Personality

Mark Twain has said that the two most interesting characters of the nineteenth century are Napoleon and Helen Keller. The admiration with which the world has regarded her is more than justified by what she has done. No one can tell any great truth about her which has not already been written, and all that I can do is to give a few more facts about Miss Keller's work and add a little to what is known of her personality.

Mark Twain has said that Napoleon and Helen Keller are the two most interesting figures of the nineteenth century. What Helen Keller has done more than justifies the world's admiration for her. No one can tell any important truth about her that has not already been written. All I can do is share a few more facts about Miss Keller's work and add a little to what is known about her personality.

Miss Keller is tall and strongly built, and has always had good health. She seems to be more nervous than she really is, because she expresses more with her hands than do most English-speaking people. One reason for this habit of gesture is that her hands have been so long her instruments of communication that they have taken to themselves the quick shiftings of the eye, and express some of the things that we say in a glance. All deaf people naturally gesticulate. Indeed, at one time it was believed that the best way for them to communicate was through systematized gestures, the sign language invented by the Abbe de l'Epee.

Miss Keller is tall and strongly built, and she has always been healthy. She seems more nervous than she really is because she uses her hands more than most English speakers do. One reason for this habit is that her hands have been her means of communication for so long. They have taken on the quick movements of the eyes and express some things we say with a glance. All deaf people naturally use gestures. Indeed, people once believed that the best way for deaf people to communicate was through organized gestures. This was the sign language invented by the Abbe de l'Epee.

When Miss Keller speaks, her face is animated and expresses all the modes of her thought—the expressions that make the features eloquent and give speech half its meaning. On the other hand she does not know another's expression. When she is talking with an intimate friend, however, her hand goes quickly to her friend's face to see, as she says, "the twist of the mouth." In this way she is able to get the meaning of those half sentences which we complete unconsciously from the tone of the voice or the twinkle of the eye.

When Miss Keller speaks, her face is lively and expresses all the ways she thinks. These expressions make a face eloquent and give speech half its meaning. But she cannot see another person's expression. When she talks with a close friend, however, her hand quickly moves to her friend's face. She does this to see, as she says, "the twist of the mouth." In this way, she can understand those unfinished sentences we unconsciously complete from a voice's tone or a twinkle in someone's eye.

Her memory of people is remarkable. She remembers the grasp of fingers she has held before, all the characteristic tightening of the muscles that makes one person's handshake different from that of another.

Her memory for people is remarkable. She remembers the feel of fingers she has held before. She remembers every distinctive tightening of the muscles that makes each person's handshake different from another's.

The trait most characteristic, perhaps, of Miss Keller (and also of Miss Sullivan) is humour. Skill in the use of words and her habit of playing with them make her ready with mots and epigrams.

Perhaps the trait most characteristic of Miss Keller (and also of Miss Sullivan) is humor. Her skill with words and her habit of playing with them make her quick with witty remarks and clever sayings.

Some one asked her if she liked to study.

Someone asked her if she liked to study.

"Yes," she replied, "but I like to play also, and I feel sometimes as if I were a music box with all the play shut up inside me."

"Yes," she replied, "but I like to play too. And sometimes I feel like a music box with all the play shut up inside me."

When she met Dr. Furness, the Shakespearean scholar, he warned her not to let the college professors tell her too many assumed facts about the life of Shakespeare; all we know, he said, is that Shakespeare was baptized, married, and died.

When she met Dr. Furness, a Shakespeare scholar, he gave her a warning. He told her not to let college professors tell her too many supposed facts about Shakespeare’s life. He said all we know is that Shakespeare was baptized, married, and died.

"Well," she replied, "he seems to have done all the essential things."

"Well," she replied, "he seems to have done all the important things."

Once a friend who was learning the manual alphabet kept making "g," which is like the hand of a sign-post, for "h," which is made with two fingers extended. Finally Miss Keller told him to "fire both barrels."

Once, a friend learning the manual alphabet kept making "g" instead of "h." The sign for "g" looks like the arm of a signpost. The sign for "h" is made with two fingers extended. Finally, Miss Keller told him to "fire both barrels."

Mr. Joseph Jefferson was once explaining to Miss Keller what the bumps on her head meant.

Mr. Joseph Jefferson once explained to Miss Keller what the bumps on her head meant.

"That," he said, "is your prize-fighting bump."

"That," he said, "is your prizefighting bump."

"I never fight," she replied, "except against difficulties."

"I never fight," she said, "except against difficulties."

Miss Keller's humour is that deeper kind of humour which is courage.

Miss Keller's humor is the deeper kind of humor that is itself a form of courage.

Thirteen years ago she made up her mind to learn to speak, and she gave her teacher no rest until she was allowed to take lessons, although wise people, even Miss Sullivan, the wisest of them all, regarded it as an experiment unlikely to succeed and almost sure to make her unhappy. It was this same perseverance that made her go to college. After she had passed her examinations and received her certificate of admission, she was advised by the Dean of Radcliffe and others not to go on. She accordingly delayed a year. But she was not satisfied until she had carried out her purpose and entered college.

