented her a canary. She learnt the lesson of caring for others. (d) What all activities Helen used to do for and with Tim? Ans. Helen used to clean its cage, prepare its bath, keep fresh seeds and water in its cups and take care of it daily. (e) Describe Helen's feelings at sudden loss of her lovely canary. Ans. One morning, Helen left the cage on the Window-seat and went to bring water for canary's bath. Meanwhile a big cat ate it up. When Helen did not find it in the cage, she became very sad and knew that she would not see her sweet little singer again.

Pen-Portrait Describe the character-sketch of Helen as an emotional child and student. Ans. In this chapter, Helen has been described as an emotional child and student. She was invited by the children of Tuscumbia school on the Christmas Eve. When she learned that there was a gift for each child, she was delighted. When she was permitted to distribute the presents to the children, she went on looking at her own present. When she was to get her present, her impatience was out of control. When her teacher presented her with a canary, she was so emotional that her cup of happiness overflowed. Everyday she prepared his bath, made his cage clean and sweet, filled his cups with fresh seed and water and hung a spray of chickweed in his swing. Her emotions knew no bounds when her canary was eaten up by a big cat. She says, 'Tim's pretty wings did not meet her touch or his small pointed claws take hold of her finger.' She mourns that she would never see her sweet little singer again. Bookman India

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Chapter-9 Questions on The Text Answer these questions now: (a) Helen describes her journey to Boston as very different from her journey to Baltimore. In what ways was it different? Ans. Helen's visit to Boston in May, 1888 was an important event in her life. She describes that this journey was different from the journey she made to Baltimore two years before. Now she was no longer a restless, excitable little creature or requiring the attention of everybody on the train to keep her amused. She sat quietly beside Miss Sullivan hearing all that she told her about what she saw out of the car window. Now she know about all things and felt contented and satisfied and so she sat peacefully. Whereas while on journey to Baltimore, she was younger, knew nothing about things so she was curious to know about them and so remained restless and impatient throughout that journey. (b) On their way to Boston, Miss Sullivan made the writer learn from nature, how? Ans. Helen sat quietly beside Miss Sullivan in the train. She kept on hearing with eager interest all that Miss Sullivan told her about what she saw out of the car window. She told her about the beautiful Tennessee River, the great cotton-fields, the hills and woods, and the crowds of laughing negroes at the stations. (c) What were the initial feelings of Helen When she arrived at Perkins Institution? Ans. When Helen reached Perkins Institution, she began to make friends with the little blind children. She was delighted to find that they knew the manual alphabet. She enjoyed to talk with other children in her own language. She could not believe that all the eager and loving children were blind. She remembers the surprise and the pain she felt when she noticed that they placed their hands over hers when she talked to them. The children were so happy and contented that Helen lost all sense of pain in the pleasure of their companionship. She felt thoroughly at home in this new environment. (d) How did the writer's feelings change about Perkins Institution for the blind. Ans. Helen could not believe the fact that the other children were also blind. She felt pained to see that they read their books with their fingers. Although, she had been told this before and she understood her own weaknesses, yet she had thought that they must have a sort of secondsight. She was not ready to find a child like herself. She found them happy and contented. Thus her feelings were changed and she lost her own pains in their company. (e) What made the writer make friendship with Mr Endicott and his daughter? Ans. Their sweet behaviour made Helen to make friendship with them. Mr Endicott and his daughter were very kind to her. One day they took her their home at Beverly farms. She remembered their rose-garden, their dogs-Leo and Fritz, how their horse Nimrod pocked his nose into her hands for a pat and a lump of sugar. She played on the beach-sand near Bookman India

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their house. Mr Endicott told her about the great ships from Boston and bound for Europe. She met him many times and found to be a good friend. (f) What made the writer call Boston as "The city of Kind Hearts"? Ans. Mr Willian Endicott was a kind-hearted friend of Helen. He lived at Boston. She visited him many times and every time she found him to be a good friend. He was so kind and loving to Helen that she called Boston "They city of kind Hearts."

Pen-Portrait Describe the character-sketch of Mr William Endicott as Helen's friend at Boston. Ans. Among the friends Helen made in Boston, Mr Willian Endicott was her best friend. His kindness to her was the seed from which many pleasant memories have since grown. One day she visited their beautiful home at Beverly forms. She enjoyed their rose-garden, their dogs, their horse. She played at the beach in the sand near their house. Mr Endicott was very kind to tell her about the great ships that came from Boston bound for Europe. Helen met him many times and found him to be a good friend every time. It was his kindness that made her call Boston "the city of kind Hearts."

Chapter-10 Questions on The Text Answer these questions now: (a) What was the writer's first experience with water? Ans. The writer had a very fearful experience with water. When she went to the sea-side with Miss Sullivan, she wore her bathing suit and having no fear plunged into the water. She felt rocks and sink. Suddenly she felt a rush of water went over her head. She tossed with wild waves. There was no earth under her feet. She felt deprived of life, air, warmth and love. Fortunately the waves threw her back on the shore and her teacher caught and embraced her tenderly. Thus her first experience with water was very fearful. (b) How did the writer's fear of sea disappear? Ans. Helen was unaware of the fear of drowning in the sea. So she plunged into the cool water to enjoy swimming. But she was caught in the dangerous waves and felt that she had very nearly drowned. When waves threw her up and her teacher caught hold of her, Helen's fears disappeared. She had recovered from her panic sufficiently to say, "Who put salt in the water?" (c) Why did the writer feel happy when she got hold of a horseshoe crab? Ans. One day while enjoying the sea-bath, Miss Sullivan attracted Helen's attention to a certain object. Actually it was a great horseshoe crab which she captured basking in the shallow water. Helen was astonished to see it carry its house on its back. She wanted to make it a pet. So she seized it by the tail and carried home. This feat pleased her highly. Bookman India

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(d) Why did the writer feel disappointed on the disappearance of the crab? Ans. Helen brought the crab home and Miss Sullivan put it in a trough near the well. Helen was confident that it would be secure there. But the next morning when she went to the trough, the crab was not there. Nobody knew where it had gone. Her disappointment was bitter at the time because she wanted to tame it. (e) How did the writer rationalize the disappearance of the crab later on? Ans. The crab had disappeared from the trough. Helen was disappointed but little by little she came to realize that it was not kind or wise to force a poor dumb creature to keep out of its habitat. She also felt happy in the thought that perhaps it had gone to the sea.

Pen-Portrait (i) "Despite being so capable, Helen cannot be left alone." Describe the character-sketch of Helen in light of this remark and your reading of Chapter-10. Ans. Helen is now capable. Miss Sullivan has taught her a lot about things. She has learnt to read and she understands the words and what they mean. But as we know that she is blind and deaf, she neither can see nor hear, she should not be left alone for she might face any danger from outside. She might also hurt herself. This is why her teacher is always with her. (ii) "Helen realised that creatures should not be forced to live out of their natural surroundings." Describe the Character-sketch of Helen in the light of given remark. Ans. When Miss Sullivan showed Helen a crab, she was surprised to see it and carry house on its back. She thought to make it a pet. She seized it by the tail and carried it home. Miss Sullivan put it into a trough near the well. Next morning Helen found it not there. Though she was disappointed but little by little she came to realize that it was not kind or wise to force such poor creature out of its habitat. She also felt happy to think that perhaps it had returned to the sea. This shows that she is kind to animals. She does not like to keep them away from their family or natural surroundings. Thus she has a soft corner for poor and disabled people like herself.

Chapter-11 Questions on The Text Answer these questions now: (a) How do you know that Helen was a lover of nature? Ans. The description of her cottage and beautiful surroundings of the nature shows that Helen, the writer, had a deep love for nature. She spent the autumn months with her family at their summer cottage called Fern Quarry situated on a mountain about fourteen miles away from Tuscumbia. Three little streams ran through the quarry. The cottage was surrounded by oaks and pines. There grew splendid evergreens and wild grape vines. The woods were beautiful and smelt very pleasing. Bookman India

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(b) Ans.

