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Essay on Helen Keller | Helen Keller Essay for Students and Children in English

February 12, 2024 by sastry

Essay on Helen Keller: “The public must learn that the blind man is neither genius nor a freak nor an idiot. He has a mind that can be educated it is the duty of the public to help him make the best of himself.” These words by Helen Keller echo the fact that disability need not be the end of the world. But one can overcome all hurdles through one’s spirit. – The Indomitable Spirit

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Long and Short Essays on Helen Keller for Kids and Students in English

Given below are two essays in English for students and children about the topic of ‘Helen Keller’ in both long and short form. The first essay is a long essay on the Helen Keller of 400-500 words. This long essay about Helen Keller is suitable for students of class 7, 8, 9 and 10, and also for competitive exam aspirants. The second essay is a short essay on Helen Keller of 150-200 words. These are suitable for students and children in class 6 and below.

Long Essay on Helen Keller 500 Words in English

Below we have given a long essay on Helen Keller of 500 words is helpful for classes 7, 8, 9 and 10 and Competitive Exam Aspirants. This long essay on the topic is suitable for students of class 7 to class 10, and also for competitive exam aspirants.

Born on 27th June 1880 in Tuscumbia, USA, daughter of captain Arthur Henley Keller and Kate Adams Keller, she was born with full sight and hearing. The family lived in a house, Ivy Green, that was built decades ago by her grandfather. She had two younger siblings and two older half brothers.

They were leading a quiet life. But this was soon going to be short lived. In February 1882, when Helen was nineteen months old, she fell ill. To this day, the nature of her ailment remains a mystery. The doctors of that time called it ‘brain fever’, while today’s doctors think it may have been scarlet fever or meningitis. Whatever the illness, Helen was expected to die. When eventually, the fever subsided, Helen’s family was believed that their daughter was well again.

However, Helen’s mother soon noticed that her daughter failed to respond when the dinner bell rang or when she passed her hand in front of her daughter’s eyes. Helen became a very difficult child, smashing dishes, lamps and terrorising the household with her screaming and temper tantrums. Relatives regarded her as a monster and said that she should be put into an institution. By the time Helen was six, her family had become desperate.

Looking after Helen was proving too much for them. So her mother travelled to a specialist doctor for advice. They were given confirmation that Helen could never see or hear again. But the doctor believed that Helen could be taught and he advised them to visit a local expert on the problems of dumb children. This expert was Alexander Graham Bell, the inventor of telephone.

Bell suggested that the Kellers write to Michael Anagnos, Director of the Perkins Institution and Massachustts Asylum for the Blind and request him for another teacher. He considered Helen’s case and immediately recommended a former pupil of the institution, Anne Sullivan. On 3rd March, 1887, Anne met Helen Keller for the first time. Anne immediately started teaching Helen to finger spell. Spelling out the word ‘Doll’ to signify a present she had brought with her for Helen.

The next word she taught Helen was ‘Cake.’ Although Helen could repeat these finger movements, she could not quite understand what they meant. What frustrated her was that every object had a unique word for it. When Anne was teaching her the word ‘mug’, Keller broke the doll in rage.

Anne and Helen then moved into a small cottage on the mainland house to try and get Helen to improve her behaviour of particular concern were Helen’s table manners. She had taken to eating with her hands and from the plates of everyone on the table. Over the coming weeks, however, Helen’s behaviour did begin to improve as a bond grew between the two. Then after a month of Anne’s teaching, what the people of the time called, a ‘miracle’ occurred. Helen had until now not yet fully understood the meaning of words.

When Anne led her to the water pump on 5th April, 1887, a drastic change occured. As the cool stream gushed into Helen’s one hand, Anne slowly spelled the word ‘water’ on ‘Helen’s hand’. Helen suddenly, felt that the mystery of the language was revealed to her. Within the next few hours, Helen learnt the spelling of thirty new words.

Helen’s progress from then on was astonishing. Her ability to learn was far in advance of anything that anybody had seen before in someone without sight or hearing. Soon, she could write with both ordinary and braille typewriters. Helen had now become a phenomenon to reckon with. Her next achievement which brought her laurels from all over the world was when she moved to the Cambridge school for young ladies in 1896 and in the Autumn of 1900 entered the Radcliffe college, becoming the first deaf and blind person to have ever enrolled at an institution of higher learning. In 1904, Helen graduated from the college, becoming the first deaf-blind person to have a Bachelor’s degree.

She maintained contacts with Austrian philosopher Wilhelm Jerusalem, who was one of the first people to discover her literary skills. With her, determination, she learnt to speak and gave lectures and speeches. She ‘heard’ others speeches by feeling their lips with her hands. She became adept at Braille and sign language. She could also feel music by placing her hands on top of a resonant table.

Short Essay on Helen Keller 200 Words in English

Below we have given a short essay on Helen Keller is for Classes 1, 2, 3, 4, 5 and 6. This short essay on the topic is suitable for students of class 6 and below.

She was an advocate for people with disabilities. In 1915, she and George Kessler founded Helen Keller International (HKI) organisation. This organisation undertakes research in vision, health and nutrition. She also helped in the foundation of American Civil Liberties Union (ACLU) in 1940. She was a member of the Socialist Party and supported the working class.

She published 12 books and several articles. One of her earliest writings was ‘The Frost King’, which she wrote when she was only 11 years old.

During her college time, Helen also started working on her first book ‘The Story of My Life,’ which later became a classic. After this success, Helen and Anne went on lecture tours throughout the world speaking on their experiences. In 1908, she wrote ‘The World I live in’. Her essay series on Socialism, ‘Out of the Dark’ was published in 1913. Her spiritual autobiography, ‘My Religion’ was published in 1927, and revised edition, right in My Darkness came out in 1994. In October 1961, Helen suffered the first of a series of strokes, and her public life was drawn to a close. On 1 st June 1968, at Arcon ridge, Helen Keller died peacefully in her sleep.

Today, Helen’s final resting place is a popular tourist attraction. Her life has inspired many. In 1962, the play ‘The Miracle Worker’ was made into a film and was a phenomenal success. More recently in India, the film ‘Black’ was made on her life.

Her achievements and admiration prompt us to ask the question what else could somebody desire from life? It’s so true that some of the best things in the world can’t be seen or touched, they can only be felt with the heart.

Helen Keller Essay Word Meanings for Simple Understanding

• Hurdle – a difficult problem to be overcome
• Ailment – a physical disorder or illness
• Tantrum – a violent demonstration of rage or frustration, a sudden burst of ill temper
• Desperate – having an urgent need, desire, etc
• Frustrated – dissatisfied
• Drastic – extremely severe or extensive
• Astonishing – causing surprise, amazing
• Phenomenon – something that is impressive or extraordinary
• Adept – very skilled
• Resonant – causing amplification or sustension of sound
• Phenomenal – highly extraordinary or prodigious, exceptional
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What were Helen Keller’s accomplishments?

What was helen keller’s relationship with anne sullivan, why is helen keller important.

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Helen Keller

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• HistoryNet - Helen Keller
• Social Welfare History Project - Biography of Helen Keller
• American Foundation for the Blind - Helen Keller
• Encyclopedia of Alabama - Helen Keller
• National Park Service - Helen Keller
• Spartacus Educational - Biography of Helen Keller
• International Journal of Research and Thoughts - Two Astonishing Personalities Anne Sullivan and Helen Keller and Their Heroic Companionship
• National Women's History Museum - Biography of Helen Keller
• Helen Keller - Children's Encyclopedia (Ages 8-11)
• Helen Keller - Student Encyclopedia (Ages 11 and up)

Who was Helen Keller?

Helen Keller was an American author and educator who was blind and deaf . Her education and training represent an extraordinary accomplishment in the education of persons with these disabilities.

Helen Keller’s personal accomplishment was developing skills never previously approached by any similarly disabled person. She also lectured on behalf of the American Foundation for the Blind, for which she later established a $2 million endowment fund. She then cofounded the American Civil Liberties Union with American civil rights activist Roger Nash Baldwin and others in 1920.

What books did Helen Keller write?

Helen Keller wrote about her life in several books, including The Story of My Life (1903), Optimism (1903), The World I Live In (1908), My Religion (1927), Helen Keller’s Journal (1938), and The Open Door (1957).

When did Helen Keller die?

Helen Keller died on June 1, 1968, in Easton, Connecticut, at the age of 87. She had bought her home in Easton in 1936 and called it Arcan Ridge, and it remained her permanent residence until her death.

Anne Sullivan became governess to six-year-old Helen Keller in March 1887. In 1888 the two began spending periods at the Perkins Institution, and Sullivan subsequently accompanied Keller to the Wright-Humason School in New York City , the Cambridge School for Young Ladies, and Radcliffe College . Sullivan was Keller’s constant companion at home and on lecture tours until Sullivan’s death in 1936.

Helen Keller was an author, activist, and educator whose lifetime of public advocacy for many communities and causes had lasting global impact. Keller, who became blind and deaf as a result of a childhood illness, learned to communicate with hearing people by having signals pressed into her palm, reading lips by way of touch, reading and writing Braille , and eventually speaking audibly. She helped to change perceptions of the deaf community and the blind community.

Helen Keller (born June 27, 1880, Tuscumbia , Alabama , U.S.—died June 1, 1968, Westport , Connecticut) was an American author and educator who was blind and deaf . Her education and training represent an extraordinary accomplishment in the education of persons with these disabilities.

Keller was afflicted at the age of 19 months with an illness (possibly scarlet fever ) that left her blind and deaf. She was examined by Alexander Graham Bell at the age of 6. As a result, he sent to her a 20-year-old teacher, Anne Sullivan (Macy) from the Perkins Institution for the Blind in Boston, which Bell’s son-in-law directed. Sullivan, a remarkable teacher, remained with Keller from March 1887 until her own death in October 1936.

Within months Keller had learned to feel objects and associate them with words spelled out by finger signals on her palm, to read sentences by feeling raised words on cardboard, and to make her own sentences by arranging words in a frame. During 1888–90 she spent winters at the Perkins Institution learning Braille . Then she began a slow process of learning to speak under Sarah Fuller of the Horace Mann School for the Deaf, also in Boston. She also learned to lip-read by placing her fingers on the lips and throat of the speaker while the words were simultaneously spelled out for her. At age 14 she enrolled in the Wright-Humason School for the Deaf in New York City , and at 16 she entered the Cambridge School for Young Ladies in Massachusetts. She won admission to Radcliffe College in 1900 and graduated cum laude in 1904.

Having developed skills never approached by any similarly disabled person, Keller began to write of blindness , a subject then taboo in women’s magazines because of the relationship of many cases to venereal disease . Edward W. Bok accepted her articles for the Ladies’ Home Journal , and other major magazines— The Century , McClure’s , and The Atlantic Monthly —followed suit.

She wrote of her life in several books, including The Story of My Life (1903), Optimism (1903), The World I Live In (1908), Light in My Darkness and My Religion (1927), Helen Keller’s Journal (1938), and The Open Door (1957). In 1913 she began lecturing (with the aid of an interpreter), primarily on behalf of the American Foundation for the Blind, for which she later established a $2 million endowment fund, and her lecture tours took her several times around the world. She cofounded the American Civil Liberties Union with American civil rights activist Roger Nash Baldwin and others in 1920. Her efforts to improve treatment of the deaf and the blind were influential in removing the disabled from asylums. She also prompted the organization of commissions for the blind in 30 states by 1937.