Thirteen years ago, she decided to learn to speak. She gave her teacher no rest until she was allowed to take lessons. Yet wise people thought the attempt was unlikely to succeed and almost certain to make her unhappy. Even Miss Sullivan, the wisest of them all, thought so. The same determination led her to go to college. After she passed her exams and received her certificate of admission, the Dean of Radcliffe and others advised her not to go. So she delayed for a year. But she was not satisfied until she had achieved her goal and entered college.

Her life has been a series of attempts to do whatever other people do, and to do it as well. Her success has been complete, for in trying to be like other people she has come most fully to be herself. Her unwillingness to be beaten has developed her courage. Where another can go, she can go. Her respect for physical bravery is like Stevenson's—the boy's contempt for the fellow who cries, with a touch of young bravado in it. She takes tramps in the woods, plunging through the underbrush, where she is scratched and bruised; yet you could not get her to admit that she is hurt, and you certainly could not persuade her to stay at home next time.

Her life has been a series of attempts to do whatever other people do, and to do it just as well. She has succeeded completely. By trying to be like other people, she has become most fully herself. Her refusal to be beaten has strengthened her courage. Wherever someone else can go, she can go too. Her respect for physical bravery is like Stevenson's. It is like a boy's contempt for someone who cries, with a touch of youthful bravado. She goes on long walks in the woods, pushing through the underbrush and getting scratched and bruised. Yet you could not get her to admit that she was hurt. And you certainly could not persuade her to stay home next time.

So when people try experiments with her, she displays a sportsmanlike determination to win in any test, however unreasonable, that one may wish to put her to.

So when people experiment with her, she shows a sporting determination to win any test they give her, however unreasonable.

If she does not know the answer to a question, she guesses with mischievous assurance. Ask her the colour of your coat (no blind person can tell colour), she will feel it and say "black." If it happens to be blue, and you tell her so triumphantly, she is likely to answer, "Thank you. I am glad you know. Why did you ask me?"

If she doesn’t know the answer to a question, she guesses with mischievous confidence. Ask her the color of your coat, and she will feel it and say "black." (No blind person can tell color.) If your coat happens to be blue and you triumphantly tell her so, she is likely to answer, "Thank you. I am glad you know. Why did you ask me?"

Her whimsical and adventuresome spirit puts her so much on her mettle that she makes rather a poor subject for the psychological experimenter. Moreover, Miss Sullivan does not see why Miss Keller should be subjected to the investigation of the scientist, and has not herself made many experiments. When a psychologist asked her if Miss Keller spelled on her fingers in her sleep, Miss Sullivan replied that she did not think it worth while to sit up and watch, such matters were of so little consequence.

Her playful and adventurous spirit makes her so eager to meet a challenge that she is a rather poor subject for psychological experiments. Moreover, Miss Sullivan sees no reason why Miss Keller should be studied by scientists. She has not conducted many experiments herself. A psychologist once asked whether Miss Keller spelled words on her fingers in her sleep. Miss Sullivan replied that she did not think the question worth staying up to watch. Such matters were of so little importance.

Miss Keller likes to be part of the company. If any one whom she is touching laughs at a joke, she laughs, too, just as if she had heard it. If others are aglow with music, a responding glow, caught sympathetically, shines in her face. Indeed, she feels the movements of Miss Sullivan so minutely that she responds to her moods, and so she seems to know what is going on, even though the conversation has not been spelled to her for some time. In the same way her response to music is in part sympathetic, although she enjoys it for its own sake.

Miss Keller likes to be part of the group. If someone she is touching laughs at a joke, she laughs too, as if she had heard it. If others light up with pleasure at music, her face lights up in response, sharing their pleasure. She feels Miss Sullivan’s movements so precisely that she responds to her moods. As a result, Miss Keller seems to know what is going on, even when no one has spelled out the conversation to her for some time. In the same way, her response to music partly reflects the feelings of others, although she enjoys music for its own sake.

Music probably can mean little to her but beat and pulsation. She cannot sing and she cannot play the piano, although, as some early experiments show, she could learn mechanically to beat out a tune on the keys. Her enjoyment of music, however, is very genuine, for she has a tactile recognition of sound when the waves of air beat against her. Part of her experience of the rhythm of music comes, no doubt, from the vibration of solid objects which she is touching: the floor, or, what is more evident, the case of the piano, on which her hand rests. But she seems to feel the pulsation of the air itself. When the organ was played for her in St. Bartholomew's, the whole building shook with the great pedal notes, but that does not altogether account for what she felt and enjoyed. The vibration of the air as the organ notes swelled made her sway in answer. Sometimes she puts her hand on a singer's throat to feel the muscular thrill and contraction, and from this she gets genuine pleasure. No one knows, however, just what her sensations are. It is amusing to read in one of the magazines of 1895 that Miss Keller "has a just and intelligent appreciation of different composers from having literally felt their music, Schumann being her favourite." If she knows the difference between Schumann and Beethoven, it is because she has read it, and if she has read it, she remembers it and can tell any one who asks her.