(c) Ans.

(d) Ans.

(e) Ans.

The woods were full of butterflies and other insects. They roamed in the green open places in the late afternoon. They enjoyed the cool, sweet smells of the woods. The impressive and live account of natural objects reveals her love for nature. Describe how Helen spent her autumn months with Miss Sullivan and her family? Helen along with Miss Sullivan and her family roamed in the green open places. They enjoyed the cool breeze and sweet smells at the close of the day. Their cottage was like a rough camp situated on the mountain top among oaks and pines. They lived in the piazza most of the time, worked and played there. Many visitors came to Fern Quarry. In the evening they played cards, talked and played games by the campfire. Sometimes she went with Mildred to gather persimmons. She did not eat them but she loved their fragrance and enjoyed hunting for them in the leaves and grass. They also gathered Chestnuts and Walnuts there. Thus they enjoyed the nature and its beauty there. How was the evening like for the writer at Fern Quarry? Many visitors came to Fern Quarry. In the evening, by the campfire, the men played cards and whiled away hours in talks and sports. They told stories of their wonderful feats with fowl, fish and other animals– how many wild ducks and turkeys they had shot, what wild trout they had caught and how they had bagged the craftiest foxes, outwitted the most clever animals. Helen thought that the lion, the tiger, the bear and other wild animals would not be able to stand before them. They slept in the hall outside. Helen could feel the deep breathing of the dogs and hunters sleeping on their beds. Thus their evenings were pleasant and cheerful. Why did Helen prefer to go for trekking in woods following only the paths instead of any proper road leading to their cottage? One morning Helen and her teacher went for a ramble in the woods in order to enjoy the pleasures of nature. They allowed themselves to get lost amid the trees and vines where there was no road to follow except the paths made by cows and horses. Frequently they came upon impassable thickets which forced them to take a round about way. Helen was in a mood of pleasure. She, therefore, preferred to go through paths instead of any proper road. What difficulties Mildred, Miss Sullivan and Helen had to face to reach back home after they were lost in the woods? One day they were lost in the woods and wandered for hours without finding a path. Suddenly Mildred pointed to a trestle. It was very difficult to walk over it and gave a feeling as if walking on knives. They decided to pass through it as it was a short cut home. Suddenly they felt the train approaching towards them. In an another minute it would have been upon them had they not climbed down on the cross braces. They were horrified when the train rushed over their heads. Helen felt hot air of the engine on her face. Thus they narrowly escaped a dangerous accident.

Pen-Portrait (i) Describe the character-sketch of Helen as a beautiful human being rebirthed. Ans. Helen recalls her visit to the North. She feels filled with wonder at the Bookman India

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richness and Variety of the experiences she had received. In May 1888, Helen went to Boston with her teacher. She visited the Perkins Institution for the disabled children. She met many wonderful people like Mr Endicott and his daughter. She met many blind children. She talked to them open-heartedly. She had a variety of experiences at the sea. She made many friends. She regards these incidents as the beginning of everything. It was a miracle for her. The barren places between her mind and the minds of others blossomed like the rose. Now she feels herself to be a reborn human being who has beautiful thoughts and experiences. (ii) Describe the Character-sketch of Helen as a lover of nature. Ans. There are a number of descriptions in the chapter that show her love for nature. The narration of her summer cottage situated on a mountain, three frolicsome little streams running from the springs in the rocks, the ferns covering the beds of limestone, the thickly wooded mountains, oak and pine trees with trunks like mossy pillars, the illusive odour of persimmon trees, the wild vines stretched from tree to tree and making arbours full of butterflies and buzzing insects show that she loves nature wholeheartedly. She wants to ramble in the woods. She wishes to get lost amid the trees and vines. She does not want to walk through man-made roads but she wants to follow the paths made by cows and horses. She always returns to the cottage with armfuls of laurel, goldenrod, ferns and gorgeous swamp-flowers.

Chapter-12 Questions on The Text Answer these questions now: (a) Explain the experiences of the writer when she visited a New England village during the Winter. Ans. When the writer visited a New England village, she enjoyed snowfall there. The village was very cold and covered with a thick sheet of snow. She discovered as if a mysterious hand had stripped the trees and bushes, leaving only here and there a wrinkled leaf. The earth seemed benumbed by his icy touch. The very spirits of the trees had withdrawn to their roots and there was no motion in their branches. Trees looked like sleeping under the ice. All life seemed to have stopped. Even when the sun shone the day looked shrunk and cold with veins sapless and old. The withered grass and the bushes were transformed into a forest of icicles. Thus the writer experienced a lifelessness all around the village and felt that they were in the midst of a desolate solitude. (b) How was the life in the New England village? Ans. It was very cold in the village. The earth became leveled due to the excess snowfall. Trees stood motionless and white like figures of marble. There was no odour of pine-needles. Nights were snowy and in the morning one could not recognize the features of the landscape. All the roads were hidden, not a single landmark was visible, only a waste of snow could be seen with trees rising out of it. In the evening the cold winds blew from the northeast and people sat around the fire. They enjoyed merry tales and frolicked. They forget that they were in the Bookman India

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(c) Ans.

(d)

Ans.

midst of a desolate solitude, shut in from all communication with the outside world. In the night the furry of the cold winds thrilled them with a vague terror. Thus due to severe cold the village looked quite lifeless with the whole earth covered with thick and white sheet of ice. How did the writer enjoy the first storm of snow in her life? One day the chill air forecasted a snowstorm. The writer rushed out-ofdoors to feel the first few tiny flakes descending. The flakes dropped silently and softly for hours on the earth and the country became more and more level. A snowy night closed upon the world. In the morning no one was able to recognize a feature of the landscape. All the roads were hidden under the white ice. Not a Single landmark was visible. Only a waste of snow could be seen with trees rising out of it. Explain these quotes: "What exhilarating madness! for one wild moment, we snapped the chain that binds us to earth, and joining hands with the winds we felt ourselves divine!" The writer's favourite amusement during that winter was tobogganing and she enjoyed it with her teacher and sister. They would get on their toboggan, a boy would give them a push and they went off plunging through drifts, leaping hollows, swooping down upon the frozen lake. They would shoot across its gleaming surface to the opposite bank. They felt so much excited with joy and madness that for a moment they unfolded their chains binding them to the earth and they joined hands with the winds and felt themselves divine just above the earth.

Pen-Portrait Describe the character-sketch of Helen in the light of your reading chapter-12. Ans. While narrating the beauty of nature, Helen becomes poetic. She is a great lover of nature. She has given quite a live description of the scene of snowfall in a New England village. She had an exciting experience of snow-covered village with its frozen lakes and vast snow fields. The scene of the earth white due to ice, the trees standing like statues of marble without leaves, roads and figures of landscape invisible, flakes of snow dropping silently and softly from the airy heights and the country looking totally level, twigs of trees sparkling like diamonds in the sun rays, the dazzling light of the sun penetrating even the blind eyes and the threatening of the snowstorm all reveal her love for nature. She is also very fond of playing ice-games like tobogganing. She seems to be very happy and extremely mad while plunging through drifts, leaping hollows and jumping down upon the frozen lake.

Chapter-13 Questions on The Text Answer these questions now: (a) How did the story of Ragnhild Kaata become a turning point in the life of Helen? Ans. Helen could not speak. She longed for speaking like others. She heard Bookman India

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(b) Ans.

(c) Ans.