Keller’s childhood training with Sullivan was depicted in William Gibson’s play The Miracle Worker (1959), which won the Pulitzer Prize in 1960 and was subsequently made into a motion picture (1962), starring Anne Bancroft as Sullivan and Patty Duke as Keller, that won two Academy Awards .

Helen Keller

American educator Helen Keller overcame the adversity of being blind and deaf to become one of the 20th century's leading humanitarians as well as co-founder of the ACLU.

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(1880-1968)

Who Was Helen Keller?

Early life and family, loss of sight and hearing, keller's teacher, anne sullivan, 'the story of my life', social activism, 'the miracle worker' movie, awards and honors, quick facts:.

Helen Keller was an American educator, advocate for the blind and deaf and co-founder of the ACLU. Stricken by an illness at the age of 2, Keller was left blind and deaf. Beginning in 1887, Keller's teacher, Anne Sullivan, helped her make tremendous progress with her ability to communicate, and Keller went on to college, graduating in 1904. During her lifetime, she received many honors in recognition of her accomplishments.

Keller was born on June 27, 1880, in Tuscumbia, Alabama. Keller was the first of two daughters born to Arthur H. Keller and Katherine Adams Keller. Keller's father had served as an officer in the Confederate Army during the Civil War . She also had two older stepbrothers.

The family was not particularly wealthy and earned income from their cotton plantation. Later, Arthur became the editor of a weekly local newspaper, the North Alabamian .

Keller was born with her senses of sight and hearing, and started speaking when she was just 6 months old. She started walking at the age of 1.

Keller lost both her sight and hearing at just 19 months old. In 1882, she contracted an illness — called "brain fever" by the family doctor — that produced a high body temperature. The true nature of the illness remains a mystery today, though some experts believe it might have been scarlet fever or meningitis.

Within a few days after the fever broke, Keller's mother noticed that her daughter didn't show any reaction when the dinner bell was rung, or when a hand was waved in front of her face.

As Keller grew into childhood, she developed a limited method of communication with her companion, Martha Washington, the young daughter of the family cook. The two had created a type of sign language. By the time Keller was 7, they had invented more than 60 signs to communicate with each other.

During this time, Keller had also become very wild and unruly. She would kick and scream when angry, and giggle uncontrollably when happy. She tormented Martha and inflicted raging tantrums on her parents. Many family relatives felt she should be institutionalized.

Keller worked with her teacher Anne Sullivan for 49 years, from 1887 until Sullivan's death in 1936. In 1932, Sullivan experienced health problems and lost her eyesight completely. A young woman named Polly Thomson, who had begun working as a secretary for Keller and Sullivan in 1914, became Keller's constant companion upon Sullivan's death.

Looking for answers and inspiration, Keller's mother came across a travelogue by Charles Dickens, American Notes, in 1886. She read of the successful education of another deaf and blind child, Laura Bridgman, and soon dispatched Keller and her father to Baltimore, Maryland to see specialist Dr. J. Julian Chisolm.

After examining Keller, Chisolm recommended that she see Alexander Graham Bell , the inventor of the telephone, who was working with deaf children at the time. Bell met with Keller and her parents, and suggested that they travel to the Perkins Institute for the Blind in Boston, Massachusetts.

There, the family met with the school's director, Michael Anaganos. He suggested Keller work with one of the institute's most recent graduates, Sullivan.

On March 3, 1887, Sullivan went to Keller's home in Alabama and immediately went to work. She began by teaching six-year-old Keller finger spelling, starting with the word "doll," to help Keller understand the gift of a doll she had brought along. Other words would follow.

At first, Keller was curious, then defiant, refusing to cooperate with Sullivan's instruction. When Keller did cooperate, Sullivan could tell that she wasn't making the connection between the objects and the letters spelled out in her hand. Sullivan kept working at it, forcing Keller to go through the regimen.

As Keller's frustration grew, the tantrums increased. Finally, Sullivan demanded that she and Keller be isolated from the rest of the family for a time, so that Keller could concentrate only on Sullivan's instruction. They moved to a cottage on the plantation.

In a dramatic struggle, Sullivan taught Keller the word "water"; she helped her make the connection between the object and the letters by taking Keller out to the water pump, and placing Keller's hand under the spout. While Sullivan moved the lever to flush cool water over Keller's hand, she spelled out the word w-a-t-e-r on Keller's other hand. Keller understood and repeated the word in Sullivan's hand. She then pounded the ground, demanding to know its "letter name." Sullivan followed her, spelling out the word into her hand. Keller moved to other objects with Sullivan in tow. By nightfall, she had learned 30 words.

In 1905, Sullivan married John Macy, an instructor at Harvard University, a social critic and a prominent socialist. After the marriage, Sullivan continued to be Keller's guide and mentor. When Keller went to live with the Macys, they both initially gave Keller their undivided attention. Gradually, however, Anne and John became distant to each other, as Anne's devotion to Keller continued unabated. After several years, the couple separated, though were never divorced.

In 1890, Keller began speech classes at the Horace Mann School for the Deaf in Boston. She would toil for 25 years to learn to speak so that others could understand her.

From 1894 to 1896, Keller attended the Wright-Humason School for the Deaf in New York City. There, she worked on improving her communication skills and studied regular academic subjects.

Around this time, Keller became determined to attend college. In 1896, she attended the Cambridge School for Young Ladies, a preparatory school for women.

As her story became known to the general public, Keller began to meet famous and influential people. One of them was the writer Mark Twain , who was very impressed with her. They became friends. Twain introduced her to his friend Henry H. Rogers, a Standard Oil executive.

Rogers was so impressed with Keller's talent, drive and determination that he agreed to pay for her to attend Radcliffe College. There, she was accompanied by Sullivan, who sat by her side to interpret lectures and texts. By this time, Keller had mastered several methods of communication, including touch-lip reading, Braille, speech, typing and finger-spelling.

Keller graduated, cum laude, from Radcliffe College in 1904, at the age of 24.

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With the help of Sullivan and Macy, Sullivan's future husband, Keller wrote her first book, The Story of My Life . Published in 1905, the memoirs covered Keller's transformation from childhood to 21-year-old college student.

'The Story of My Life' by Helen Keller

Throughout the first half of the 20th century, Keller tackled social and political issues, including women's suffrage, pacifism, birth control and socialism.

After college, Keller set out to learn more about the world and how she could help improve the lives of others. News of her story spread beyond Massachusetts and New England. Keller became a well-known celebrity and lecturer by sharing her experiences with audiences, and working on behalf of others living with disabilities. She testified before Congress, strongly advocating to improve the welfare of blind people.

In 1915, along with renowned city planner George Kessler, she co-founded Helen Keller International to combat the causes and consequences of blindness and malnutrition. In 1920, she helped found the American Civil Liberties Union .

When the American Federation for the Blind was established in 1921, Keller had an effective national outlet for her efforts. She became a member in 1924, and participated in many campaigns to raise awareness, money and support for the blind. She also joined other organizations dedicated to helping those less fortunate, including the Permanent Blind War Relief Fund (later called the American Braille Press).

Soon after she graduated from college, Keller became a member of the Socialist Party, most likely due in part to her friendship with John Macy. Between 1909 and 1921, she wrote several articles about socialism and supported Eugene Debs, a Socialist Party presidential candidate. Her series of essays on socialism, entitled "Out of the Dark," described her views on socialism and world affairs.

It was during this time that Keller first experienced public prejudice about her disabilities. For most of her life, the press had been overwhelmingly supportive of her, praising her courage and intelligence. But after she expressed her socialist views, some criticized her by calling attention to her disabilities. One newspaper, the Brooklyn Eagle , wrote that her "mistakes sprung out of the manifest limitations of her development."

In 1946, Keller was appointed counselor of international relations for the American Foundation of Overseas Blind. Between 1946 and 1957, she traveled to 35 countries on five continents.

In 1955, at age 75, Keller embarked on the longest and most grueling trip of her life: a 40,000-mile, five-month trek across Asia. Through her many speeches and appearances, she brought inspiration and encouragement to millions of people.

Keller's autobiography, The Story of My Life , was used as the basis for 1957 television drama The Miracle Worker .

In 1959, the story was developed into a Broadway play of the same title, starring Patty Duke as Keller and Anne Bancroft as Sullivan. The two actresses also performed those roles in the 1962 award-winning film version of the play.

During her lifetime, she received many honors in recognition of her accomplishments, including the Theodore Roosevelt Distinguished Service Medal in 1936, the Presidential Medal of Freedom in 1964, and election to the Women's Hall of Fame in 1965.

Keller also received honorary doctoral degrees from Temple University and Harvard University and from the universities of Glasgow, Scotland; Berlin, Germany; Delhi, India; and Witwatersrand in Johannesburg, South Africa. She was named an Honorary Fellow of the Educational Institute of Scotland.

Keller died in her sleep on June 1, 1968, just a few weeks before her 88th birthday. Keller suffered a series of strokes in 1961 and spent the remaining years of her life at her home in Connecticut.

During her remarkable life, Keller stood as a powerful example of how determination, hard work, and imagination can allow an individual to triumph over adversity. By overcoming difficult conditions with a great deal of persistence, she grew into a respected and world-renowned activist who labored for the betterment of others.

FULL NAME: Helen Adams Keller BORN: June 27, 1880 BIRTHPLACE: Tuscumbia, AL DIED: June 1, 1968 ASTROLOGICAL SIGN: Cancer

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• Keep your face to the sunshine and you cannot see the shadow.
• One can never consent to creep when one feels an impulse to soar.
• Remember, no effort that we make to attain something beautiful is ever lost. Sometime, somewhere, somehow we shall find that which we seek.
• Gradually from naming an object we advance step by step until we have traversed the vast distance between our first stammered syllable and the sweep of thought in a line of Shakespeare.
• If it is true that the violin is the most perfect of musical instruments, then Greek is the violin of human thought.
• A happy life consists not in the absence, but in the mastery of hardships.
• The two greatest characters in the 19th century are Napoleon and Helen Keller. Napoleon tried to conquer the world by physical force and failed. Helen tried to conquer the world by power of mind — and succeeded!” (Mark Twain)
• The bulk of the world’s knowledge is an imaginary construction.
• We differ, blind and seeing, one from another, not in our senses, but in the use we make of them, in the imagination and courage with which we seek wisdom beyond the senses.
• [T]he mystery of language was revealed to me. I knew then that "w-a-t-e-r" meant the wonderful cool something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, set it free!
• It is more difficult to teach ignorance to think than to teach an intelligent blind man to see the grandeur of Niagara.
• Everything has its wonders, even darkness and silence, and I learn, whatever state I may be in, therein to be content.

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How Helen Keller Learned to Write

Suspicion stalks fame; incredulity stalks great fame. At least three times—at the ages of eleven, twenty-three, and fifty-two—Helen Keller was assaulted by accusation, doubt, and overt disbelief. She was the butt of skeptics and the cynosure of idolaters. Mark Twain compared her to Joan of Arc, and pronounced her “fellow to Caesar, Alexander, Napoleon, Homer, Shakespeare and the rest of the immortals.” Her renown, he said, would endure a thousand years.