Music probably means little to her beyond beat and pulse. She cannot sing or play the piano. But early experiments show that she could learn to mechanically tap out a tune on the keys. Still, her enjoyment of music is very real. She can recognize sound through touch when waves of air strike her. Part of her experience of musical rhythm no doubt comes from vibrations in solid objects she touches. These include the floor and, more noticeably, the piano case, where she rests her hand. But she seems to feel the pulse of the air itself. When the organ was played for her at St. Bartholomew's, its deep pedal notes shook the whole building. But the shaking does not fully explain what she felt and enjoyed. As the organ notes swelled, the vibrations in the air made her sway in response. Sometimes she puts her hand on a singer's throat to feel the muscles vibrate and contract. She takes real pleasure in this. No one knows, however, exactly what her sensations are. It is amusing to read a claim made in a magazine in 1895. It said that Miss Keller "has a just and intelligent appreciation of different composers from having literally felt their music, Schumann being her favourite." If she knows the difference between Schumann and Beethoven, it is because she has read about it. And if she has read about it, she remembers it and can tell anyone who asks her.

Miss Keller's effort to reach out and meet other people on their own intellectual ground has kept her informed of daily affairs. When her education became more systematic and she was busy with books, it would have been very easy for Miss Sullivan to let her draw into herself, if she had been so inclined. But every one who has met her has given his best ideas to her and she has taken them. If, in the course of a conversation, the friend next to her has ceased for some moments to spell into her hand, the question comes inevitably, "What are you talking about?" Thus she picks up the fragments of the daily intercourse of normal people, so that her detailed information is singularly full and accurate. She is a good talker on the little occasional affairs of life.

Miss Keller’s effort to connect with others on their own intellectual level has kept her informed about daily affairs. As her education became more structured, she became busy with books. If Miss Sullivan had been inclined to do so, she could easily have let Miss Keller withdraw into herself. But everyone who has met Miss Keller has shared their best ideas with her, and she has absorbed them. Sometimes, during a conversation, the friend beside her stops spelling into her hand for a few moments. Then she inevitably asks, "What are you talking about?" In this way, she picks up fragments of ordinary people’s daily conversations. As a result, her detailed knowledge is remarkably full and accurate. She is a good conversationalist about the small, occasional events of life.

Much of her knowledge comes to her directly. When she is out walking she often stops suddenly, attracted by the odour of a bit of shrubbery. She reaches out and touches the leaves, and the world of growing things is hers, as truly as it is ours, to enjoy while she holds the leaves in her fingers and smells the blossoms, and to remember when the walk is done.

Much of her knowledge comes to her directly. When she is out walking, she often stops suddenly, drawn by the smell of a shrub. She reaches out and touches its leaves. The world of growing things is hers, just as truly as it is ours. She can enjoy it while she holds the leaves in her fingers and smells the blossoms. She can remember it when the walk is over.

When she is in a new place, especially an interesting place like Niagara, whoever accompanies her—usually, of course, Miss Sullivan—is kept busy giving her an idea of visible details. Miss Sullivan, who knows her pupil's mind, selects from the passing landscape essential elements, which give a certain clearness to Miss Keller's imagined view of an outer world that to our eyes is confused and overloaded with particulars. If her companion does not give her enough details, Miss Keller asks questions until she has completed the view to her satisfaction.

When she is in a new place, especially an interesting one like Niagara, her companion is kept busy describing visible details. Her companion is usually, of course, Miss Sullivan. Miss Sullivan knows her pupil’s mind and selects essential details from the passing landscape. These give clarity to Miss Keller’s imagined view of the outside world. To our eyes, that world is confused and overloaded with details. If her companion does not give her enough details, Miss Keller asks questions until she has completed the view to her satisfaction.

She does not see with her eyes, but through the inner faculty to serve which eyes were given to us. When she returns from a walk and tells some one about it, her descriptions are accurate and vivid. A comparative experience drawn from written descriptions and from her teacher's words has kept her free from errors in her use of terms of sound and vision. True, her view of life is highly coloured and full of poetic exaggeration; the universe, as she sees it, is no doubt a little better than it really is. But her knowledge of it is not so incomplete as one might suppose. Occasionally she astonishes you by ignorance of some fact which no one happens to have told her; for instance, she did not know, until her first plunge into the sea, that it is salt. Many of the detached incidents and facts of our daily life pass around and over her unobserved; but she has enough detailed acquaintance with the world to keep her view of it from being essentially defective.

She does not see with her eyes, but with the inner ability that eyes were given to serve. When she returns from a walk and tells someone about it, her descriptions are accurate and vivid. She has compared written descriptions with her teacher’s words and her own experience. This has kept her from making mistakes when she uses words about sound and sight. Her view of life is certainly colorful and full of poetic exaggeration. The universe, as she sees it, is no doubt a little better than it really is. But her knowledge of the universe is not as incomplete as one might suppose. Sometimes she surprises you by not knowing some fact that no one has happened to tell her. For example, she did not know the sea was salty until she first plunged into it. Many separate events and facts of daily life pass around and over her unnoticed. But she knows enough details about the world to keep her view of it from being fundamentally flawed.