(d) Ans. (e) Ans.

about Ragnhild Kaata, a deaf and blind girl in Norway who had been taught to speak. Helen forced her teacher to take her to Miss Sarah Fuller, principal of the Horace Mann School. Miss fuller taught her how to speak. Helen thus learned to speak. The first sentence she spoke was, "It is warm." She was surprised and delighted on her success. Thus the story of Ragnhild Kaata led her to a great success– speaking, for which she had been longing for years and so it was a turning point in her life. Who was Miss Sarah Fuller? What's her importance in Helen's life? Miss Sarah Fuller was the principal of the Horace Mann School for disabled Children. She was a lovely and sweet-natured lady who offered to teach Helen speaking. She adopted a different method to teach her. She taught her to feel and imitate the movements of her lips by pressing Helen's hand lightly over her face when she uttered words. Helen was eager to imitate every motion and in an hour she learned six elements of speech M, P, A, S, T, I. Miss Fuller gave her eleven lessons in all. She had a great importance for Helen. It was because of Miss Fuller that Helen learned to speak. She was surprised and delighted when she Uttered her first connected sentence, "It is warm." How did Miss Fuller help the writer to speak? Discuss her method of teaching. Miss Fuller was a lovely and kind-natured lady. She helped Helen to speak. She adopted her best method to teach her. Miss Fuller's method was: She passed Helen's hand lightly over her face, and let her feel the position of her tongue and lips when she made a sound. Helen was eager to imitate every motion and in an hour she had learned six elements of speech: M, P, A, S, T, I. Miss Fuller gave her eleven lessons in all. Helen could not forget the surprise and delight she felt when she uttered her first connected sentence, "It is warm." Which was the first connected sentence that the writer uttered? The writer's first connected sentence that she uttered was, "It is warm." Though they were broken and stammering syllables but they were human speech. What did the writer want to do immediately after learning to speak? Helen wanted to visit her family immediately after learning to speak. Sometimes discouragement and weariness of continuous practice cast her down frequently, but the next moment the thought that she would soon be at home and show her loved ones what she had achieved, encouraged her to continue. She was very eager to show her parents her achievement.

Pen-Portrait (i) Describe the character-sketch of Miss Sarah Fuller as a teacher with patience and great potential. Ans. Miss Sarah Fuller was the principal of the Horace Mann school for dumb children. She was a lovely and sweet-natured lady who taught dumb children to speak. She was an experienced and expert teacher for disabled children. She was kind-natured as she offered to teach Helen herself. She had a great potential to deal with dumb children. She was also quite patient while teaching Helen. She had her own method of teaching her. She passed Helen's hand lightly over her face and made her feel the position of her tongue and lips when she made a sound. She Bookman India

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taught her to imitate every motion of her lips and tongue. Thus she was a kind-hearted and very patient teacher. (ii) Describe the character-sketch of Helen as a brilliant learner. Ans. Helen was disappointed with her inability to speak. She was entirely dependent upon the manual alphabet and so she had a sense of restraint and narrowness. This feeling agitated her and she longed to speak. She was quite impatient when she heard the story of Ragnhild Kaata, a deaf and blind girl in Norway who had actually been taught to speak. She did not rest satisfied until her teacher took her, for advice and assistance, to Miss Sarah Fuller, principal of the Horace Mann school. Helen was so brilliant learner that in an hour she had learned six elements of speech: M, P, A, S, T, I. Very soon she uttered her first sentence, "It is warm." She repeated the words or sentences for hours until she felt the proper ring in her own voice. Her work was practice, practice and practice. Even on her journey to home, she kept on talking to Miss Sullivan as she was determined to improve her speech.

Chapter-14 Questions on The Text Answer these questions now: (a) Why was the writer so much excited about the story that she sent to Mr Anagnos? Ans. The writer had learned to read, speak and now to write. She had written a short story 'The Frost King'. She wanted to send it to her friend Mr Anagnos on his birthday. Mr Anagnos was the Director of Perkins Institution for the Blind. This story was her first attempt at writing. She was overjoyed and excited with the thought that it was her own story and she had written it herself. (b) How did this story prove a source of disappointment in Helen's life? Ans. Helen wrote a story 'Autumn Leaves' for Mr Anagnos. She changed its title to 'The Frost King' and sent it to Mr Anagnos on his birthday. Mr Anagnos was so much delighted to read it that he got it published in a college magazine. It became to cause of her trouble. It was discovered that Helen's story was similar to 'The Frost Fairies' by Miss Margaret T. Canby. Helen's story was considered a plagiarism. Helen could not remember if she had ever read Miss Canby's story. Mr Anagnos thought that he was deceived. An enquiry was set up to find the truth. Thus Helen was disappointed. (c) Do you think Helen was actually guilty? Why or Why not? Ans. Helen can not be blamed of being guilty. It is true that her teacher or nobody had ever told the story 'The Frost Fairies' to Helen. Helen also could not remember any such incident. Mr Anagnos also voted in her favour and believed for two years that Helen and Miss Sullivan both were innocent. However, Helen believes that she must have heard it in her childhood and forget about it. People like Mark Twain also supported her opinion. Therefore she cannot be guilty of plagiarism only on the basis of any plausibility of having heard canby's story in her younger age. (d) What was the writer's greatest loss after this sad episode was over? Ans. Mr Anagnos had a belief for two years that Helen was innocent. But after Bookman India

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wards he changed his decision and felt that he was deceived by Helen. She regretted that it resulted in the loss of one of her dearest friends, Mr Anagnos. This was her greated loss after the episode was over. (e) How did Miss Sullivan restore the writer's confidence in her writing ability? Ans. The writer tells us that after 'The Frost King' episode, she had never played with words again for the mere pleasure of the game. Indeed, she had ever since been tortured by the fear that what she wrote was not her own. But Miss Sullivan kept on encouraging her for writing stories. The writer says, "Had it not been for the persistent encouragement of Miss Sullivan, I think I should have given up trying to write altogether."

Pen-Portrait (i) Describe a character-sketch of Mr Anagnos in the light of your reading chapter-14. Ans. Mr Anagnos was the Director of Perkins Institution for the Blind. He was also a dear friend to Helen. He began a press and a library at Perkins for raised-print books. In the winter of 1892, Helen wrote his first story 'The Frost King' and sent it to Mr Anagnos on his birthday. He loved Helen very much. He was delighted to read the story. He published it in one of the reports of Perkins Institution. Later it was discovered that this story was similar to Miss Canby's story 'The Frost Fairies'. There was a dispute of authorship and plagiarism. Mr Anagnos headed the inquiry against Helen and found that she was innocent. But later, after two years he changed his decision and thought that he had been deceived. He thought that Helen did this to win his admiration and favour. He was annoyed with Helen and made an end to their friendship. He seems not firm in his decisions. He is some what puzzled while finalising the inquiry against Helen. (ii) Describe a character-sketch of Miss Sullivan as a friend and guide to the writer. Ans. Miss Sullivan is a lovely and sweet-natured lady. She is the teacher and guide to Helen. She has the potential to teach the blind and deaf children. She taught Helen through sign language by spelling words into her hand. She behaves Helen quite friendly and she is her constant companion. When Helen is troubled by the Charges of plagiarism and faced the inquiry, Miss Sullivan consoled her at every step. Even after the case was over, she encouraged her to write stories. It is Helen who accepts that she should have given up trying to write altogether, had Miss Sullivan not encouraged her continuously. Thus except being her teacher, Miss Sullivan is a friend and guide to Helen.

Chapter-15 Questions on The Text Answer these questions now: (a) What were the far reaching impacts of the controversy regarding "The Frost King" on the writer's mind? Ans. The writer was disappointed and troubled deeply of the controversy. Bookman India

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( b) Ans.

(c) Ans.

(d) Ans.

(e) Ans.

(f) Ans.