It has, so far, lasted more than a hundred, while steadily dimming. Fifty years ago, even twenty, nearly every ten-year-old knew who Helen Keller was. “The Story of My Life,” her youthful autobiography, was on the reading lists of most schools, and its author was popularly understood to be a heroine of uncommon grace and courage, a sort of worldly saint. Much of that worshipfulness has receded. No one nowadays, without intending satire, would place her alongside Caesar and Napoleon; and, in an era of earnest disabilities legislation, who would think to charge a stone-blind, stone-deaf woman with faking her experience?

Yet as a child she was accused of plagiarism, and in maturity of “verbalism”—substituting parroted words for firsthand perception. All this came about because she was at once liberated by language and in bondage to it, in a way few other human beings can fathom. The merely blind have the window of their ears, the merely deaf listen through their eyes. For Helen Keller there was no ameliorating “merely”; what she suffered was a totality of exclusion. The illness that annihilated her sight and hearing, and left her mute, has never been diagnosed. In 1882, when she was four months short of two years, medical knowledge could assert only “acute congestion of the stomach and brain,” though later speculation proposes meningitis or scarlet fever. Whatever the cause, the consequence was ferocity—tantrums, kicking, rages—but also an invented system of sixty simple signs, intimations of intelligence. The child could mimic what she could neither see nor hear: putting on a hat before a mirror, her father reading a newspaper with his glasses on. She could fold laundry and pick out her own things. Such quiet times were few. Having discovered the use of a key, she shut up her mother in a closet. She overturned her baby sister’s cradle. Her wants were physical, impatient, helpless, and nearly always belligerent.

She was born in Tuscumbia, Alabama, fifteen years after the Civil War, when Confederate consciousness was still inflamed. Her father, who had fought at Vicksburg, called himself a “gentleman farmer,” and edited a small Democratic weekly until, thanks to political influence, he was appointed a United States marshal. He was a zealous hunter who loved his guns and his dogs. Money was usually short; there were escalating marital angers. His second wife, Helen’s mother, was younger by twenty years, a spirited woman of intellect condemned to farmhouse toil. She had a strong literary side (Edward Everett Hale, the New Englander who wrote “The Man Without a Country,” was a relative) and read seriously and searchingly. In Charles Dickens’s “American Notes,” she learned about Laura Bridgman, a deaf-blind country girl who was being educated at the Perkins Institution for the Blind, in Boston. Ravaged by scarlet fever at the age of two, she was even more circumscribed than Helen Keller—she could neither smell nor taste. She was confined, Dickens said, “in a marble cell, impervious to any ray of light, or particle of sound,” lost to language beyond a handful of words unidiomatically strung together.

News of Laura Bridgman ignited hope—she had been socialized into a semblance of personhood, while Helen remained a small savage—and hope led, eventually, to Alexander Graham Bell. By then, the invention of the telephone was well behind him, and he was tenaciously committed to teaching the deaf to speak intelligibly. His wife was deaf; his mother had been deaf. When the six-year-old Helen was brought to him, he took her on his lap and instantly calmed her by letting her feel the vibrations of his pocket watch as it struck the hour. Her responsiveness did not register in her face; he described it as “chillingly empty.” But he judged her educable, and advised her father to apply to Michael Anagnos, the director of the Perkins Institution, for a teacher to be sent to Tuscumbia.

Anagnos chose Anne Mansfield Sullivan, a former student at Perkins. “Mansfield” was her own embellishment; it had the sound of gentility. If the fabricated name was intended to confer an elevated status, it was because Annie Sullivan, born into penury, had no status at all. At five, she contracted trachoma, a disease of the eye. Three years on, her mother died of tuberculosis and was buried in potter’s field—after which her father, a drunkard prone to beating his children, deserted the family. The half-blind Annie was tossed into the poorhouse at Tewksbury, Massachusetts, among syphilitic prostitutes and madmen. Decades later, recalling its “strangeness, grotesqueness and even terribleness,” Annie Sullivan wrote, “I doubt if life or for that matter eternity is long enough to erase the terrors and ugly blots scored upon my mind during those dismal years from 8 to 14.”

She was rescued from Tewksbury by a committee investigating its spreading notoriety, and was mercifully transferred to Perkins. She learned Braille and the manual alphabet—finger positions representing letters—and, at the Massachusetts Eye and Ear Infirmary, underwent two operations, which enabled her to read almost normally, though the condition of her eyes was fragile and inconsistent over her lifetime. After six years, she graduated from Perkins as class valedictorian. But what was to become of her? How was she to earn a living? Someone suggested that she might wash dishes or peddle needlework. “Sewing and crocheting are inventions of the devil,” she sneered. “I’d rather break stones on the king’s highway than hem a handkerchief.”

She went to Tuscumbia instead. She was twenty years old and had no experience suitable for what she would encounter in the despairs and chaotic defeats of the Keller household. The child she had come to educate threw cutlery, pinched, grabbed food off dinner plates, sent chairs tumbling, shrieked, struggled. She was strong, beautiful but for one protruding eye, unsmiling, painfully untamed: virtually her first act on meeting the new teacher was to knock out one of her front teeth. The afflictions of the marble cell had become inflictions. Annie demanded that Helen be separated from her family; her father could not bear to see his ruined little daughter disciplined. The teacher and her recalcitrant pupil retreated to a cottage on the grounds of the main house, where Annie was to be the sole authority.

What happened then and afterward she chronicled in letter after letter, to Anagnos and, more confidingly, to Mrs. Sophia Hopkins, the Perkins housemother who had given her shelter during school vacations. Mark Twain saw in Annie Sullivan a writer: “How she stands out in her letters!” he exclaimed. “Her brilliancy, penetration, originality, wisdom, character and the fine literary competencies of her pen—they are all there.” Jubilantly, she set down the progress, almost hour by hour, of an exuberant deliverance far more remarkable than Laura Bridgman’s frail and inarticulate release. Annie Sullivan’s method, insofar as she recognized it formally as a method, was pure freedom. Like any writer, she wrote and wrote and wrote, all day long: words, phrases, sentences, lines of poetry, descriptions of animals, trees, flowers, weather, skies, clouds, concepts—whatever lay before her or came usefully to mind. She wrote not on paper with a pen but with her fingers, spelling rapidly into the child’s alert palm. Mimicking unknowable configurations, Helen spelled the same letters back—but not until a connection was effected between finger-wriggling and its referent did mind break free.

This was, of course, the fabled incident at the well pump, when Helen suddenly understood that the pecking at her hand was inescapably related to the gush of cold water spilling over it. “Somehow,” the adult Helen Keller recollected, “the mystery of language was revealed to me.” In the course of a single month, from Annie’s arrival to her triumph in bridling the household despot, Helen had grown docile, affectionate, and tirelessly intent on learning from moment to moment. Her intellect was fiercely engaged, and when language began to flood it she rode on a salvational ark of words.

To Mrs. Hopkins, Annie wrote ecstatically:

Something within me tells me that I shall succeed beyond my dreams. . . . I know that [Helen] has remarkable powers, and I believe that I shall be able to develop and mould them. I cannot tell how I know these things. I had no idea a short time ago how to go to work; I was feeling about in the dark; but somehow I know now, and I know that I know. I cannot explain it; but when difficulties arise, I am not perplexed or doubtful. I know how to meet them; I seem to divine Helen’s peculiar needs. . . .

Already people are taking a deep interest in Helen. No one can see her without being impressed. She is no ordinary child, and people’s interest in her education will be no ordinary interest. Therefore let us be exceedingly careful in what we say and write about her. . . . My beautiful Helen shall not be transformed into a prodigy if I can help it.

At this time, Helen was not yet seven years old, and Annie was being paid twenty-five dollars a month.

The public scrutiny Helen Keller aroused far exceeded Annie’s predictions. It was Michael Anagnos who first proclaimed her to be a miracle child—a young goddess. “History presents no case like hers,” he exulted. “As soon as a slight crevice was opened in the outer wall of their twofold imprisonment, her mental faculties emerged full-armed from their living tomb as Pallas Athene from the head of Zeus.” And again: “She is the queen of precocious and brilliant children, Emersonian in temper, most exquisitely organized, with intellectual sight of unsurpassed sharpness and infinite reach, a true daughter of Mnemosyne.” Annie, the teacher of a flesh-and-blood child, protested: “His extravagant way of saying [these things] rubs me the wrong way. The simple facts would be so much more convincing!” But Anagnos’s glorifications caught fire: one year after Annie had begun spelling into her hand, Helen Keller was celebrated in newspapers all over America and Europe. When her dog was inadvertently shot, an avalanche of contributions poured in to replace it; unprompted, she directed that the money be set aside for the care of an impoverished deaf-blind boy at Perkins. At eight, she was taken to visit President Cleveland at the White House, and in Boston was introduced to many of the luminaries of the period: Oliver Wendell Holmes, John Greenleaf Whittier, Edward Everett Hale, and Bishop Phillips Brooks (who addressed her puzzlement over the nature of God). At nine, she wrote to Whittier, saluting him as “Dear Poet”:

I thought you would be glad to hear that your beautiful poems make me very happy. Yesterday I read “In School Days” and “My Playmate,” and I enjoyed them greatly. . . . It is very pleasant to live here in our beautiful world. I cannot see the lovely things with my eyes, but my mind can see them all, and so I am joyful all the day long.

When I walk out in my garden I cannot see the beautiful flowers, but I know that they are all around me; for is not the air sweet with their fragrance? I know too that the tiny lily-bells are whispering pretty secrets to their companions else they would not look so happy. I love you very dearly, because you have taught me so many lovely things about flowers and birds, and people.

Her dependence on Annie for the assimilation of her immediate surroundings was nearly total, but through the raised letters of Braille she could be altogether untethered: books coursed through her. In childhood, she was captivated by “Little Lord Fauntleroy,” Frances Hodgson Burnett’s story of a sunnily virtuous boy who melts a crusty old man’s heart; it became a secret template of her own character as she hoped she might always manifest it—not sentimentally but in full awareness of dread. She was not deaf to Caliban’s wounded cry: “You taught me language, and my profit on’t / Is, I know how to curse.” Helen Keller’s profit was that she knew how to rejoice. In young adulthood, she seized on Swedenborgian spiritualism. Annie had kept away from teaching any religion at all: she was a down-to-earth agnostic whom Tewksbury had cured of easy belief. When Helen’s responsiveness to bitter social deprivation later took on a worldly strength, leading her to socialism, and even to unpopular Bolshevik sympathies, Annie would have no part of it, and worried that Helen had gone too far. Marx was not in Annie’s canon. Homer, Virgil, Shakespeare, and Milton were: she had Helen reading “Paradise Lost” at twelve.