Most that she knows at first hand comes from her sense of touch. This sense is not, however, so finely developed as in some other blind people. Laura Bridgman could tell minute shades of difference in the size of thread, and made beautiful lace. Miss Keller used to knit and crochet, but she has had better things to do. With her varied powers and accomplishments, her sense of touch has not been used enough to develop it very far beyond normal acuteness. A friend tried Miss Keller one day with several coins. She was slower than he expected her to be in identifying them by their relative weight and size. But it should be said she almost never handles money—one of the many sordid and petty details of life, by the way, which she has been spared.

Most of what she knows firsthand comes from her sense of touch. However, her sense of touch is not as finely developed as it is in some other blind people. Laura Bridgman could detect tiny differences in the thickness of thread and made beautiful lace. Miss Keller used to knit and crochet, but she has had better things to do. Given her varied abilities and accomplishments, she has not used touch enough to develop it much beyond normal sensitivity. One day, a friend tested Miss Keller with several coins. She was slower than he expected to identify them by their relative weight and size. But she almost never handles money. By the way, handling money is one of the many sordid and petty details of life that she has been spared.

She recognizes the subject and general intention of a statuette six inches high. Anything shallower than a half-inch bas-relief is a blank to her, so far as it expresses an idea of beauty. Large statues, of which she can feel the sweep of line with her whole hand, she knows in their higher esthetic value. She suggests herself that she can know them better than we do, because she can get the true dimensions and appreciate more immediately the solid nature of a sculptured figure. When she was at the Museum of Fine Arts in Boston she stood on a step-ladder and let both hands play over the statues. When she felt a bas-relief of dancing girls she asked, "Where are the singers?" When she found them she said, "One is silent." The lips of the singer were closed.

She recognizes the subject and general intent of a six-inch statuette. But a bas-relief less than half an inch deep conveys no sense of beauty to her. She can feel the sweep of a large statue’s lines with her whole hand and appreciate its greater artistic value. She suggests that she can understand large statues better than we do. She can feel their true dimensions and more directly appreciate the solid nature of a sculpted figure. At the Museum of Fine Arts in Boston, she stood on a stepladder and moved both hands over the statues. When she felt a bas-relief of dancing girls, she asked, "Where are the singers?" When she found them, she said, "One is silent." The singer’s lips were closed.

It is, however, in her daily life that one can best measure the delicacy of her senses and her manual skill. She seems to have very little sense of direction. She gropes her way without much certainty in rooms where she is quite familiar. Most blind people are aided by the sense of sound, so that a fair comparison is hard to make, except with other deaf-blind persons. Her dexterity is not notable either in comparison with the normal person, whose movements are guided by the eye, or, I am told, with other blind people. She has practised no single constructive craft which would call for the use of her hands. When she was twelve, her friend Mr. Albert H. Munsell, the artist, let her experiment with a wax tablet and a stylus. He says that she did pretty well and managed to make, after models, some conventional designs of the outlines of leaves and rosettes. The only thing she does which requires skill with the hands is her work on the typewriter. Although she has used the typewriter since she was eleven years old, she is rather careful than rapid. She writes with fair speed and absolute sureness. Her manuscripts seldom contain typographical errors when she hands them to Miss Sullivan to read. Her typewriter has no special attachments. She keeps the relative position of the keys by an occasional touch of the little finger on the outer edge of the board.

Her daily life offers the best way to judge how sensitive her senses are and how skillful she is with her hands. She seems to have very little sense of direction. She feels her way around rather uncertainly, even in rooms she knows well. Most blind people are helped by sound. This makes a fair comparison difficult, except with other deaf-blind people. Her manual skill is not remarkable compared with that of a person whose movements are guided by sight. I am told it is not remarkable compared with that of other blind people either. She has not practiced any craft that would require her to make things with her hands. When she was twelve, her friend Mr. Albert H. Munsell, the artist, let her experiment with a wax tablet and a stylus. He says she did pretty well. Following models, she managed to make some conventional designs showing the outlines of leaves and rosettes. The only thing she does that requires manual skill is typing. Although she has used a typewriter since she was eleven, she is more careful than fast. She types at a fair speed and with complete accuracy. Her manuscripts seldom contain typing errors when she hands them to Miss Sullivan to read. Her typewriter has no special attachments. She keeps track of the keys' positions by occasionally touching the outer edge of the keyboard with her little finger.