She was still excessively careful about everything she wrote. The very thought that what she wrote might not be absolutely her own, tormented her. No one except her teacher knew of these fears. A strange sensitiveness prevented her from referring to the "Frost King." She sometimes feels the same uneasiness and disquietude while writing something new. Miss Sullivan consoled and helped her in every way she could think of, but the terrible experience she had passed through left and ever lasting impression on her mind. How did she come out of this trauma? Helen was afraid and suspicious about everything she wrote. Miss Anne Sullivan knew her fears very well. Helen often told her about her suspicions and negativity. Anne Sullivan consoled and helped her in every possible way. But Helen was still upset. Miss Sullivan persuaded and encouraged her to write a brief account of her life for a magazine name 'Youth's Companion'. Helen was only twelve years old then. Helen knew that it was the result of her struggle to write that little story that she decided to have a prophetic vision of the good that would come of the undertaking. Gradually she emerged from the trauma with a mind made clearer by trial and with a truer knowledge of life. What was Miss Sullivan's role in restoring the fading self-confidence of the writer after the episode of "The Frost King"? After the controversy of "The Frost King" the writer was deeply upset. She was suspicious of her writings. She had almost made up her mind never to write again. But Miss Sullivan knew her fears. She consoled and helped her in every possible way. She persuaded her to write a brief account of her life for a magazine 'Youth's Companion'. Miss Sullivan knew that if she persevered, she should find her mental foothold again and get a grip on her abilities. Thus Miss Sullivan played an important role in restoring Helen's self-confidence in writing skills. Though Helen cannot see and hear, how did she enjoy the wonders and beauty of Niagara falls? Helen visited the Niagara falls in March, 1893. She finds it difficult to describe her emotions when she stood near the point where it falls. She felt the air vibrate and the earth tremble. One may question her ability to admire the impressions of the wonders and beauties of Niagara falls. But it is her imagination, her ability to feel them through air, smell and touch that she can fathom or define love or religion or goodness. She enjoyed the wonders and beauties through her senses. List the things that the writer enjoyed while visiting at the World's Fair. During the summer of 1893, the writer and Miss Sullivan visited the World's Fair with Dr Alexander Graham Bell. She recalls with unmixed delight those days when a thousand childish fancies became beautiful realities. She made a trip round the World everyday in her imagination. She saw many wonders like-marvels of invention, treasuries of industry and skill and all the activities of human life that actually passed under her finger tips. Dr Bell described to her the objects of greatest interests. In the electrical building she examined the telephones, autophones, phonographs and other inventions. Why did the writer feel that her tour to World's Fair helped her to come out of her childhood fairy tale world to adults' realistic world? Helen went to see the World's Fair at Chicago in 1893. The President of

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the World's fair permitted her to touch everything. Dr Graham Bell described to her everything. She examined the telephones, autophones, phonographs, mable statues, Egyptian mummies, diamonds, model of Santa Maria ship, marvels of inventions, treasures of industry and skill. All these experience enhanced her vocabulary. She learnt many new words. It was a long leap from the fairy tale world of childhood to the realistic world of adults.

Pen-Portrait Describe the character-sketch of Helen as an unparalleled fighter in life. Ans. In this chapter Helen emerges as an unparalleled fighter. She faced the controversy over her first story "The Frost King"; She faced the board of inquiry, their puzzling questions; she faced the charges of plagiarism, criticism from some writers and critics. She lost her dearest friend Mr Anagnos. She bore infamy, disappointment and troubles. She also thought never to write again. But with the help of her teacher, she regained her lost confidence and decided to continue writing. She began anew and wrote a brief account of her life for a famous magazine 'Youth's Companion'. She was then only twelve years old. Now her thoughts were turned inward and she beheld things invisible. Gradually she emerged from the shadows of that experience with a clearer mind and truer knowledge of life.

Chapter-16 Questions on The Text Answer these questions now: (a) Despite the writer's inabilities, What contribution did the tour to "World's Fair" make in the enrichment of the writer's life? Ans. By October 1893, Helen recovered from the fatigue and excitement of her visit to the 'World's Fair'. Then she started taking lessons in some special subjects at fixed hours. She read histories of Greece, Rome and the United states. She studied French Grammar in raised print. She often made short sentences of French words ignoring rules of grammar. She read La Fontaine's 'Fables', 'Le Medicin Meagre Lui' and passages from 'Athalie' a play. She tried to improve her speech by reading aloud to Miss Sullivan. Sullivan corrected her pronunciation and helped her to phrase and inflect her voice. Her visit to the 'World's Fair' contributed to improve her vocabulary which helped her in reading books on different subjects. (b) Who was Mr Iron? What is his significance in Helen's life? Ans. When Helen and Miss Sullivan went to Hulton, Pennsylvania, she visited the family of Mr William Wade, a philanthropist who helped the blind and deaf people. Mr Iron was his neighbour. He was a good Latin scholar. He taught Helen Latin language. He was a rare and sweetnatured man. He was widely experienced who taught her Latin Grammar. He was very cooperative and sympathetic to Helen. With the help of his teachings, she was able to read different books. She also developed a critical point of view in her reading. Now, for the first time, Bookman India

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(c) Ans.

(d) Ans.

she learned to know an author and his style. Thus he helped her improve her writing skills. How did the combined efforts of Miss Sullivan and Mr Iron prove beneficial for the writer's developing liking for Latin grammar? At first Helen was not interested in Latin grammar, but as she got deeper into the subject, she became more interested and the beauty of the language delighted her. Mr Iron taught Helen the Latin Grammar principally but he also helped her in arithmetic. She developed a critical point of view in reading books. For the first time she learned to know an author, to recognize his style. Miss Sullivan sat beside her at her lessons, spelling into her hand whatever Mr Iron said. She was also looking up new words for her. Helen was not interested and comfortable in learning Latin initially but finally she developed a liking for it. How did this happen? At first Helen was rather unwilling to study Latin. It seemed to her absurd to waste time analyzing every word she came across. But as she got deeper into the subject, she became more and more interested and the beauty of the Latin language delighted her. She often amused herself by reading Latin passages, picking up words she understood and trying to make sense. She always enjoyed this pastime.

Pen-Portrait (i) Describe the character-sketch of Miss Sullivan as a motivator in the writer's life to acquire knowledge of various subjects. Ans. Miss Sullivan was the teacher and guide to Helen Keller. She did her best to teach her reading and to develop in her a liking for various subjects. At every step, she encouraged and motivated her to acquire knowledge of different subjects. She took her to Mr Irons who taught her Latin Grammar. Though, initially, she was not interested in it, but gradually she developed a great interest in it when she got deeper into the subject. She read histories of Greece, Rome and the United States. She read La Fontaine's "Fables", "Le Medecin Malgre Lui", Tennyson's "In Memorian" and passages from "Athalie". Miss Sullivan sat beside her and spelt into her hand whatever Mr Iron said while teaching her Latin. She also motivated her to write a brief account of herself for the magazine 'Youth's Companion'. Thus Sullivan always encouraged her to acquire knowledge of various subjects. (ii) Describe the character-sketch of Mr Iran in the light of your reading chapter-16. Ans. Helen and Miss Sullivan went to Hulton, Pennsylvania. She visited the family of Mr William wade, a philanthropist who helped the deaf and blind. Mr Iron was his neighbour. He was a good Latin scholar. Helen started learning Latin under him. He was a rare and sweet natured man. He had a wide experience. He taught Helen Latin grammar principally, but often also helped her in Arithmetic. He had been quite cooperative and sympathetic to Helen. He read Tennyson's 'In Memorian' critically. That was why Helen also developed a critical point of view and she could know the author and his style. Bookman India