But Helen’s formal schooling was widening beyond Annie’s tutelage. With her teacher at her side—and the financial support of such patrons as John Spaulding, the Sugar King, and Henry Rogers, of Standard Oil—Helen spent a year at Perkins, and then entered the Wright-Humason School, in New York, a fashionable academy for deaf girls; she was its single deaf-blind pupil. She was also determined to learn to speak like other people, but her efforts could not be readily understood. Speech was not her only ambition: she intended to go to college. To prepare, she enrolled in the Cambridge School for Young Ladies, where she studied mathematics, German, French, Latin, and Greek and Roman history. In 1900, she was admitted to Radcliffe (then an “annex” to Harvard), still with Annie in attendance. Despite Annie’s presence in every class, diligently spelling the lecture into Helen’s hand, and wearing out her troubled eyes as she transcribed text after text into the manual alphabet, no one thought of granting her a degree along with Helen: the radiant miracle outshone the driven miracle worker. It was not uncommon for Annie Sullivan to play second fiddle to Helen Keller, or to be charged with being Helen’s jailer, or harrier, or ventriloquist. During examinations at Radcliffe, Annie was not permitted to be in the building. Otherwise, Helen relied on her own extraordinary memory and on Annie’s lightning fingers. Luckily, a second helper soon turned up: he was John Macy, a twenty-five-year-old English instructor at Harvard, a writer and editor, a fervent socialist, and, eventually, Annie Sullivan’s husband, eleven years her junior.

At Radcliffe, Helen became a writer. Charles Townsend Copeland—Harvard’s illustrious Copey, a professor of rhetoric—had encouraged her (as she put it to him in a grateful letter) “to make my own observations and describe the experiences peculiarly my own. Henceforth I am resolved to be myself, to live my own life and write my own thoughts.” Out of this came “The Story of My Life,” the autobiography of a twenty-one-year-old, published while she was still an undergraduate. It began as a series of sketches for the Ladies ’ Home Journal; the fee was three thousand dollars. John Macy described the laborious process:

When she began work at her story, more than a year ago, she set up on the Braille machine about a hundred pages of what she called “material,” consisting of detached episodes and notes put down as they came to her without definite order or coherent plan. . . . Then came the task where one who has eyes to see must help her. Miss Sullivan and I read the disconnected passages, put them into chronological order, and counted the words to be sure the articles should be the right length. All this work we did with Miss Keller beside us, referring everything, especially matters of phrasing, to her for revision. . . .

Her memory of what she had written was astonishing. She remembered whole passages, some of which she had not seen for many weeks, and could tell, before Miss Sullivan had spelled into her hand a half-dozen words of the paragraphs under discussion, where they belonged and what sentences were necessary to make the connections clear.

This method of collaboration continued throughout Helen Keller’s professional writing life; yet within these constraints the design and the sensibility were her own. She was a self-conscious stylist. Macy remarked that she had the courage of her metaphors—he meant that she sometimes let them carry her away—and Helen herself worried that her prose could now and then seem “periwigged.” To the contemporary ear, there is too much Victorian lace and striving uplift in her cadences; but the contemporary ear is scarcely entitled, simply by being contemporary, to set itself up as judge—every period is marked by a prevailing voice. Helen Keller’s earnestness is a kind of piety. It is as if Tennyson and the transcendentalists had together got hold of her typewriter. At the same time, she is embroiled in the whole range of human perplexity—except, tellingly, for irony. She has no “edge,” and why should she? Irony is a radar that seeks out the dark side; she had darkness enough. She rarely knew what part of her mind was instinct and what part was information, and she was cautious about the difference. “It is certain,” she wrote, “that I cannot always distinguish my own thoughts from those I read, because what I read becomes the very substance and texture of my mind. . . . It seems to me that the great difficulty of writing is to make the language of the educated mind express our confused ideas, half feelings, half thoughts, where we are little more than bundles of instinctive tendencies.” She who had once been incarcerated in the id did not require Freud to instruct her in its inchoate presence.

“The Story of My Life,” first published in 1903, is being honored in its centenary year by two new reissues, one from the Modern Library, edited and with a preface by James Berger, and the other from W. W. Norton, edited by Roger Shattuck with Dorothy Herrmann; Shattuck also supplies a thoughtful foreword and afterword. Much else accompanies the Keller text: Macy’s ample contribution to the original edition, as well as Annie’s indelible reports and Helen’s increasingly impressive letters from childhood on. All these elements together make up at least a partial biography, though they do not take us into Helen Keller’s astonishing future as world traveller and energetic advocate for the blind. (Two full biographies, “Helen Keller: A Life,” by Dorothy Herrmann, and “Helen and Teacher,” by Joseph P. Lash, flesh out her long and active life.) Macy was able to write about Helen nearly as authoritatively as Annie, but also (in private) more skeptically: after his marriage, the three of them, a feverishly literary crew, set up housekeeping in rural Wrentham, Massachusetts. Macy soon discovered that he had married not just a woman, and a moody one at that, but the infrastructure of a public institution. As Helen’s secondary amanuensis, he continued to be of use until the marriage foundered—on his profligacy with money, on Annie’s irritability (she scorned his uncompromising socialism), and, finally, on his accelerating alcoholism.

Because Macy was known to have assisted Helen in the preparation of “The Story of My Life,” the insinuations of control that often assailed Annie landed on him. Helen’s ideas, it was suggested, were really Macy’s; he had transformed her into a “Marxist propagandist.” It was true that she sympathized with his political bent, but she had arrived at her views independently. The charge of expropriation, of both thought and idiom, was old, and dogged her at intervals during her early and middle years: she was a fraud, a puppet, a plagiarist. She was false coin. She was “a living lie.”

Helen Keller was eleven when these words were first hurled at her by an infuriated Michael Anagnos. What brought on this defection was a little story she had written, called “The Frost King,” which she sent him as a birthday present. In the voice of a highly literary children’s narrative, it recounts how the “frost fairies” cause the season’s turning:

When the children saw the trees all aglow with brilliant colors they clapped their hands and shouted for joy, and immediately began to pick great bunches to take home. “The leaves are as lovely as the flowers!” cried they, in their delight.

Anagnos—doubtless clapping his hands and shouting for joy—immediately began to publicize Helen’s newest accomplishment. “The Frost King” appeared both in the Perkins alumni magazine and in another journal for the blind, which, following Anagnos, unhesitatingly named it “without parallel in the history of literature.” But more than a parallel was at stake; the story was found to be nearly identical to “The Frost Fairies,” by Margaret Canby, a writer of children’s books. Anagnos was humiliated, and fled headlong from adulation to excoriation. Feeling personally betrayed and institutionally discredited, he arranged an inquisition for the terrified Helen, standing her alone in a room before a jury of eight Perkins officials and himself, all mercilessly cross-examining her. Her mature recollection of Anagnos’s “court of investigation” registers as pitiably as the ordeal itself:

Mr. Anagnos, who loved me tenderly, thinking that he had been deceived, turned a deaf ear to the pleadings of love and innocence. He believed, or at least suspected, that Miss Sullivan and I had deliberately stolen the bright thoughts of another and imposed them on him to win his admiration. . . . As I lay in my bed that night, I wept as I hope few children have wept. I felt so cold, I imagined I should die before morning, and the thought comforted me. I think if this sorrow had come to me when I was older, it would have broken my spirit beyond repairing.

She was defended by Alexander Graham Bell, and by Mark Twain, who parodied the whole procedure with a thumping hurrah for plagiarism, and disgust for the egotism of “these solemn donkeys breaking a little child’s heart with their ignorant damned rubbish! . . . A gang of dull and hoary pirates piously setting themselves the task of disciplining and purifying a kitten that they think they’ve caught filching a chop!” Margaret Canby’s tale had been spelled to Helen perhaps three years before, and lay dormant in her prodigiously retentive memory; she was entirely oblivious of reproducing phrases not her own. The scandal Anagnos had precipitated left a lasting bruise. But it was also the beginning of a psychological, even a metaphysical, clarification that Helen refined and ratified as she grew older, when similar, if subtler, suspicions cropped up in the press. “The Story of My Life” was attacked in The Nation not for plagiarism in the usual sense but for the purloining of “things beyond her powers of perception with the assurance of one who has verified every word. . . . One resents the pages of second-hand description of natural objects.” The reviewer blamed her for the sin of vicariousness. “All her knowledge,” he insisted, “is hearsay knowledge.”

It was almost a reprise of the Perkins tribunal: she was again being confronted with the charge of inauthenticity. Anagnos’s rebuke—“Helen Keller is a living lie”—regularly resurfaced, in the form of a neurologist’s or a psychologist’s assessment, or in the reservations of reviewers. A French professor of literature, who was himself blind, determined that she was “a dupe of words, and her aesthetic enjoyment of most of the arts is a matter of auto-suggestion rather than perception.” A New Yorker interviewer complained, “She talks bookishly. . . . To express her ideas, she falls back on the phrases she has learned from books, and uses words that sound stilted, poetical metaphors.”

But the cruellest appraisal of all came, in 1933, from Thomas Cutsforth, a blind psychologist. By this time, Helen was fifty-two, and had published four additional autobiographical volumes. Cutsforth disparaged everything she had become. The wordless child she once was, he maintained, was closer to reality than what her teacher had made of her through the imposition of “word-mindedness.” He objected to her use of images such as “a mist of green,” “blue pools of dog violets,” “soft clouds tumbling.” All that, he protested, was “implied chicanery” and “a birthright sold for a mess of verbiage.” He criticized

the aims of the educational system in which [Helen Keller] has been confined during her whole life. Literary expression has been the goal of her formal education. Fine writing, regardless of its meaningful content, has been the end toward which both she and her teacher have striven. . . . Her own experiential life was rapidly made secondary, and it was regarded as such by the victim. . . . Her teacher’s ideals became her ideals, her teacher’s likes became her likes, and whatever emotional activity her teacher experienced she experienced.

For Cutsforth—and not only for him—she was the victim of language rather than its victorious master. She was no better than a copy; whatever was primary, and thereby genuine, had been stamped out. As for Annie, while here she was pilloried as her pupil’s victimizer, elsewhere she was pitied as a woman cheated of her own life by having sacrificed it to serve another. Either Helen was Annie’s slave or Annie was Helen’s.

Helen knew what she saw. Once, having been taken to the uppermost viewing platform of what was then the tallest building in the world, she defined her condition:

I will concede that my guides saw a thousand things that escaped me from the top of the Empire State Building, but I am not envious. For imagination creates distances that reach to the end of the world. . . . There was the Hudson—more like the flash of a swordblade than a noble river. The little island of Manhattan, set like a jewel in its nest of rainbow waters, stared up into my face, and the solar system circled about my head!

Her rebuttal to word-mindedness, to vicariousness, to implied chicanery and the living lie, was inscribed deliberately and defiantly in her images of “swordblade” and “rainbow waters.” The deaf-blind person, she wrote, “seizes every word of sight and hearing, because his sensations compel it. Light and color, of which he has no tactual evidence, he studies fearlessly, believing that all humanly knowable truth is open to him.” She was not ashamed of talking bookishly: it meant a ready access to the storehouse of history and literature. She disposed of her critics with a dazzling apothegm—“The bulk of the world’s knowledge is an imaginary construction”—and went on to contend that history itself “is but a mode of imagining, of making us see civilizations that no longer appear upon the earth.” Those who ridiculed her rendering of color she dismissed as “spirit-vandals” who would force her “to bite the dust of material things.” Her idea of the subjective onlooker was broader than that of physics, and while “red” may denote an explicit and measurable wavelength in the visible spectrum, in the mind it varies from the bluster of rage to the reticence of a blush: physics cannot cage metaphor.