Miss Keller's reading of the manual alphabet by her sense of touch seems to cause some perplexity. Even people who know her fairly well have written in the magazines about Miss Sullivan's "mysterious telegraphic communications" with her pupil. The manual alphabet is that in use among all educated deaf people. Most dictionaries contain an engraving of the manual letters. The deaf person with sight looks at the fingers of his companion, but it is also possible to feel them. Miss Keller puts her fingers lightly over the hand of one who is talking to her and gets the words as rapidly as they can be spelled. As she explains, she is not conscious of the single letters or of separate words. Miss Sullivan and others who live constantly with the deaf can spell very rapidly—fast enough to get a slow lecture, not fast enough to get every word of a rapid speaker.

Miss Keller’s ability to read the manual alphabet by touch seems to puzzle some people. Even people who know her fairly well have written in magazines about Miss Sullivan’s "mysterious telegraphic communications" with her pupil. The manual alphabet is used by all educated deaf people. Most dictionaries include a picture of the manual letters. A deaf person who can see watches the fingers of the person communicating with them, but the fingers can also be felt. Miss Keller rests her fingers lightly on the hand of the person talking to her. She understands the words as quickly as they can be spelled. As she explains, she is not aware of individual letters or separate words. Miss Sullivan and others who live with deaf people all the time can spell very quickly. They can spell fast enough to convey a slow lecture, but not every word of a rapid speaker.

Anybody can learn the manual letters in a few minutes, use them slowly in a day, and in thirty days of constant use talk to Miss Keller or any other deaf person without realizing what his fingers are doing. If more people knew this, and the friends and relatives of deaf children learned the manual alphabet at once the deaf all over the world would be happier and better educated.

Anyone can learn the manual alphabet in a few minutes and use it slowly within a day. After thirty days of constant use, anyone can talk to Miss Keller or any other deaf person without noticing what their fingers are doing. If more people knew this, and friends and relatives of deaf children learned the manual alphabet right away, deaf people all over the world would be happier and better educated.

Miss Keller reads by means of embossed print or the various kinds of braille. The ordinary embossed book is made with roman letters, both small letters and capitals. These letters are of simple, square, angular design. The small letters are about three-sixteenths of an inch high, and are raised from the page the thickness of the thumbnail. The books are large, about the size of a volume of an encyclopedia. Green's "Short History of the English People" is in six large volumes. The books are not heavy, because the leaves with the raised type do not lie close. The time that one of Miss Keller's friends realizes most strongly that she is blind is when he comes on her suddenly in the dark and hears the rustle of her fingers across the page.

Miss Keller reads using raised print or the various kinds of braille. Ordinary raised-print books use both lowercase and capital Roman letters. The letters have a simple, square, angular design. The lowercase letters are about three-sixteenths of an inch high. They rise from the page by the thickness of a thumbnail. The books are large, about the size of an encyclopedia volume. Green's "Short History of the English People" fills six large volumes. The books are not heavy because the pages with raised type do not lie close together. A friend of Miss Keller's feels most strongly that she is blind when he comes upon her suddenly in the dark and hears her fingers rustling across the page.

The most convenient print for the blind is braille, which has several variations, too many, indeed—English, American, New York Point. Miss Keller reads them all. Most educated blind people know several, but it would save trouble if, as Miss Keller suggests, English braille were universally adopted. The facsimile on page xv [omitted from etext] gives an idea of how the raised dots look. Each character (either a letter or a special braille contraction) is a combination made by varying in place and number points in six possible positions. Miss Keller has a braille writer on which she keeps notes and writes letters to her blind friends. There are six keys, and by pressing different combinations at a stroke (as one plays a chord on the piano) the operator makes a character at a time in a sheet of thick paper, and can write about half as rapidly as on a typewriter. Braille is especially useful in making single manuscript copies of books.

The most convenient print for blind people is braille. It has several variations, too many, in fact: English, American, and New York Point. Miss Keller reads them all. Most educated blind people know several, but it would save trouble if English braille were adopted everywhere, as Miss Keller suggests. The facsimile on page xv [omitted from etext] gives an idea of how the raised dots look. Each character, either a letter or a special braille contraction, is made from dots in varying numbers and positions. There are six possible positions. Miss Keller has a braille writer that she uses to keep notes and write letters to her blind friends. It has six keys. By pressing different combinations of keys at once, like playing a chord on a piano, the user makes one character at a time on a sheet of thick paper. A person can write about half as fast as on a typewriter. Braille is especially useful for making single manuscript copies of books.

Books for the blind are very limited in number. They cost a great deal to publish and they have not a large enough sale to make them profitable to the publisher; but there are several institutions with special funds to pay for embossed books. Miss Keller is more fortunate than most blind people in the kindness of her friends who have books made especially for her, and in the willingness of gentlemen, like Mr. E. E. Allen of the Pennsylvania Institute for the Instruction of the Blind, to print, as he has on several occasions, editions of books that she has needed.

Books for blind people are very limited in number. They cost a great deal to publish, and sales are not high enough to make them profitable for publishers. But several institutions have special funds to pay for embossed books. Miss Keller is more fortunate than most blind people. Her kind friends have books made especially for her. Also, gentlemen like Mr. E. E. Allen of the Pennsylvania Institute for the Instruction of the Blind are willing to help. On several occasions, he has printed editions of books she has needed.