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Chapter-17 Questions on The Text Answer these questions now: (a) Why do you think the writer progressed more in German than any other subject? Ans. The writer went to the Wright Humason school for the deaf in New York. She studied vocal culture an training in lip-reading. She also studied arithmetic, physical geography, French and German.Miss Reamy was her German teacher. She could use manual alphabet. Helen learnt many German words. She could converse with Miss Reamy in German. In a few months, Helen could Understand German very well. She also read a German play– 'Wilhelm Tell' with great delight. But she found French more difficult. Her French teacher-Madame olivier did not know the use of manual alphabet. She gave her instructions orally. Helen was unable to read her lips easily. So her progress was slower in French while she made good progress in German. (b) Why did the writer with Miss Sullivan go for walk everyday in Central Park? Ans. Central Park was the only part of the city that suited to Helen's nature and taste. She always felt delighted in this park. She loved to have it described every time she entered it. It was beautiful in all its aspects and these aspects were so many that it was beautiful in a different way each day of the nine months she spent in New York. Here she enjoyed the beauty of nature and peace of mind. So she visited it almost everyday with Sullivan. (c) How did the writer's love for nature help her to enjoy and understand the "Old Testament"? Ans. In spite of Helen's slow progress in lip-reading and speech, and her depressions at times, she pursued her other studies with unflagging interest especially physical geography. It was a joy to learn the secrets of nature. She loved nature and admired it here and there in her works. The picturesque language of the "Old Testament" impressed her deeply. She enjoyed the description of nature in it– how the winds are made to blow from the four corners of the heavens, how the vapours ascent from the ends of the earth, how rivers are cut out among the rocks and mountains overturned by the roots etc. (d) What kind of activities were organised at the school to benefit the students? How was Helen benefitted by these activities? Ans. The Wright-Humason school for the deaf in New York was especially chosen to organize vocal culture and training programmes in lipreading and speaking. The teachers at this school were always planning to give the highest advantages to its children who were blind and deaf. They always tried their best to make the students forget their unpleasant past and to lead a happy and satisfied life. In addition to learning to speak and lip-reading, Helen also studied arithmetic, physical geography, French and German for two years. (e) Why did the writer call the death of Mr John P. Spaulding as a personal loss to her life? Ans. Mr John P. Spaulding was one of Helen's best friends. He lived in Bookman India

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Boston. He was a pleasant-natured person who made everyone happy in a beautiful unobtrusive way. He was very kind and tender to Helen and Miss Sullivan. He was very loving and had a keen interest in their work. They never felt discouraged in his presence even after so many difficulties. But when he died in February, 1896, Helen felt very sad and grieved and regarded his death as her personal loss.

Pen-Portrait Give the character-sketch of Miss Reamy, the writer's German teacher. Ans. Miss Reamy was Helen's German teacher. She taught at Wright. Humason school for the deaf in New York. She knew the use of manual alphabet and used it in all her teaching programmes. She taught Helen many words of German Language. In a few months, Helen was able to understand German very well and she could talk to Miss Reamy who made her understand almost everything she said. Thus Miss Reamy was a hard-working and kind-hearted teacher who aimed at giving her best to her students.

Chapter-18 Questions on The Text Answer these questions now: (a) Why did Helen go to Cambridge School for young ladies? Ans. Helen joined the Cambridge School for Young Ladies to prepare for Radcliffe. When she was a little girl, she visited Wellesley where she told her friends that one day she would go to Harvard for higher studies because in Wellesley, there were only girls. It became her earnest desire to get a degree with seeing and hearing girls. Many true and wise friends opposed her idea. Now it was decided to send her to Cambridge when she left New York. This was the nearest possible way to fulfil her childish desire. (b) How did Miss Sullivan help Helen in understanding her lessons? Ans. Miss Sullivan went to the classes everyday with Helen. She spelt into her hand with quite patience all that her teachers taught. In study hours, she had to look up new words for Helen and read repeatedly the notes and books which Helen did not have in raised print. It was a very difficult and tiring work. But Miss Sullivan performed the duty very well. So that Helen might understand her lessons easily. (c) Explain the type of examination system that was followed in Radcliffe. Ans. The writer has described the examination system that was followed in Radcliffe. The student was required to pass in sixteen hours– twelve hours being called elementary and four hours called advanced. He had to pass five hours at a time to have them counted. The examination papers were given out at nine o'clock at Harvard and brought to Radcliffe by a special messenger. Each candidate was known, not by his name, but by a number. Helen's number was 233. It was only to conceal the identity of a candidate. But Helen's identity could not be concealed as she had to use a typewriter. Bookman India

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(d) What is the contribution of Mr Gilman to wards the writer's education? Ans. Mr Gilman, the principal, taught Helen English literature for a part of her first year at Cambridge school. They both read together, "As You Like It", Burke's "Speech on conciliation with America" and Macaulay's "Life of Samuel Johnson". Mr Gilman's broad view of history and literature and his clever explanations made her work easier and pleasanter than it would have been possible if she only read notes mechanically which were given in the classes. Gilman also helped her during the examination. He sat beside her and read the paper through first and then sentence by sentence to make her understand the questions. (e) How did Helen spend her Christmas holidays? Ans. At the Christmas, Helen's mother and little sister Mildred spent the holidays with her. Mr Gilman was very kind to offer Mildred to study in his school. So Mildred stayed with her in Cambridge. They lived together for six happy months. Helen feels very happy when she remembers how they both spent the holidays helping each other in study and sharing their recreation together. (f) How was Helen able to score good in preliminary exams? Ans. Helen read so many books on history and literature. She read arithmetic, Latin grammar, French and German. Miss Sullivan helped her a lot in her studies. Mr Gilman also taught her English literature. His broad views of history and literature and his clever explanation made her work very easy. The subjects she offered were Elementory and Advanced German, French, Latin, English, Greek and Roman history. She was already familiar with these subjects before coming to Cambridge. Therefore she succeeded in scoring good in her preliminary exams.

Pen-Portrait Describe a character-sketch of Mr Gilman as a motivating teacher. Ans. Mr Gilman was the principal of Cambridge School for Young Ladies. He was a kind-natured and helpful man. He instructed Helen in English literature. He taught her several famous plays and novels of eminent writers. He had broad views of history and literature. He is quite clever and wise in his explanations. He helped Helen achieve success in her competition. He also helped her in her examination. He sat beside her and read the paper through first and then sentence by sentence to let her understand all the questions in the paper. He also spelled to her what she had written in order to correct the errors and he inserted them. Thus we find Mr Gilman to be a sweet-natured, caring and motivating teacher.

Chapter-19 Questions on The Text Answer these questions now: (a) What type of difficulties did the writer face in studying Algebra and Geometry? Ans. Helen lacked equipments. She had to write algebra and geometry and Bookman India

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(b) Ans.

(c) Ans.

(d) Ans.

(e) Ans.

solve problems in physics. She needed Braille writer to put down the steps and processes of her work. She could not see the geometrical figures on the blackboard. The Classes were large. The teacher could not give her special instructions. She had to make them on cushion with straight and curved wires with bent and pointed ends. She had to remember the lettering of the figures, the hypothesis, the conclusion, the construction and the process of the proof. Sometimes she lost courage and got irritated. What is the contribution of Mr Keith in Helen's studies regarding Algebra and Geometry? Mr Keith taught Algebra, Geometry, Greek and Latin to Helen when she stayed with the Chamberlins in Wrentham. From February to July, 1898, Mr Keith came to Wrenthem twice a week and gave her lessons. Miss Sullivan interpreted his instruction to Helen. He also explained to her what she did not understand in her previous lesson, assigned new work, and took home with him the Greek exercises which she had written on her typewriter and checked them fully. Mr Keith made mathematics interesting for her and kept her mind alert and eager. He trained her to reason clearly and seek conclusions calmly and logically. He was always gentle and forbearing to her. Do you think Helen could have managed without Miss Sullivan? What is the role of Miss Sullivan in Helen's studies at Cambridge? No, it was not possible for Helen to manage without Miss Sullivan. Helen needed her help at every step. Miss Sullivan played an important role in accomplishing her studies. She sat with her in the class and spelt into her hand whatever her class-teacher taught. She also interpreted to her all the instructions Mr Keith gave to her. Miss Sullivan understood her desires and difficulties more clearly than others. When Miss Sullivan was not allowed to read the examination papers to Helen, she felt herself unable to communicate with one new instructor Mr Eugene C. Vining. Helen always felt inconvenient and troubled in the absence of Sullivan. What difficulties did Helen face during her exams? The college authorities did not allow Miss Sullivan to read the examination papers to Helen. A new instructor, Mr Eugene C.Vining was employed to copy the papers for her in American Braille. He was a stranger to her. He could not communicate with her except writing Braille. The Braille worked well enough in the languages, but when it came to geometry and algebra, she felt much difficulties. Helen was sorely perplexed and felt discouraged wasting her precious time. Various signs and symbols in geometry and algebra in English, American and New York systems were quite different whereas she was used only to English Braille. So she felt so many difficulties during her examination. Helen did not blame the administration nor any person for her difficulties she faced during studies in Cambridge. Why? Helen was used to English Braille, but during her exams, the American Braille was used in her question papers. She was not familiar with American Braille. In spite of all these difficulties she had the consolation of being able to over come these obstacles. But she did never blame the administration of Radcliffe or any other person. They

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never realized how difficult they were making her examination, nor they understood any peculiar difficulty she had to over come. But she never blamed them as she was contented with her result.