She saw, then, what she wished, or was blessed, to see, and rightly named it imagination. In this she belongs to a broader class than that narrow order of the deaf-blind. Her class, her tribe, hears what no healthy ear can catch and sees what no eye chart can quantify. Her common language was not with the man who crushed a child for memorizing what the fairies do, or with the carpers who scolded her for the crime of a literary vocabulary. She was a member of the race of poets, the Romantic kind; she was close cousin to those novelists who write not only what they do not know but what they cannot possibly know.

And though she was early taken in hand by a writerly intelligence, it was hardly in the power of the manual alphabet to pry out a writer who was not already there. Laura Bridgman stuck to her lacemaking, and with all her senses intact might have remained a needlewoman. John Macy believed finally that between Helen and Annie there was only one genius—his wife. In the absence of Annie’s inventiveness and direction, he implied, Helen’s efforts would show up as the lesser gifts they were. This did not happen. Annie died, at seventy, in 1936, four years after Macy; they had long been estranged. Depressed, obese, cranky, and inconsolable, she had herself gone blind. Helen came under the care of her secretary, Polly Thomson, a loyal but unliterary Scotswoman: the scenes she spelled into Helen’s hand never matched Annie’s quicksilver evocations.

Even as Helen mourned the loss of her teacher, she flourished. With the assistance of Nella Henney, Annie Sullivan’s biographer, she continued to publish journals and memoirs. She undertook gruelling visits to Japan, India, Israel, Europe, Australia, everywhere championing the disabled and the dispossessed. She was indefatigable until her very last years, and died in 1968, weeks before her eighty-eighth birthday.

Yet the story of her life is not the good she did, the panegyrics she inspired, or the disputes (genuine or counterfeit? victim or victimizer?) that stormed around her. The most persuasive story of Helen Keller’s life is what she said it was: “I observe, I feel, I think, I imagine.” She was an artist. She imagined.

“Blindness has no limiting effect upon mental vision,” she argued again and again. “My intellectual horizon is infinitely wide. The universe it encircles is immeasurable.” And, like any writer making imagination’s mysterious claims before the material-minded, she had cause to cry out, “Oh, the supercilious doubters!”

Nevertheless, she was a warrior in a vaster and more vexing conflict. Do we know only what we see, or do we see what we somehow already know? Are we more than the sum of our senses? Does a picture—whatever strikes the retina—engender thought, or does thought create the picture? Can there be subjectivity without an object to glance off? Theorists have their differing notions, to which the ungraspable organism that is Helen Keller is a retort. She is not an advocate for one side or the other in the ancient debate concerning the nature of the real. She is not a philosophical or neurological or therapeutic topic. She stands for enigma; there lurks in her still the angry child who demanded to be understood yet could not be deciphered. She refutes those who cannot perceive, or do not care to value, what is hidden from sensation: collective memory, heritage, literature.

Helen Keller’s lot, it turns out, was not unique. “We work in the dark,” Henry James affirmed, on behalf of his own art; and so did she. It was the same dark. She knew her Wordsworth: “Visionary power / Attends the motions of the viewless winds, / Embodied in the mystery of words: / There, darkness makes abode.” She vivified Keats’s phantom theme of negative capability, the poet’s oarless casting about for the hallucinatory shadows of desire. She fought the debunkers who, for the sake of a spurious honesty, would denude her of landscape and return her to the marble cell. She fought the literalists who took imagination for mendacity, who meant to disinherit her, and everyone, of poetry. Her legacy, after all, is an epistemological marker of sorts: proof of the real existence of the mind’s eye.

In one respect, though, she was as fraudulent as the cynics charged. She had always been photographed in profile; this hid her disfigured left eye. In maturity, she had both eyes surgically removed and replaced with glass—an expedient known only to her intimates. Everywhere she went, her sparkling blue prosthetic eyes were admired for their living beauty and humane depth. ♦

Helen Keller

Undeterred by deafness and blindness, Helen Keller rose to become a major 20 th century humanitarian, educator and writer. She advocated for the blind and for women’s suffrage and co-founded the American Civil Liberties Union.

Born on June 27, 1880 in Tuscumbia, Alabama, Keller was the older of two daughters of Arthur H. Keller, a farmer, newspaper editor, and Confederate Army veteran, and his second wife Katherine Adams Keller, an educated woman from Memphis. Several months before Helen’s second birthday, a serious illness—possibly meningitis or scarlet fever—left her deaf and blind. She had no formal education until age seven, and since she could not speak, she developed a system for communicating with her family by feeling their facial expressions.

Recognizing her daughter’s intelligence, Keller’s mother sought help from experts including inventor Alexander Graham Bell, who had become involved with deaf children. Ultimately, she was referred to Anne Sullivan, a graduate of the Perkins School for the Blind, who became Keller’s lifelong teacher and mentor. Although Helen initially resisted her, Sullivan persevered. She used touch to teach Keller the alphabet and to make words by spelling them with her finger on Keller’s palm. Within a few weeks, Keller caught on. A year later, Sullivan brought Keller to the Perkins School in Boston, where she learned to read Braille and write with a specially made typewriter. Newspapers chronicled her progress. At fourteen, she went to New York for two years where she improved her speaking ability, and then returned to Massachusetts to attend the Cambridge School for Young Ladies. With Sullivan’s tutoring, Keller was admitted to Radcliffe College, graduating cum laude in 1904. Sullivan went with her, helping Keller with her studies. (Impressed by Keller, Mark Twain urged his wealthy friend Henry Rogers to finance her education.)

Even before she graduated, Keller published two books, The Story of My Life (1902) and Optimism (1903), which launched her career as a writer and lecturer. She authored a dozen books and articles in major magazines, advocating for prevention of blindness in children and for other causes.  

Sullivan married Harvard instructor and social critic John Macy in 1905, and Keller lived with them. During that time, Keller’s political awareness heightened. She supported the suffrage movement, embraced socialism, advocated for the blind and became a pacifist during World War I. Keller’s life story was featured in the 1919 film, Deliverance . In 1920, she joined Jane Addams, Crystal Eastman, and other social activists in founding the American Civil Liberties Union; four years later she became affiliated with the new American Foundation for the Blind in 1924.

After Sullivan’s death in 1936, Keller continued to lecture internationally with the support of other aides, and she became one of the world’s most-admired women (though her advocacy of socialism brought her some critics domestically). During World War II, she toured military hospitals bringing comfort to soldiers.

A second film on her life won the Academy Award in 1955; The Miracle Worker —which centered on Sullivan—won the 1960 Pulitzer Prize as a play and was made into a movie two years later. Lifelong activist, Keller met several US presidents and was honored with the Presidential Medal of Freedom in 1964. She also received honorary doctorates from Glasgow, Harvard, and Temple Universities.

• “Helen Keller.” Perkins. Accessed February 4, 2015.
• “Helen Keller.” American Foundation for the Blind. Accessed February 4, 2015.
• "Helen Adams Keller." Dictionary of American Biography . New York: Charles Scribner's Sons, 1988. U.S. History in Context . Accessed February 4, 2015.
• "Keller, Helen." UXL Encyclopedia of U.S. History . Sonia Benson, Daniel E. Brannen, Jr., and Rebecca Valentine. Vol. 5. Detroit: UXL, 2009. 847-849. U.S. History in Context . Accessed February 4, 2015.
• Ozick, Cynthia. “What Helen Keller Saw.” The New Yorker. June 16, 2003. Accessed February 4, 2015.
• Weatherford, Doris. American Women's History: An A to Z of People, Organizations, Issues, and Events . New York: Prentice Hall, 1994.
• PHOTO: Library of Congress

MLA - Michals, Debra.  "Helen Keller."  National Women's History Museum.  National Women's History Museum, 2015.  Date accessed.

Chicago - Michals, Debra.  "Helen Keller."  National Women's History Museum.  2015.  www.womenshistory.org/education-resources/biographies/helen-keller. 

Helen Keller: Described and Captioned Educational Media

Helen Keller Biography, American Foundation for the Blind

Helen Keller, Perkins School for the Blind

Helen Keller Birthplace

Helen Keller International

 The Miracle Worker (1962). Dir. Arthur Penn. (DVD) Film.

The Miracle Worker (2000). Dir. Nadia Tass. (DVD) Film.

Keller, Helen. The World I Live In . New York: NYRB Classics, 2004.

Ford, Carin.  Helen Keller: Lighting the Way for the Blind and Deaf .  Enslow Publishers, 2001.

Herrmann, Dorothy.  Helen Keller: A Life .  Chicago: The University of Chicago Press, 1998.

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Helen Keller

By: History.com Editors

Updated: January 18, 2019 | Original: April 14, 2010

Helen Keller was an author, lecturer, and crusader for the handicapped. Born in Tuscumbia, Alabama , She lost her sight and hearing at the age of nineteen months to an illness now believed to have been scarlet fever. Five years later, on the advice of Alexander Graham Bell , her parents applied to the Perkins Institute for the Blind in Boston for a teacher, and from that school hired Anne Mansfield Sullivan. Through Sullivan’s extraordinary instruction, the little girl learned to understand and communicate with the world around her. She went on to acquire an excellent education and to become an important influence on the treatment of the blind and deaf.

Keller learned from Sullivan to read and write in Braille and to use the hand signals of the deaf-mute, which she could understand only by touch. Her later efforts to learn to speak were less successful, and in her public appearances she required the assistance of an interpreter to make herself understood. Nevertheless, her impact as educator, organizer, and fund-raiser was enormous, and she was responsible for many advances in public services to the handicapped.

With Sullivan repeating the lectures into her hand, Keller studied at schools for the deaf in Boston and New York City and graduated cum laude from Radcliffe College in 1904. Her unprecedented accomplishments in overcoming her disabilities made her a celebrity at an early age; at twelve she published an autobiographical sketch in the Youth’s Companion , and during her junior year at Radcliffe, she produced her first book, The Story of My Life ,  still in print in over fifty languages. Keller published four other books of her personal experiences as well as a volume on religion, one on contemporary social problems, and a biography of Anne Sullivan. She also wrote numerous articles for national magazines on the prevention of blindness and the education and special problems of the blind.

In addition to her many appearances on the lecture circuit, Keller in 1918 made a movie in Hollywood, Deliverance , to dramatize the plight of the blind and during the next two years supported herself and Sullivan on the vaudeville stage. She also spoke and wrote in support of women’s rights and other liberal causes and in 1940 strongly backed the United States’ entry into World War II .

In 1924, Keller joined the staff of the newly formed American Foundation for the Blind as an adviser and fund-raiser. Her international reputation and warm personality enabled her to enlist the support of many wealthy people, and she secured large contributions from Henry Ford , John D. Rockefeller , and leaders of the motion picture industry. When the AFB established a branch for the overseas blind, it was named Helen Keller International. Keller and Sullivan were the subjects of a Pulitzer Prize-winning play, The Miracle Worker, by William Gibson, which opened in New York in 1959 and became a successful Hollywood film in 1962.

Widely honored throughout the world and invited to the White House by every U.S. president from Grover Cleveland to Lyndon B. Johnson , Keller altered the world’s perception of the capacities of the handicapped. More than any act in her long life, her courage, intelligence, and dedication combined to make her a symbol of the triumph of the human spirit over adversity.