Miss Keller does not as a rule read very fast, but she reads deliberately, not so much because she feels the words less quickly than we see then, as because it is one of her habits of mind to do things thoroughly and well. When a passage interests her, or she needs to remember it for some future use, she flutters it off swiftly on the fingers of her right hand. Sometimes this finger-play is unconscious. Miss Keller talks to herself absent-mindedly in the manual alphabet. When she is walking up or down the hall or along the veranda, her hands go flying along beside her like a confusion of birds' wings.

Miss Keller usually does not read very fast. She reads deliberately, but not so much because she feels the words more slowly than we see them. Rather, she has a habit of doing things thoroughly and well. When a passage interests her, or she needs to remember it for future use, she quickly spells it out on the fingers of her right hand. Sometimes she does this without realizing it. Miss Keller absent-mindedly talks to herself using the manual alphabet. When she walks up or down the hall or along the veranda, her hands fly beside her like a flurry of birds’ wings.

There is, I am told, tactile memory as well as visual and aural memory. Miss Sullivan says that both she and Miss Keller remember "in their fingers" what they have said. For Miss Keller to spell a sentence in the manual alphabet impresses it on her mind just as we learn a thing from having heard it many times and can call back the memory of its sound.

I am told that there is memory of touch as well as memory of sights and sounds. Miss Sullivan says that both she and Miss Keller remember "in their fingers" what they have said. When Miss Keller spells a sentence in the manual alphabet, it becomes fixed in her mind. In the same way, we learn something by hearing it many times and can recall how it sounded.

Like every deaf or blind person, Miss Keller depends on her sense of smell to an unusual degree. When she was a little girl she smelled everything and knew where she was, what neighbour's house she was passing, by the distinctive odours. As her intellect grew she became less dependent on this sense. To what extent she now identifies objects by their odour is hard to determine. The sense of smell has fallen into disrepute, and a deaf person is reluctant to speak of it. Miss Keller's acute sense of smell may account, however, in some part for that recognition of persons and things which it has been customary to attribute to a special sense, or to an unusual development of the power that we all seem to have of telling when some one is near.

Like every deaf or blind person, Miss Keller relies unusually heavily on her sense of smell. As a little girl, she smelled everything. Distinctive smells told her where she was and which neighbor’s house she was passing. As her intellect grew, she relied less on smell. It is hard to tell how much she now identifies objects by their smell. The sense of smell has fallen out of favor, and a deaf person is reluctant to talk about it. Miss Keller’s keen sense of smell may, however, partly explain how she recognizes people and things. This ability has usually been attributed to a special sense. It has also been attributed to an unusually strong form of a power we all seem to have: the ability to tell when someone is near.

The question of a special "sixth sense," such as people have ascribed. to Miss Keller, is a delicate one. This much is certain, she cannot have any sense that other people may not have, and the existence of a special sense is not evident to her or to any one who knows her. Miss Keller is distinctly not a singular proof of occult and mysterious theories, and any attempt to explain her in that way fails to reckon with her normality. She is no more mysterious and complex than any other person. All that she is, all that she has done, can be explained directly, except such things in every human being as never can be explained. She does not, it would seem, prove the existence of spirit without matter, or of innate ideas, or of immortality, or anything else that any other human being does not prove. Philosophers have tried to find out what was her conception of abstract ideas before she learned language. If she had any conception, there is no way of discovering it now; for she cannot remember, and obviously there was no record at the time. She had no conception of God before she heard the word "God," as her comments very clearly show.

The question of a special "sixth sense," which some people have attributed to Miss Keller, is a delicate one. One thing is certain: she cannot have a sense that other people cannot have. Neither she nor anyone who knows her has any clear evidence that she has a special sense. Miss Keller is certainly not unique proof of hidden or mysterious theories. Any attempt to explain her that way fails to recognize how normal she is. She is no more mysterious or complex than anyone else. Everything she is and everything she has done can be explained directly. The only exceptions are those things in every human being that can never be explained. It seems she does not prove the existence of spirit without matter, innate ideas, immortality, or anything else that any other human being does not prove. Philosophers have tried to discover how she understood abstract ideas before she learned language. If she had any understanding of them, there is no way to discover it now. She cannot remember, and obviously no record was made at the time. Her comments make it very clear that she had no idea of God before she heard the word "God."

Her sense of time is excellent, but whether it would have developed as a special faculty cannot be known, for she has had a watch since she was seven years old.

Her sense of time is excellent. But we cannot know whether it would have developed as a special ability, because she has had a watch since she was seven years old.