Pen-Portrait (i) Describe the character-sketch of Helen as an excellent learner. Ans. In spite of various difficulties in her studies, we find that Helen emerges an excellent learner. In the second year at Gilman school, Mr Gilman caused her mother to withdraw her from the school as there were differences between Miss Sullivan and the principal. Her studies were continued under a tutor, Mr Merton S. Keith and she felt it easier to study alone than in a class of so many children at school. She found algebra and geometry most difficult subjects. She also faced the problem of Braille system during her exams where American Braille was used instead of English Braille she was familiar with. She also faced the lack of books in raised-print. Even she over came these difficulties and succeeded in her exams. (ii) Describe the character-sketch of Mr Keith as a teacher. Ans. Mr Merton S. Keith was Helen's tutor after she was withdrawn from the Cambridge school. Mr Kieth is a kind and sweet-natured teacher. He dedicated most of his time in teaching Helen algebra, geometry, Greek and Latin twice a week. When they came to Boston, Mr Keith took five classes in a week. He explained her problems, gave her new work and checked her Greek exercises at his home. Mr Keith was a learned and wise teacher. He commanded several subjects. While teaching her mathematics, he adopted such a way that it became an interesting subject for Helen. Mr Keith is very caring and forbearing. He Kept her mind alert and eager. He trained her to reason clearly, seek conclusions calmly and logically. He was always gentle, patient and hardworking.

Chapter-20 Questions on The Text Answer these questions now: (a) Explain these quotes: (i) "One goes to college to learn, it seems, not to think." Ans. The writer says that we go to college to learn and not to think. She means to say that if we truly want to study and gain knowledge, we have only to learn and we have no time to think while reading in a college. The writer had leisure moments to think and converse while reading in a school. But at college she had no time to think, to reflect or to listen to the inner melodies of the spirit but only to learn. Thus she regards it to be a disadvantage going to college. (ii) "Everyone who wishes to gain true knowledge must climb the Hill Difficulty." Ans. The writer needs more time to prepare her lessons than other girls who can see and hear. She has perplexities which other girls do not have. She has to labour more than other girls who laugh, sing and dance along Bookman India

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(b) Ans.

(c) Ans.

(d) Ans.

(e) Ans.

with their studies. This makes the writer rebellious but soon she recovers from disappointment and throws her discontentment out of her heart for, she knows, after all, everyone who wishes to gain true knowledge, must climb the Hill difficulty alone. There is no royal road, no short-cut to gain knowledge. One may slip many times, fall, stand still, run against hidden obstacles, loose temper and find it again, but should not give up struggling. When he gets a little, he feels encouraged, more eager and then climb higher and higher. Why did Helen call the examinations bugbears? Helen was afraid of the exams. Though she had faced them many times and defeated them successfully yet they troubled her with pale looks. She felt discouraged and tired of them. One has to learn formulae and dates. If you are prepared and able to recall the standard thoughts, it helps you a lot. Often you cannot remember anything in the exams. The writer feels most confusing and tiring when she needs her memory to help her but she forgets certain facts. In what ways experiences of learning at college are different from the expectations of Helen? Helen found that learning at college was not so romantic as she had expected. Her dreams of young age became less beautiful and faded away. She realized the disadvantages of college. Firstly, there was lack of time to think. Earlier, she had a lot of time to think and meditate. In her school days, she listened to inner melodies of her spirit in leisure and enjoyed deep, sweet chord in the soul, whereas in college, there is no time to think and commune with one's thoughts but only to learn. Earlier Helen said, "knowledge is power." How is the knowledge imparted at college different from Helen's earlier concept of knowledge? Helen felt her days at Radcliffe quite romantic and Charming. But at college, in her journey from romantic to actual, she had learnt many things by trying the experiment. One of them was science of patience that teaches us to take our education as we would take a walk in the village leisurely. Our mind should be open to all sorts of experiences. Such knowledge fills the soul with deep thoughts. Since knowledge is power, it becomes happiness. It tells us the difference between true and false, lofty and low things. Knowledge gives us power to know man's thoughts and deeds and his progress from centuries. Do you think Helen is jealous of the students who require less time to study? Give reasons in support of your answer. Helen says that very few books were printed for the blind. She had to get them spelled into her hand. She needed more time to prepare her lessons than other girls. She was confused in the manual parts. She felt irritated and jealous as she had to spend a lot of time in her studies while other girls had time for laughing, singing and dancing. Thus we see that she was jealous of other students because of these reasons. But soon she recovered her confidence and dismissed the discontent from her heart.

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Pen-Portrait Describe the character-sketch of Helen in the light of your reading chapter-20. Ans. Helen is a labourious and determined student. She qualified for her admission in Radcliffe college due to her struggle and efforts. She is very keen and eager and has a capacity to know all things. She was happy to find all lecture-halls filled with wise and great spirits. But soon, she found that the college was not a romantic place. She felt there was a lack of time. She had to read and prepare for exams all the time and no time to think about pleasures-solitude, books and imagination. Helen is very confident and a lover of reading books on different subjects. She read famous books of several eminent writers. In spite of so many personal difficulties in studying, she passed in all her subjects for she is a brilliant student. She has a great interest in economics, Elizabethan literature, History of Philosophy and languages like English, Latin and German. Sometimes she feels jealous of other girls who require less time to study. But at the same time she thinks hard work, struggle and efforts are necessary to get success in life.

Chapter-21 Questions on The Text Answer these questions now: (a) What kind of books did Helen love to read? Ans. Helen was very fond of all kinds of books but disliked fables in which animals were made to act and talk like people. She loved poetry, including the romantic poets, ancient Greek mythology and the Bible. "Little Lord Fauntleroy" was the first book of stories she read understandingly. Among other books she read 'Greek Heroes', La Fontaine's 'fables', Hawthorne's 'Wonder Book', Lamb's 'Tales from Shakespeare', 'A child's History of England' by Dickens, 'The Arabian Nights', 'The Swiss Family Robinson', 'The Pilgrim's Progress', 'Robinson Crusoe', 'Little Women' and 'Heidi'. Thus she loved to read books on literature, history, physical geography and language. (b) What sense did the writer get when she read Bible again and again? Ans. At first Helen found the stories of Bible devoid of interest. She did not like it. But when she read it again and again, she got a sense of joy and inspiration and she loved no other book than Bible. She read it thoroughly from beginning to the end. She had gained knowledge of its history and sources with some unpleasant details. The Bible gave her a deep comforting sense that "things seen are temporal, and things unseen are eternal." (c) What type of history books were enjoyed by Helen? Ans. Helen enjoyed books on ancient history of England, America, Europe and Greece. She read Green's 'History of the English People', Freeman's 'History of Europe', Emerton's 'Middle Ages' and Swinton's 'World History'. Bookman India

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(d) Why could Helen not appreciate Shakespeare's writings before she read them with Professor Kittredge? Ans. Helen had read Shakespeare's plays and poems and learnt many parts of them by heart. The little songs and sonnets were meaningful, fresh and wonderful. But she felt tired to read all the meanings given by critics. She could not remember their interpretations so felt discouraged and confused. Then she studied Shakespeare under Professor Kittredge. Now she could uncover many new thoughts and beauty in Shakespeare's Writings. (e) What does the writer mean by saying "It was the Iliad that made Greece my paradise"? Ans. Helen read 'Ilias' in Greek. She was familiar with the story of Troy since her childhood. She was confused over some words. She considered that some people make poetry difficult by giving analysis and comments. But to understand and appreciate a fine poem, it is not necessary to define every word or its grammatical positions. The reading of Iliad gave her a soul-sense. It lifted her above the narrow circumstances of her life. She forgot her limitations and rose up to the heavens. The epic gave her so much knowledge and amusement that it became a paradise for her.