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Helen Keller: The Most Important Day Essay

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• As a source of information (ensure proper referencing)
• As a template for you assignment

Helen Keller’s story is that of a person who at the age of only two became deaf, dumb and blind due to an illness and got completely isolated from the world. She was considered unintelligent by all and thus, had to live in a completely hopeless and dark world all by herself. Just before she turned 7 she met her teacher Anne Sullivan who helped her fight a slow and hard battle for reentering into the world. Helen Keller finally succeeded against all odds and it is her meeting with her teacher which she considers as “the most important day” of her entire life. The reason she does so is because it was only after meeting her teacher that Helen’s real life began. Anne Sullivan helped transform Helen from a wild and savage child to an extremely responsible one by teaching her how to connect everyday objects with English alphabets. She gave meaning to the mere signals, which Helen used to make herself understood, inside her mind.

Even the movie made on Helen Keller, The Miracle Worker , dedicates a part to “the most important day” of Helen’s life when she learns her very first word, water. Anne desperately tries to make Helen understand the work by signing it on her hand and suddenly Helen realizes what Anne is trying to tell her. She even tries to say her first word but only manages to say “Wah. Wah.” but herself continues to sign the word over and over again. Once Helen discovered the beautiful mystery behind languages there was no stopping her. Anne taught her to first spell out the letters on her hand and then to correlate the words with their meanings. Helen’s persistence and determination brought forth her emotional and intellectual capabilities. She had a passion for learning and this helped her rise above others clearing any social obstacle in her way to emerge as the first deaf and blind person to finish her graduation from college. Anne stayed by Helen’s side for almost her entire lifetime. She helped Helen when she was in college by laboriously spelling out her lectures and books onto her hand so that she could understand them.

Anne was single handedly responsible for turning Helen’s life completely around and her entry into Helen’s life has been described by Helen as “the most important day” of her entire life. Helen says that Anne took care of her as if she were her mother and revealed to her all the wonderful and marvelous things in life, but above all she realized the meaning of selfless love. Slowly, helpless and inarticulate Helen grew from being simply a blind, deaf and dumb girl into a highly sensitive and intelligent one who could speak and write with ease. But, Helen did not stop there and all through her life continued her learning process. When she became an adult she traveled all over the world campaigning for women’s rights, world peace, civil rights and human dignity, and laboring persistently for the progress and devilment of others. She became a prominent figure in the world authoring many essays and books, thus attracting not only awe and admiration but also inspiration and respect. When she died she became a characterization of victory over hardships of life and reserved a distinctive place for herself in our history forever.

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• Andy Keller's Company "ChicoBag"
• Tim Keller at Katzenbach Partners LLC
• Organizations Campaigning Against the Use of Animals in Research
• Laban Erapu's Views on Naipaul's "Miguel Street"
• Charitable Organizations: Mission and Functions
• Contemporary Issues Facing the Youth
• Powerful and Powerless Relations
• Tobacco and Its Opponents in Australia
• Chicago (A-D)
• Chicago (N-B)

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Helen Keller on Optimism

By maria popova.

She opens the first half of the book, Optimism Within , by reflecting on the universal quest for happiness, that alluring and often elusive art-science at the heart of all human aspiration:

Could we choose our environment, and were desire in human undertakings synonymous with endowment, all men would, I suppose, be optimists. Certainly most of us regard happiness as the proper end of all earthly enterprise. The will to be happy animates alike the philosopher, the prince and the chimney-sweep. No matter how dull, or how mean, or how wise a man is, he feels that happiness is his indisputable right.

But Keller admonishes against the “what-if” mentality that pegs our happiness on the attainment of material possession , which always proves vacant , rather than on accessing a deeper sense of purpose :

Most people measure their happiness in terms of physical pleasure and material possession. Could they win some visible goal which they have set on the horizon, how happy they could be! Lacking this gift or that circumstance, they would be miserable. If happiness is to be so measured, I who cannot hear or see have every reason to sit in a corner with folded hands and weep. If I am happy in spite of my deprivations, if my happiness is so deep that it is a faith, so thoughtful that it becomes a philosophy of life, — if, in short, I am an optimist, my testimony to the creed of optimism is worth hearing.

Recounting her own miraculous blossoming from the inner captivity of a deaf-mute to the intellectual height of a cultural luminary, she brings exquisite earnestness to this rhetorical question:

Once I knew only darkness and stillness. Now I know hope and joy. Once I fretted and beat myself against the wall that shut me in. Now I rejoice in the consciousness that I can think, act and attain heaven. … Can anyone who escaped such captivity, who has felt the thrill and glory of freedom, be a pessimist? My early experience was thus a leap from bad to good. If I tried, I could not check the momentum of my first leap out of the dark; to move breast forward as a habit learned suddenly at that first moment of release and rush into the light. With the first word I used intelligently, I learned to live, to think, to hope.

Still, Keller is careful to distinguish between intelligent and reckless optimism:

Optimism that does not count the cost is like a house builded on sand. A man must understand evil and be acquainted with sorrow before he can write himself an optimist and expect others to believe that he has reason for the faith that is in him.

Reflecting once again on her own experience, she argues that, much like the habits of mind William James advocated for as the secret of life , optimism is a choice:

I know what evil is. Once or twice I have wrestled with it, and for a time felt its chilling touch on my life; so I speak with knowledge when I say that evil is of no consequence, except as a sort of mental gymnastic. For the very reason that I have come in contact with it, I am more truly an optimist. I can say with conviction that the struggle which evil necessitates is one of the greatest blessings. It makes us strong, patient, helpful men and women. It lets us into the soul of things and teaches us that although the world is full of suffering, it is full also of the overcoming of it. My optimism, then, does not rest on the absence of evil, but on a glad belief in the preponderance of good and a willing effort always to cooperate with the good, that it may prevail. I try to increase the power God has given me to see the best in everything and every one, and make that Best a part of my life. The world is sown with good; but unless I turn my glad thoughts into practical living and till my own field, I cannot reap a kernel of the good.

Keller explores the two anchors of optimism — one’s inner life and the outer world — and admonishes against the toxic nature of doubt :

I demand that the world be good, and lo, it obeys. I proclaim the world good, and facts range themselves to prove my proclamation overwhelmingly true. To what good I open the doors of my being, and jealously shut them against what is bad. Such is the force of this beautiful and willful conviction, it carries itself in the face of all opposition. I am never discouraged by absence of good. I never can be argued into hopelessness. Doubt and mistrust are the mere panic of timid imagination, which the steadfast heart will conquer, and the large mind transcend.

Like Isabel Allende, who sees creativity as order to the chaos of life , Keller riffs on Carlyle and argues for creative enterprise as a source of optimism:

Work, production, brings life out of chaos, makes the individual a world, an order; and order is optimism.

And yet she is sure to caution against the cult of productivity , a reminder all the timelier today as we often squander presence in favor of productivity , and uses Darwin’s famed daily routine to make her point:

Darwin could work only half an hour at a time; yet in many diligent half-hours he laid anew the foundations of philosophy. I long to accomplish a great and noble task; but it is my chief duty and joy to accomplish humble tasks as though they were great and noble. It is my service to think how I can best fulfill the demands that each day makes upon me, and to rejoice that others can do what I cannot.

She sees optimism, like Italo Calvino did literature , as a collective enterprise:

I love the good that others do; for their activity is an assurance that whether I can help or not, the true and the good will stand sure.

Though her tone at times may appear to be overly religious on the surface, Keller’s skew is rather philosophical, demonstrating that, not unlike science has a spiritual quality , optimism is a kind of secular religion:

I trust, and nothing that happens disturbs my trust. I recognize the beneficence of the power which we all worship as supreme — Order, Fate, the Great Spirit, Nature, God. I recognize this power in the sun that makes all things grow and keeps life afoot. I make a friend of this indefinable force, and straightway I feel glad, brave and ready for any lot Heaven may decree for me. This is my religion of optimism. […] Deep, solemn optimism, it seems to me, should spring from this firm belief in the presence of God in the individual; not a remote, unapproachable governor of the universe, but a God who is very near every one of us, who is present not only in earth, sea and sky, but also in every pure and noble impulse of our hearts, “the source and centre of all minds, their only point of rest.”

In the second half of the book, Optimism Without , she makes an eloquent addition to these notable definitions of philosophy and touches on the ancient quandary of whether what we perceive as external reality might be an illusion :

Philosophy is the history of a deaf-blind person writ large. From the talks of Socrates up through Plato, Berkeley and Kant, philosophy records the efforts of human intelligence to be free of the clogging material world and fly forth into a universe of pure idea. A deaf-blind person ought to find special meaning in Plato’s Ideal World . These things which you see and hear and touch are not the reality of realities, but imperfect manifestations of the Idea, the Principal, the Spiritual; the Idea is the truth, the rest is delusion.

Much like legendary filmmaker Andrei Tarkovsky advised the young to learn to enjoy their own company , Keller argues for philosophy as the gateway to finding richness in life without leaving one’s self — an art all the more important in the age of living alone . She writes:

My brethren who enjoy the fullest use of the senses are not aware of any reality which may not equally well be in reach of my mind. Philosophy gives to the mind the prerogative of seeing truth, and bears us not a realm where I, who am blind, and not different from you who see. … It seemed to me that philosophy had been written for my special consolation, whereby I get even with some modern philosophers who apparently think that I was intended as an experimental case for their special instruction! But in a little measure my small voice of individual experience does join in the declaration of philosophy that the good is the only world, and that world is a world of spirit. It is also a universe where order is All, where an unbroken logic holds the parts together, where distance defines itself as non-existence, where evil, as St. Augustine held, is delusion, and therefore is not. The meaning of philosophy to me is not only its principles, but also in the happy isolation of its great expounders. They were seldom of the world, even when like Plato and Leibnitz they moved in its courts and drawing rooms. To the tumult of life they were deaf, and they were blind to its distraction and perplexing diversities. Sitting alone, but not in darkness, they learned to find everything in themselves…

In a sentiment Neil deGrasse Tyson would come to echo more than a century later in his articulate case for why our smallness amidst the cosmos should be a source of assurance rather than anxiety , Keller observes:

Thus from the philosophy I learn that we see only shadows and know only in part, and that all things change; but the mind, the unconquerable mind, compasses all truth, embraces the universe as it is, converts the shadows to realities and makes tumultuous changes seem but moments in an eternal silence, or short lines in the infinite theme of perfection, and the evil but “a halt on the way to good.” Though with my hand I grasp only a small part of the universe, with my spirit I see the whole, and in my thought I can compass the beneficent laws by which it is governed. The confidence and trust which these conceptions inspire teach me to rest safe in my life as in a fate, and protect me from spectral doubts and fears.