Miss Keller has two watches, which have been given her. They are, I think, the only ones of their kind in America. The watch has on the back cover a flat gold indicator which can be pushed freely around from left to right until, by means of a pin inside the case, it locks with the hour hand and takes a corresponding position. The point of this gold indicator bends over the edge of the case, round which are set eleven raised points—the stem forms the twelfth. Thus the watch, an ordinary watch with a white dial for the person who sees, becomes for a blind person by this special attachment in effect one with a single raised hour hand and raised figures. Though there is less than half an inch between the points—a space which represents sixty minutes—Miss Keller tells the time almost exactly. It should be said that any double-case watch with the crystal removed serves well enough for a blind person whose touch is sufficiently delicate to feel the position of the hands and not disturb or injure them.

Miss Keller has been given two watches. I think they are the only watches of their kind in America. Each watch has a flat gold indicator on its back cover. The indicator can be pushed freely from left to right until a pin inside the case connects it to the hour hand. The indicator then moves into the same position as the hour hand. Its tip bends over the edge of the case, which has eleven raised points around it. The stem forms the twelfth point. To a sighted person, the watch is an ordinary watch with a white dial. But this special attachment effectively gives a blind person a watch with a single raised hour hand and raised numbers. Though the raised points are less than half an inch apart, Miss Keller tells the time almost exactly. The space between the points represents sixty minutes. It should be said that any double-case watch with the crystal removed works well enough for a blind person. The person’s touch must be delicate enough to feel the hands’ positions without moving or damaging them.

The finer traits of Miss Keller's character are so well known that one needs not say much about them. Good sense, good humour, and imagination keep her scheme of things sane and beautiful. No attempt is made by those around her either to preserve or to break her illusions. When she was a little girl, a good many unwise and tactless things that were said for her benefit were not repeated to her, thanks to the wise watchfulness of Miss Sullivan. Now that she has grown up, nobody thinks of being less frank with her than with any other intelligent young woman. What her good friend, Charles Dudley Warner, wrote about her in Harper's Magazine in 1896 was true then, and it remains true now:

Miss Keller's finer qualities are so well known that little needs to be said about them. Good sense, good humor, and imagination keep her view of life sane and beautiful. The people around her make no effort either to preserve or to break her illusions. When she was a little girl, many unwise and tactless things were said for her benefit. Thanks to Miss Sullivan's wise watchfulness, those things were not repeated to her. Now that Miss Keller has grown up, nobody thinks of being less frank with her than with any other intelligent young woman. Her good friend, Charles Dudley Warner, wrote about her in Harper's Magazine in 1896. What he wrote was true then, and it remains true now:

"I believe she is the purest-minded human ever in existence.... The world to her is what her own mind is. She has not even learned that exhibition on which so many pride themselves, of 'righteous indignation.'

"I believe she is the most pure-minded person who has ever lived.... She sees the world as a reflection of her own mind. She has not even learned to display the 'righteous indignation' that so many people take pride in."

"Some time ago, when a policeman shot dead her dog, a dearly loved daily companion, she found in her forgiving heart no condemnation for the man; she only said, 'If he had only known what a good dog she was, he wouldn't have shot her.' It was said of old time, 'Lord forgive them, they know not what they do!'

"Some time ago, a police officer shot and killed her dog, a beloved companion who was with her every day. But in her forgiving heart, she did not condemn him. She only said, 'If he had only known what a good dog she was, he wouldn't have shot her.' As people said long ago, 'Lord, forgive them, they don't know what they're doing!'"

"Of course the question will arise whether, if Helen Keller had not been guarded from the knowledge of evil, she would have been what she is to-day.... Her mind has neither been made effeminate by the weak and silly literature, nor has it been vitiated by that which is suggestive of baseness. In consequence her mind is not only vigorous, but it is pure. She is in love with noble things, with noble thoughts, and with the characters of noble men and women."

"Of course, people will ask whether Helen Keller would be who she is today if she had not been shielded from knowledge of evil.... Weak and silly literature has not made her mind weak, nor has literature suggesting moral baseness corrupted it. As a result, her mind is not only strong but pure. She loves noble things, noble thoughts, and the characters of noble men and women."

She still has a childlike aversion to tragedies. Her imagination is so vital that she falls completely under the illusion of a story, and lives in its world. Miss Sullivan writes in a letter of 1891:

She still has a childlike dislike of tragedies. Her imagination is so vivid that she becomes completely absorbed in a story and lives in its world. Miss Sullivan writes in a letter from 1891:

"Yesterday I read to her the story of 'Macbeth,' as told by Charles and Mary Lamb. She was very greatly excited by it, and said: 'It is terrible! It makes me tremble!' After thinking a little while, she added, 'I think Shakespeare made it very terrible so that people would see how fearful it is to do wrong.'"

"Yesterday I read her the story of 'Macbeth,' as told by Charles and Mary Lamb. She was very excited by the story and said: 'It is terrible! It makes me tremble!' After thinking for a while, she added, 'I think Shakespeare made it so terrible so that people would see how terrible it is to do wrong.'"

Of the real world she knows more of the good and less of the evil than most people seem to know. Her teacher does not harass her with the little unhappy things; but of the important difficulties they have been through, Miss Keller was fully informed, took her share of the suffering, and put her mind to the problems. She is logical and tolerant, most trustful of a world that has treated her kindly.