Pen-Portrait (i) Describe the character-sketch of Helen as a lover of books. Ans. Helen was a great lover of books since the time she learnt to read. During her first visit to Boston, she really began to read in good earnest. She was permitted to spend a part of each day in the library of the Institution. She wandered from bookcase to bookcase and chose books to read. "Little Lord Fauntleroy" was her first book she read understandingly. At first there were many words she did not know and her reading was constantly interrupted, but as soon as she thoroughly comprehended the situation, she became too eagerly absorbed in the story to notice mere words. She read books on literature, history, story, plays and religion. She read 'Greek Heroes', La Fontaine's 'Fables', Hawthorne's 'Wonder Book', 'Bible Stories', Lamb's 'Tales from Shakespeare', 'A Child's History of England' by Dickens, 'The Arabian Nights', 'The Swiss Family Robinson', 'The Pilgrim's Progress', 'Robinson Crusoe', 'Little Women' and 'Heidi a beautiful little story which she after wards read in German. She also loved 'The Jungle Book' and 'Wild Animals I Have Known'. She also read the great Greek epic 'Iliad' that made Greece her paradise. The history books she read were: Green's 'History of the English People', Freeman's 'History of Europe', Emerton's 'Middle Ages' and Swinton's 'World History'. She also read many French and Swiss writers. From the account of books given above, we can say that she was a great lover of books. (ii) Describe the character-sketch of Professor Kittredge as a teacher. Ans. Kittredge was a wise and helpful teacher. He always helped Helen read and understand the difficult words in the poems of Shakespeare. She loved to read Shakespeare. But it was not easy for her to understand the meanings into his lines which critics and commentators have given Bookman India

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them. She used to try to remember their interpretations but they discouraged and vexed her. So she decided even to stop reading him. But when she came to read under Kittredge, she came to know there were many things in Shakespeare and in the world that she did not understand. It was Kittredge who unveiled the mysteries gradually. He revealed to her new realms of thought and beauty in Shakespeare's songs, sonnets and poems. Thus Kittredge was an excellent teacher and interpreter.

Chapter-22 Questions on The Text Answer these questions now: (a) How did the writer pass her time on rainy days? Ans. During rainy days, Helen used to knit and crochet like other girls. She read randomly. She played a game of checkers or chess. She also played a game of cards, solitaire. She was very fond of this game. (b) What is the sixth sense the writer has said about? How did it help the writer? Ans. The writer says that there is in each of us a capacity to comprehend the impressions and emotions which have been experienced by mankind from the beginning. Each individual has a subconscious memory of the green earth and murmuring waters. Blindness and deafness cannot rob him of this gift from past generations. This inherited capacity is a sort of sixth sense– a soul-sense which sees, hears, feels, all in one. (c) Why did the writer think that hands were more sensitive than the eyes to the beauties of sculpture? Ans. Museums and art stores were also the sources of pleasure and inspiration for Helen. She tells us that her hands were more sensitive than the eyes. Her fingers could feel action, sentiment and beauty in the sculptures of cold marble. Deprived of her sight, she could derive genuine pleasure from touching great works of art. As her finger tips traced line and curve, they discovered the thought and emotion which the artist had portrayed. She could feel the faces, courage and love and other impressions by touching the sculptures of gods and heroes. (d) What type of out door activities did the writer enjoy? Ans. Helen had learnt to row, sail and swim. She loved many out door games. She loved rowing boats, canoeing on moonlit night. She loved enjoyed boat-race. Sailing was her favourite out door amusement. She loved enjoying the beauty of nature in the woods. A big oak tree was her friend in Wrenthem. It was the special pride of her heart. She listened and told stories and played with children. She loved cycling and playing and walking with her dog. (e) How did the writer feel the light in other's eyes, music in the ears of others and give smile on other's lips despite her own deficiencies? Ans. The writer, sometimes, feels a sense of isolation as if she was alone and waiting at the closed gates of life. There was light, music and sweet companionship beyond it. But she could not enter. Her silent and pitiless fate barred her way. Her heart was passionate and restless till Bookman India

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she was silent for a long time. But then she became hopeful with a smile and said, "There is joy in self-forgetfulness." So, she tried to feel the light in the eyes of others, the music in their ears and to find happiness in their smiles on their lips. The writer means to say that others' eyes were light for her, others' ears were music for her and the smile on others' lip was her own happiness. Thus she lived her life fully by others and for others.

Pen-Portrait (i) Describe the character-sketch of the writer as an enthusiastic human being. Ans. Helen is a disabled child who neither can see nor hear. She is blind and deaf. She also had lost her power to speak which she gradually regained later on. But in spite of all these disabilities, she is so enthusiastic and courageous that she learns reading, writing and even speaking. She is not satisfied to become a simply educated child, she struggled a lot, read so many books on different subjects, learned to speak and read with a critical point of view that she became a famous writer also. She is very enthusiastic and enjoys indoor and outdoor games. Canoeing, boating and sailing are her favourite amusements. She feels the temper, beauty, expressions, smiles, music and tenderness of all objects by touching them. She is never ready to accept defeat rather desires to excel in all activities of life. She feels the beauty of nature and admires it in a way as if she is seeing it with her own eyes or hearing with her own ears. So we are forced to accept that she is really an enthusiastic human being. (ii) Discuss the self-confidence of the writer that brought strength to her character. Ans. The writer is highly confident in all her activities. It is her selfconfidence that gave strength to her character. She cannot see, she cannot hear, still she struggles for learning to read and write and finally succeeds. In spite of her disabilities, she learns to row, sail and swim and succeeds. She is so confident that she learns cycling and sailing in moonlit nights. Sometimes she feels a sense of isolation. She feels like waiting at the closed gates of life. Her fate seems to be silent and pitiless blocking her way. Her heart is passionate and undisciplined. Yet she is confident and smiles that there is a joy in self-forgetfulness. She sees through the eyes of others, hears through the ears of others and feels happiness through the smile on others' lips. She never lost her selfconfidence rather faced all the odds and difficulties with confidence.

Chapter-23 Questions on The Text Answer these questions now: (a) What is the importance of Bishop Brooks in writer's understanding of religion? Ans. Helen had talked with many genius people. Bishop Brooks was one of Bookman India

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(b) Ans.

(c) Ans.

(d) Ans.