Keller argues of America as a mecca of optimism. And yet, as hearteningly patriotic as her case may be, a look at the present state of the plight of marriage equality , the gaping wound of income inequality , and the indignity of immigrants’ struggles (of whom I am one) reveals how much further we have to go to live up to this optimistic ideal:

It is true, America has devoted herself largely to the solution of material problems — breaking the fields, opening mines, irrigating the deserts, spanning the continent with railroads; but she is doing these things in a new way, by educating her people, by placing at the service of every man’s need every resource of human skill. She is transmuting her industrial wealth into the education of her workmen, so that unskilled people shall have no place in American life, so that all men shall bring mind and soul to the control of matter. Her children are not drudges and slaves. The Constitution has declared it, and the spirit of our institutions has confirmed it. The best the land can teach them they shall know. They shall learn that there is no upper class in their country, and no lower, and they shall understand how it is that God and His world are for everybody. America might do all this, and still be selfish, still be a worshipper of Mammon. But America is the home of charity as well as commerce. … Who shall measure the sympathy, skill and intelligence with which she ministers to all who come to her, and lessens the ever-swelling tide of poverty, misery and degradation which every year rolls against her gates from all the nations? When I reflect on all these facts, I cannot but think that, Tolstoi and other theorists to the contrary, it is a splendid thing to be an American. In America the optimist finds abundant reason for confidence in the present and hope for the future, and this hope, this confidence, may well extend over all the great nations of the earth.

Further on, she adds, “It is significant that the foundation of that law is optimistic” — and yet what more pessimistic a law than an immigration policy based on the assumption that if left to their own devices, more immigrants would do harm than would do good, what sadder than a policy built on the belief that affording love the freedom of equality would result in destruction rather than dignity?

Still, some of Keller’s seemingly over-optimistic contentions have been since confirmed by modern science — for instance, the decline of violence , which she rightly observes:

If we compare our own time with the past, we find in modern statistics a solid foundation for a confident and buoyant world-optimism. Beneath the doubt, the unrest, the materialism, which surround us still glows and burns at the world’s best life a steadfast faith. […] During the past fifty years crime has decreased. True, the records of to-day contain a longer list of crime. But our statistics are more complete and accurate than the statistics of times past. Besides, there are many offenses on the list which half a century ago would not have been thought of as crimes. This shows that the public conscience is more sensitive than it ever was. Our definition of crime has grown stricter,* our punishment of it more lenient and intelligent. The old feeling of revenge has largely disappeared. It is no longer an eye for an eye, a tooth for a tooth. The criminal is treated as one who is diseased. He is confined not merely for punishment, but because he is a menace to society. While he is under restraint, he is treated with human care and disciplined so that his mind shall be cured of its disease, and he shall be restored to society able to do his part of its work.

* Though this may be mostly true on a theoretical level, practical disgraces to democracy like the epidemic of rape in the military offer a tragic counterpoint.

In reflecting on the relationship between education and the good life , Keller argues for the broadening of education from an industrial model of rote memorization to fostering “scholars who can link the unlinkable” . Though this ideal, too, is a long way from reality today , Keller’s words shine as a timeless guiding light to aspire toward:

Education broadens to include all men, and deepens to teach all truths. Scholars are no longer confined to Greek, Latin and mathematics, but they also study science converts the dreams of the poet, the theory of the mathematician and the fiction of the economist into ships, hospitals and instruments that enable one skilled hand to perform the work of a thousand. The student of to-day is not asked if he has learned his grammar. Is he a mere grammar machine, a dry catalogue of scientific facts, or has he acquired the qualities of manliness? His supreme lesson is to grapple with great public questions, to keep his mind hospitable to new idea and new views of truth, to restore the finer ideals that are lost sight of in the struggle for wealth and to promote justice between man and man. He learns that there may be substitutes for human labor — horse-power and machinery and books; but “there are no substitutes for common sense, patience, integrity, courage.”

In a sentiment philosopher Judith Butler would come to second in her fantastic recent commencement address on the value of the humanities as a tool of empathy , Keller argues:

The highest result of education is tolerance. Long ago men fought and died for their faith; but it took ages to teach them the other kind of courage — the courage to recognize the faiths of their brethren and their rights of conscience. Tolerance is the first principle of community; it is the spirit which conserves the best that all men think. No loss by flood and lightening, no destruction of cities and temples by the hostile forces of nature, has deprived man of so many noble lives and impulses as those which his tolerance has destroyed.

“However vast the darkness, we must supply our own light,” Stanley Kubrick memorably asserted , and it’s hard not to see in his words an echo of Keller’s legacy. She presages the kernel of Martin Seligman’s seminal concept of learned optimism and writes:

The test of all beliefs is their practical effect in life. If it be true that optimism compels the world forward, and pessimism retards it, then it is dangerous to propagate a pessimistic philosophy. One who believes that the pain in the world outweighs the joy, and expresses that unhappy conviction, only adds to the pain. … Life is a fair field, and the right will prosper if we stand by our guns. Let pessimism once take hold of the mind, and life is all topsy-turvy, all vanity and vexation of spirit. … If I regarded my life from the point of view of the pessimist, I should be undone. I should seek in vain for the light that does not visit my eyes and the music that does not ring in my ears. I should beg night and day and never be satisfied. I should sit apart in awful solitude, a prey to fear and despair. But since I consider it a duty to myself and to others to be happy, I escape a misery worse than any physical deprivation.

In the final and most practical part of the book, The Practice of Optimism , Keller urges:

Who shall dare let his incapacity for hope or goodness cast a shadow upon the courage of those who bear their burdens as if they were privileges? The optimist cannot fall back, cannot falter; for he knows his neighbor will be hindered by his failure to keep in line. He will therefore hold his place fearlessly and remember the duty of silence. Sufficient unto each heart is its own sorrow. He will take the iron claws of circumstance in his hand and use them as tools to break away the obstacle that block his path. He will work as if upon him alone depended the establishment of heaven and earth.

She once again return to the notion of optimism as a collective good rather than merely an individual choice, even a national asset:

Every optimist moves along with progress and hastens it, while every pessimist would keep the worlds at a standstill. The consequence of pessimism in the life of a nation is the same as in the life of the individual. Pessimism kills the instinct that urges men to struggle against poverty, ignorance and crime, and dries up all the fountains of joy in the world. […] Optimism is the faith that leads to achievement; nothing can be done without hope.

In an ever-timelier remark in our age of fear-mongering sensationalism in the news — a remark E. B. White would come to second decades later in arguing that a writer “should tend to lift people up, not lower them down” — Keller points to the responsibility of the press in upholding its share of this collective enterprise:

Our newspapers should remember this. The press is the pulpit of the modern world, and on the preachers who fill it much depends. If the protest of the press against unrighteous measures is to avail, then for ninety nine days the word of the preacher should be buoyant and of good cheer, so that on the hundredth day the voice of censure may be a hundred times strong.

Keller ends on a note of inextinguishable faith in the human spirit and timeless hope for the future of our world:

As I stand in the sunshine if a sincere and earnest optimism, my imagination “paints yet more glorious triumphs on the cloud-curtain of the future.” Out of the fierce struggle and turmoil of contending systems and powers I see a brighter spiritual era slowly emerge —an era in which there shall be no England, no France, no Germany, no America, no this people or that, but one family, the human race; one law, peace; one need, harmony; one means, labor…

Pair Optimism — which is available as a free download in multiple formats from Project Gutenberg — with these 7 heartening reads on the subject , then revisit Keller’s stirring first experience of dance and her memorable meeting with Mark Twain , who later became her creative champion and confidante .

— Published June 21, 2013 — https://www.themarginalian.org/2013/06/21/helen-keller-on-optimism/ —

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Home — Essay Samples — Literature — Writers — Helen Keller

Essays on Helen Keller

The importance of writing an essay on helen keller.

Writing an essay on Helen Keller is important because it allows us to learn about the life and accomplishments of a remarkable individual who overcame tremendous obstacles. Keller's story is an inspiring example of resilience, determination, and the power of the human spirit. By studying and writing about her life, we can gain valuable insights and lessons that can be applied to our own lives.

When writing an essay on Helen Keller, it's important to first gather as much information as possible about her life, including her childhood, her education, her advocacy work, and her impact on the world. This can be done through reading books, articles, and other resources that provide in-depth information about Keller's life and legacy.

It's also important to consider the historical and social context in which Keller lived. Understanding the challenges and barriers she faced as a person with disabilities, as well as the societal attitudes and beliefs of the time, will provide a deeper understanding of her achievements and the significance of her work.

When writing about Keller, it's essential to focus on her resilience, determination, and the impact she had on the world. This can be done by highlighting specific examples of her achievements, such as learning to communicate despite being deaf and blind, advocating for the rights of people with disabilities, and inspiring others through her writing and public speaking.

It's also important to reflect on the lessons and insights that can be gained from Keller's life. This can include discussing the importance of perseverance, the power of education, the value of empathy and understanding, and the potential for positive change in the face of adversity.

Overall, writing an essay on Helen Keller is important because it allows us to honor and learn from a remarkable individual who overcame tremendous challenges and made a lasting impact on the world. By studying and reflecting on her life, we can gain valuable insights and inspiration that can help us navigate our own challenges and contribute to positive change in our communities.

• The Life and Legacy of Helen Keller: A Journey of Triumph over Adversity
• Helen Keller's Early Years: A Portrait of Resilience and Hope
• The Impact of Anne Sullivan on Helen Keller's Life
• Helen Keller's Education and Intellectual Development
• Helen Keller's Advocacy for People with Disabilities
• Helen Keller's Influence on the Civil Rights Movement
• The Helen Keller Archives: Preserving a Legacy of Inspiration
• Helen Keller's Literary Contributions: Exploring Her Writings and Essays
• Helen Keller's Global Impact: Inspiring Change and Empowering Others
• The Helen Keller Foundation: Continuing the Mission of Empowerment and Inclusion

Helen Keller's life story is an inspiring tale of perseverance, courage, and determination. Despite being deaf and blind from an early age, she overcame her disabilities to become a renowned author, activist, and speaker. Her remarkable achievements continue to inspire people around the world and her legacy lives on through her writings and advocacy for the rights of people with disabilities.

Born in 1880 in Tuscumbia, Alabama, Helen Keller was a bright and curious child until an illness robbed her of her sight and hearing at the tender age of 19 months. Her world became dark and silent, but her indomitable spirit and the unwavering support of her family propelled her forward. Through the guidance of her dedicated teacher, Anne Sullivan, Helen learned to communicate through touch and sign language, opening up a whole new world of possibilities.

Anne Sullivan, also known as "Teacher," played a pivotal role in Helen Keller's life. Despite facing her own challenges, including vision impairment, she dedicated herself to teaching Helen and unlocking her potential. Through patience, perseverance, and love, Anne helped Helen break free from the prison of her disabilities and become a beacon of hope for others facing similar obstacles.

Despite her profound disabilities, Helen Keller was a voracious learner and a brilliant mind. She attended Radcliffe College and graduated with honors, becoming the first deaf-blind person to earn a bachelor's degree. Her thirst for knowledge led her to write numerous essays, articles, and books on a wide range of topics, including education, women's rights, and social justice.

Helen Keller was a passionate advocate for the rights of people with disabilities. She traveled the world, speaking out on issues such as access to education, employment opportunities, and equal rights. Her tireless efforts helped to raise awareness and promote positive change for individuals with disabilities, leaving a lasting impact on society.

Helen Keller was a vocal supporter of the civil rights movement, speaking out on issues of racial equality and social justice. She worked alongside prominent figures such as W.E.B. Du Bois and Eleanor Roosevelt, using her platform to advocate for a more inclusive and equitable society.