She knows more of the good and less of the evil in the real world than most people seem to know. Her teacher does not burden her with minor troubles. But Miss Keller was fully informed about the major difficulties they had been through. She shared in the suffering and thought about the problems. She is logical and tolerant, and she trusts the world that has treated her kindly.

Once when some one asked her to define "love," she replied, "Why, bless you, that is easy; it is what everybody feels for everybody else."

Once, someone asked her to define "love." She replied, "Oh, that's easy! It's what everybody feels for everybody else."

"Toleration," she said once, when she was visiting her friend Mrs. Laurence Hutton, "is the greatest gift of the mind; it requires the same effort of the brain that it takes to balance oneself on a bicycle."

"Tolerance," she once said while visiting her friend Mrs. Laurence Hutton, "is the greatest gift of the mind. It takes as much mental effort as balancing on a bicycle."

She has a large, generous sympathy and absolute fairness of temper. So far as she is noticeably different from other people she is less bound by convention. She has the courage of her metaphors and lets them take her skyward when we poor self-conscious folk would think them rather too bookish for ordinary conversation. She always says exactly what she thinks, without fear of the plain truth; yet no one is more tactful and adroit than she in turning an unpleasant truth so that it will do the least possible hurt to the feelings of others. Not all the attention that has been paid her since she was a child has made her take herself too seriously. Sometimes she gets started on a very solemn preachment. Then her teacher calls her an incorrigible little sermonizer, and she laughs at herself. Often, however, her sober ideas are not to be laughed at, for her earnestness carries her listeners with her. There is never the least false sententiousness in what she says. She means everything so thoroughly that her very quotations, her echoes from what she has read, are in truth original.

She has a deep, generous sympathy for others and an unfailingly fair temperament. If she differs noticeably from other people, it is in being less bound by convention. She has the courage to use metaphors and let them carry her skyward. We poor, self-conscious people would consider those metaphors too literary for ordinary conversation. She always says exactly what she thinks, without fearing the plain truth. Yet no one is more tactful and skillful at putting an unpleasant truth in a way that hurts others as little as possible. All the attention she has received since childhood has not made her take herself too seriously. Sometimes she begins a very solemn lecture. Then her teacher calls her an incorrigible little preacher, and she laughs at herself. Often, though, her serious ideas are no laughing matter, because her earnestness draws her listeners in. There is never the slightest trace of false wisdom in what she says. She means everything so deeply that even her quotations and echoes of what she has read are truly original.

Her logic and her sympathy are in excellent balance. Her sympathy is of the swift and ministering sort which, fortunately, she has found so often in other people. And her sympathies go further and shape her opinions on political and national movements. She was intensely pro-Boer and wrote a strong argument in favour of Boer independence. When she was told of the surrender of the brave little people, her face clouded and she was silent a few minutes. Then she asked clear, penetrating questions about the terms of the surrender, and began to discuss them.

Her reason and compassion are well balanced. She is quick to offer help, the kind of compassion she has fortunately found so often in others. Her compassion also shapes her views on political and national movements. She strongly supported the Boers and wrote a forceful argument for Boer independence. When she was told that the brave little people had surrendered, her face clouded, and she fell silent for a few minutes. Then she asked clear, probing questions about the terms of surrender and began to discuss them.

Both Mr. Gilman and Mr. Keith, the teachers who prepared her for college, were struck by her power of constructive reasoning; and she was excellent in pure mathematics, though she seems never to have enjoyed it much. Some of the best of her writing, apart from her fanciful and imaginative work, is her exposition in examinations and technical themes, and in some letters which she found it necessary to write to clear up misunderstandings, and which are models of close thinking enforced with sweet vehemence.

Both Mr. Gilman and Mr. Keith, the teachers who prepared her for college, were struck by her ability to reason constructively. She was excellent at pure mathematics, though she seems never to have enjoyed it much. Some of her best writing, apart from her fanciful and imaginative work, appears in her explanations in exams and technical essays. Some also appears in letters she found it necessary to write to clear up misunderstandings. Those letters are models of careful thinking expressed with gentle passion.

She is an optimist and an idealist.

She is an optimist and an idealist.

"I hope," she writes in a letter, "that L—— isn't too practical, for if she is, I'm afraid she'll miss a great deal of pleasure."

"I hope," she writes in a letter, "that L-- isn't too practical. If she is, I'm afraid she'll miss out on a lot of pleasure."

In the diary that she kept at the Wright-Humason School in New York she wrote on October 18, 1894, "I find that I have four things to learn in my school life here, and indeed, in life—to think clearly without hurry or confusion, to love everybody sincerely, to act in everything with the highest motives, and to trust in dear God unhesitatingly."

In her diary at the Wright-Humason School in New York, she wrote on October 18, 1894: "I have four things to learn at school and, indeed, in life. I must think clearly without rushing or becoming confused, love everyone sincerely, act always with the best motives, and trust in dear God without hesitation."