(e) Ans.

them and a loving friend of Helen. Helen used to sit in his lap and clasp his hand while Miss Sullivan spelled his preachings into her other hand. She felt happy. Once Helen felt confused at the thought why there were so many religions. Bishop Brooks told Helen that there is one universal religion and that is the religion of love. He suggested her to love her Heavenly Father with her whole heart and soul, to love every child of God as much as she could. The authoress says that it's her friends that made the story of her life. How far do you agree with the statement? Explain. Helen is grateful to many people who contributed to her happiness. Some of them were famous literary figures whereas some others were unknown. But they were equally important for Helen as they brought changes in her life. They thrill her like a poem. Their sympathy, sweetness of nature provide restfulness to our inpatient spirits, it is divine. They make her feel 'all is well'. Their support, influence, their calm and sweet nature is like a libation for our discontented heart. Their touch is healing and they shall live immortal in our memories. Thus she expresses her thankfulness to all her friends who helped her gain knowledge and happiness in her life. What is Hellen's opinion about Mrs William Thaw? Hellen Keller is thankful to her friend Mrs William Thaw of Pittsburg whom she often visited in her home, Lyndhurst. She had always been doing something to make someone happy. She was kind to everyone. She helped her to go to college. She was affectionate to her. She always showed generosity and gave wise counsel. She never failed in doing good to Helen and her teacher Miss Sullivan since the time they had known her. How do you think Helen sees her friendship with Dr Edward Everette Hale? Dr Edward Everett Hale was one of Helen's very oldest friends. She knew him since she was eight years old. Her love for him increased with her years. His wise, tender sympathy had been the support to her and Miss Sullivan in their difficult times. His strong hand had helped them over many rough places. What he had done for them, he had done for thousands of those who had difficult tasks to accomplish. He filled their hearts with new wine of love. He has taught her-love of country, Kindness to all and sincere desire to live upward and onward. He had been a prophet and an inspirer of men. What made Dr Holmes weep? Once Dr Oliver Wendell Holmes invited Helen and Miss Sullivan to his house. Helen had learnt to speak then. Helen suggested about listening to the murmur of the River Charles. Holmes said he had many loving memories of the River Charles. Due to the smell of paper and leather, Helen guessed that the room was full of books. She picked up Tennyson's poem book and recited his poem 'Break Break Break'. It made Dr Holmes weep and Helen stopped suddenly by feeling his tears on her hand.

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Pen-Portrait (i) Describe the character-sketch of Hellen Keller in the light of this chapter. Ans. In this chapter we come to know that Helen is grateful to her friends, known or unknown, who have helped her live happily, whose handshake was brimful of unspoken sympathy, Whose sweet and rich natures had imparted her impatient spirit a wonderful restfulness which was divine for her. She is thankful to those who taught her, those who helped her know the mysteries and beauties of nature. She remembers Bishop Brooks who gave her love for religion, Dr Holmes with whom she enjoyed poetic verses. She thanks Dr Edward Everett, Dr Alexander Graham Bell, Mr and Mrs Laurence Hulton as her dear friends. Mr William Dean Howells, Mark Twain, Mrs Mary Maps Dodge, Mrs Riggs etc and all her unknown but anonymous friends whom she remembers and thanks for their contribution in her well being. She feels deeply indebted to all her friends who have made the story of her life. (ii) Which qualities of Helen's character would you like to adopt to achieve your goal in your life? Ans. Helen Keller was a blind and deaf girl. When she was six years old, a great interest for reading and learning about things developed in her mind. She was very keen towards learning. She struggled very hard and succeeded in reading, writing and even in speaking. She made friends and learned through them. Miss Sullivan was her constant companion under whose guidance, Helen learnt English, French, German languages. She became a brilliant student at the college level. She read literature, history, physical geography, story, poems, plays and religion. She was very enthusiastic to play. She rowed, sailed and swam, she loved nature, enjoyed sculptures. Thus we can say that she was a versatile genius and a brilliant student. This quality of her character impressed us most. We would like to adopt her eagerness for learning, struggling and hard working and feeling gratefulness to those who helped her in her life.

Quiz Based on Text Answer the following in one word: 1. Name of the writer Helen Keller 2. Name of writer's father Arthur H. Keller 3. Disease that left writer deaf and blind for ever Scarlet fever (meningitis) 4. Name of writer's sister Mildred 5. Name of writer's companion in early years of her life, cook's daughter Martha Washington 6. Director of Perkins Institution in Boston Mr Anagnos 7. Date on which Miss Sullivan arrived to educate Helen March 3, 1887 Bookman India

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8. The present that Miss Sullivan gifted Helen on their first meeting A Doll made by blind children 9. Name of the Canary that Miss Sullivan gifted Helen on first Christmas Little Tim 10. Name of their family cottage where they spend their autumn month Fern Quarry 11. Which animal did Helen drag from the ocean side at Brewster on Cape Code Horseshoe Crab 12. Principal of Harace Mann school for the deaf Sarah Fuller 13. Very first connected sentences that Helen uttered 'It is Warm' 14. Name of Helen Keller's first story 'The Frost King' 15. Name of the magazine Helen wrote for, for the first time 'Youth's Companion' 16. Person who taught Helen Latin Grammar and Arithmetic Mr Iron 17. Time, for which Helen studied in Wright Humason school of New York Two Years 18. The year when writer entered the Radcliffe college 1900

Quiz Based on Vocabulary Choose the most appropriate meaning: 1. poignancy (a) intensity 3 (c) warmth 2. arbour (a) house (c) prison 3. fret (a) danger (c) sudden emotion 4. dreary (a) frightful (c) hot and humid 5. vexed (a) joyful (c) pleasant 6. bustle (a) bells (c) carpet 7. pang (a) blow (c) pain or misery Bookman India

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(b) false belief (d) effect (b) a leafy shelter (d) shore

3

(b) anger (d) worry

3

(b) cold and dull (d) boring

3 3

(b) annoyed (d) dirty (b) sound of bells (d) bow or ruffle

3

(b) failure (d) shock

3 The Story of My Life

8. oculist (a) optimistic (c) playful 9. vain (a) acute misery (c) useless 10. tangible (a) real (c) that tastes peculiar 11. sinister (a) pleasant (c) wicked 12. jarring (a) shaking (c) excitement 13. augmented (a) reduced (c) filled with 14. perception (a) feeling of superiority (c) understanding 15. reedy (a) keen to observe (c) an instrument of reeds 16. frisk (a) leap or dance about (c) very sharp 17. tantalizing (a) praising (c) teasing 18. persecution (a) having fun (c) good treatment 19. tang (a) taste (c) sound 20. quivering (a) trembling (c) exciting 21. vexing (a) irrelevant (c) tiring Bookman India

(b) a blind person (d) eye specialist

3 3

(b) effort (d) priceless (b) that could be tied (d) unbelievable 3

(b) threatening (d) delicate 3

(b) fear (d) power (b) fragmented (d) increased

3

3

(b) false belief (d) idea

3

(b) rude in behaviour (d) of short height

3

3

3

(b) very fast (d) sudden reaction (b) understanding (d) summarizing (b) cruelty (d) to kill someone

3

(b) smell (d) feel

3

(b) surprising (d) dangerous (b) hindering (d) necessary

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3

3 The Story of My Life

22. impede (a) accelerate (c) obstruct block 3 23. pinnacle (a) magic (c) peak 3 24. hostile (a) unfriendly 3 (c) meaning less 25. resolutely (a) newly (c) firmly 3 26. relics (a) superstitious beliefs (c) ideas of a particular religion (d) real situations of one's life 27. desultory (a) unmethodical 3 (c) unmanageable 28. capricious (a) prosperous (c) satisfactory 29. congenial (a) hereditary (c) agreeable 3 30. grandeur (a) that shows status (c) beauty, quality 3 31. embossed (a) glittery (c) engraved 32. affliction (a) depression (c) official recommendation 33. hypothesis (a) false beliefs (c) conclusions 3 34. surmount (a) curb (c) betray 35. mystic (a) mysterious 3 (c) useless Bookman India

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(b) progress (d) annoyed (b) pain (d) disappointment (b) wicked (d) sympathetic (b) badly (d) softly (b) living memorials of past

3

(b) ever changing (d) something filthy (b) permanent (d) changing, fickle

3

(b) splendid (d) difficult (b) very expensive (d) very large sized (b) printed on raised surface (d) mastered by the king (b) recognition (d) pain and suffering

3

3

(b) predictions (d) assumption 3

(b) overcome (d) examine (b) disagreeable (d) confusing

The Story of My Life