The Helen Keller Archives, housed at the American Foundation for the Blind, contain a wealth of materials documenting her life and work. This invaluable collection includes letters, photographs, and personal artifacts that offer a glimpse into the remarkable journey of a woman who defied the odds and left an indelible mark on the world.

Helen Keller was a prolific writer, penning essays, articles, and books that continue to resonate with readers today. Her eloquent prose and insightful reflections on life, love, and the human experience offer a window into her extraordinary mind and heart.

Helen Keller's influence extended far beyond the borders of her own country. She traveled to over 39 countries, meeting with world leaders and advocating for the rights of individuals with disabilities. Her message of hope and resilience continues to inspire people of all ages and backgrounds, reminding us that anything is possible with determination and courage.

The Helen Keller Foundation, established in her honor, carries on her legacy by promoting the rights and well-being of people with disabilities. Through advocacy, research, and education, the foundation strives to create a more inclusive and accessible world for all. It serves as a fitting tribute to a woman who dedicated her life to making a difference.

The Curious, Clever, and Violent Childhood of Helen Keller in The Miracle Worker

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Helen Keller and Her Role in American History

Helen keller – author, political activist, and lecturer, helen keller and her autobiography 'the story of my life', hidden messages in three days to see by helen keller.

Helen Adams Keller(1880-06-27)June 27, 1880Tuscumbia, Alabama, U.S.

June 1, 1968(1968-06-01) (aged 87)Easton, Connecticut, U.S.

Author, political activist, lecturer

• The Story of My Life (1903)
• The World I Live In (1908)

June 27, 1880 – June 1, 1968

Helen Keller was an American author and educator who was blind and deaf. Her education and training represent an extraordinary accomplishment in the education of persons with these disabilities.

She lost her sight and her hearing after a bout of illness at the age of 19 months. She then communicated primarily using home signs until the age of seven, when she met her first teacher and life-long companion Anne Sullivan, who taught Keller language, including reading and writing. After an education at both specialist and mainstream schools, Keller attended Radcliffe College of Harvard University and became the first deafblind person to earn a Bachelor of Arts degree.

Helen Keller wrote about her life in several books, including The Story of My Life (1903), Optimism (1903), The World I Live In (1908), My Religion (1927), Helen Keller’s Journal (1938), and The Open Door (1957).

Keller's works are mostly autobiographical. A main theme of The Story of My Life is the power of perseverance. Helen is at a significant disadvantage in her life due to her disabilities, yet she is persistent enough to overcome these great obstacles. Another theme is the importance of role models, as Anne Sullivan's guidance changes Helen's life.

Helen Keller’s personal accomplishment was developing skills never previously approached by any similarly disabled person. She also lectured on behalf of the American Foundation for the Blind, for which she later established a $2 million endowment fund. She then cofounded the American Civil Liberties Union with American civil rights activist Roger Nash Baldwin and others in 1920.

“When one door of happiness closes, another opens; but often we look so long at the closed door that we do not see the one which has been opened for us.” “I would rather walk with a friend in the dark, than alone in the light.” “The best and most beautiful things in the world cannot be seen or even touched. They must be felt with the heart”

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Essay on Helen Keller: 10 lines, Inspiring Life Story Short and Long essay and Facts

Essay on helen keller: this article is an informative source for students to understand and learn about the journey or helen keller. the article will help you know amazing facts and short and long essays on helen keller. read the complete article for better understanding and insights. .

10 lines on Helen Keller 

• Helen Keller was born on June 27, 1880, in Alabama, USA.
• She became deaf and blind due to an illness when she was a baby.
• With the help of her teacher, Anne Sullivan, Helen learned to communicate using sign language and Braille.
• She was the first deaf-blind person to earn a Bachelor of Arts degree from Radcliffe College.
• Helen Keller wrote several books, including her autobiography, "The Story of My Life."
• She traveled around the world advocating for the rights of people with disabilities.
• Helen Keller's determination and courage continue to inspire millions of people.
• She believed strongly in the power of education and equal opportunities for all.
• Helen Keller's birthday, June 27th, is celebrated as Helen Keller Day.
• Her life teaches us that with perseverance, anything is possible.

Short Essay on Helen Keller in 100 words: 

Long essay on helen keller in 300 words: .

Helen Keller's life shows us how determination can overcome any obstacle. She was born on June 27, 1880, in Tuscumbia, Alabama. At a very young age, Helen lost her ability to see and hear due to an illness. This made her feel isolated and cut off from the world around her. However, Helen's strong spirit and the love of her family made a big difference in her life.

When Helen was seven years old, Anne Sullivan came into her life as a teacher and friend. Anne patiently taught Helen how to communicate using sign language by spelling words into her hand. This was a breakthrough for Helen, as it opened up a whole new world of learning for her. She learned to read, write, and understand many things that seemed impossible at first.

Despite her disabilities, Helen Keller was determined to achieve great things. She worked hard and eventually earned a Bachelor of Arts degree from Radcliffe College. She was the first person who was deaf-blind to achieve this milestone. Throughout her life, Helen wrote books, including her famous autobiography, "The Story of My Life." She became well-known as a speaker and advocate for the rights of people with disabilities and social justice.

Helen Keller's influence went beyond her personal achievements. She traveled all over the world, meeting with leaders and speaking up for the rights of people with disabilities. Her courage and determination inspired many people, showing them that they could overcome any challenges they faced. Helen believed strongly in the power of education and never gave up on her dreams.

Interesting Facts about Helen Keller:

• Helen Keller was not born deaf and blind but lost her sight and hearing due to an illness (possibly scarlet fever or meningitis) at 19 months old.
• Anne Sullivan, Helen Keller's teacher, played a crucial role in Helen's education and remained her companion throughout her life.
• Helen Keller was a prolific writer and speaker, advocating for women's suffrage, labor rights, and pacifism, in addition to disability rights.
• She was the first deaf-blind person to earn a Bachelor of Arts degree, graduating with honors from Radcliffe College.
• Helen Keller met several U.S. presidents, including Franklin D. Roosevelt and Lyndon B. Johnson, and influenced disability policies during her lifetime.
• She learned to speak later in life with the help of Anne Sullivan and others, challenging perceptions about the capabilities of people with disabilities.
• Helen Keller's birthday, June 27th, is commemorated annually as Helen Keller Day to honor her contributions to disability rights and education.
• Despite her disabilities, Helen Keller loved to dance and enjoyed the tactile sensation of music and rhythm.
• Helen Keller's home in Tuscumbia, Alabama, known as Ivy Green, is now a museum dedicated to her life and achievements.
• She received numerous awards and honors during her lifetime, including the Presidential Medal of Freedom, for her advocacy and humanitarian efforts.
• Helen Keller Day 2024: Top Motivational and Famous Quotes For Students
• Helen Keller Easy Drawing Ideas for Students
• Helen Keller Day 2024: Know Her Inspiring Story, A Perfect Example For Gen-Z’s!

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She Persisted: Helen Keller

Description.

Inspired by the #1 New York Times bestseller She Persisted by Chelsea Clinton and Alexandra Boiger, a chapter book series about women who stood up, spoke up and rose up against the odds--including Helen Keller! In this chapter book biography by acclaimed author Courtney Sheinmel, readers learn about the amazing life of Helen Keller--and how she persisted .    Helen Keller lost her sight and hearing after a childhood illness, but she didn't let that stop her from learning to read, speak, and make a difference. She was the first person who was both deaf and blind to go to and graduate from college, and she continued to write books and articles, speak in public, and stand up for the rights she believed everyone should have, inspiring others to do the same. Complete with an introduction from Chelsea Clinton, black-and-white illustrations throughout, and a list of ways that readers can follow in Helen Keller's footsteps and make a difference! A perfect choice for kids who love learning and teachers who want to bring inspiring women into their curriculum.   And don’t miss out on the rest of the books in the She Persisted series, featuring so many more women who persisted, including Temple Grandin, Sonia Sotomayor, and more! Praise for She Persisted: Helen Keller : "An engaging portrait of a fascinating woman." -- Kirkus Reviews "A must purchase for all libraries." -- School Library Journal

About the Author

Courtney Sheinmel (courtneysheinmel.com) is a chocolate-lover, mac & cheese expert, mom to Archer, and the author of nearly thirty books for kids and teens, including several series for young readers--Stella Batts, My Pet Slime, Magic on the Map (co-written with Bianca Turetsky), and Agnes & Clarabelle (co-written with Adele Griffin). She received a National Scholastic Outstanding Educator Award for her work as a writing instructor at the nonprofit Writopia Lab. Follow her on Twitter @courtneywrites. Chelsea Clinton is the author of the #1 New York Times bestseller She Persisted: 13 American Women Who Changed the World ; She Persisted Around the World: 13 Women Who Changed History ; She Persisted in Sports: American Olympians Who Changed the Game ; Don't Let Them Disappear: 12 Endangered Species Across the Globe ; It's Your World: Get Informed, Get Inspired & Get Going! ; Start Now!: You Can Make a Difference ; with Hillary Clinton, Grandma's Gardens and Gutsy Women ; and, with Devi Sridhar, Governing Global Health: Who Runs the World and Why? She is also the Vice Chair of the Clinton Foundation, where she works on many initiatives, including those that help empower the next generation of leaders. She lives in New York City with her husband, Marc, their children and their dog, Soren. You can follow Chelsea Clinton on Twitter @ChelseaClinton or on Facebook at facebook.com/chelseaclinton. Gillian Flint (gillianflint.com) is an illustrator who has a passion for painting in watercolors. She has been drawing and creating characters for as long as she can remember. Her work has been published in the USA, the UK and Australia. In her spare time she enjoys reading and gardening at her home in the UK. You can follow her on Instagram @gillianflint_illustration. Alexandra Boiger (alexandraboiger.com) has illustrated nearly twenty picture books, including the She Persisted series by by Chelsea Clinton; the popular Tallulah series by Marilyn Singer; and the Max and Marla books, which she also wrote. Originally from Munich, Germany, she now lives outside of San Francisco, California, with her husband, Andrea; daughter, Vanessa; and two cats, Luiso and Winter. You can follow Alexandra on Instagram @alexandra_boiger.

Praise for She Persisted: Helen Keller

Praise for She Persisted: Helen Keller : "An engaging portrait of a fascinating woman." -- Kirkus Reviews "A must purchase for all libraries." -- School Library Journal

Other Books in Series

She Persisted: Simone Biles

She Persisted: Naomi Osaka

She Persisted: Deb Haaland

She Persisted: 13 American Women Who Changed the World

She Persisted in Science: Brilliant Women Who Made a Difference

She Persisted: Maria Tallchief

She Persisted: Dolores Huerta

She Persisted: Sonia Sotomayor

She Persisted: Maya Lin

She Persisted: Ruby Bridges

She Persisted: Wilma Mankiller

She Persisted

She Persisted: Pura Belpré

She Persisted: Claudette Colvin

She Persisted: Harriet Tubman

She Persisted in Sports: American Olympians Who Changed the Game

She Persisted: Opal Lee

She Persisted: Florence Griffith Joyner

She Persisted: Sally Ride

She Persisted: Coretta Scott King

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