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30 pages 1 hour read

Margaret Davidson

Helen Keller

Nonfiction | Biography | Middle Grade | Published in 1969

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Chapters 6-10Chapter Summaries & Analyses

Chapter 6 Summary: “So Much to Learn”

Once Helen understands that the finger signs correspond to objects, her vocabulary expands rapidly. She is eager to learn and is constantly asking Anne to spell things for her so that she may talk about them as needed. Anne then proceeds to teach Helen to read by exposing her to the braille alphabet. As she traces Helen’s fingers over each letter, she forms the corresponding letter with Anne’s other hand. Anne quickly understands that the braille letters correspond to the sign language letters.

Helen is now seven and learning about the world around her rapidly. Anne uses the outside word to help expand Helen’s vocabulary. One day, Helen laughs, and it is the first time she has laughed since losing her sight and hearing; her parents are overjoyed. Anne is even able to help Helen understand abstract concepts, such as thinking. Helen is filled with wonder for the world and trusts Anne completely.

Chapter 7 Summary: “A Time to Move On”

One day, Anne takes Helen to the circus. Helen is excited throughout the experience, and the circus employees, who have been informed of her disabilities, welcome her. She interacts with the animals and the other attractions happily.

Christmas arrives, but it must be explained to Helen. Anne teaches her the biblical story as well as the traditions associated with the holiday. On Christmas morning, Helen excitedly opens the gifts she receives, just as any other child would. Her mother is overjoyed that Anne has been able to transform Helen from a tantrum thrower into a pleasant and happy child.

In 1888, when Helen is eight, Anne receives a letter from the Perkins Institute requesting that she bring Helen there to visit. Anne thinks through this request carefully, unsure whether Helen is ready to be exposed to a larger world. However, she realizes that Helen is as skilled as any other child of her age, and so she makes preparations for the visit.

Chapter 8 Summary: “I Am Not Dumb Now!”

Helen and Anne spend the summer at the Perkins Institute. There, Helen thrives—she plays with the other children, reads the numerous books in braille available at the school, and takes frequent outings. She travels to places, such as Plymouth Rock and the Atlantic Ocean, that she would never have been able to visit before.

In the fall, Helen returns home. One afternoon, Anne reads to Helen from a novel until she grows tired. Helen understands that Anne, who was once fully blind like she is, has had surgery to correct her vision; despite this, her eyes tire easily. As Anne sleeps, Helen begins to wonder whether it is possible for her to learn to speak. Her mind is so developed that her hands can rarely keep up with what she wishes to say. Further, communication with those who do not know sign language still poses a challenge. Helen discusses this desire with Anne, who says that Helen would have to be taught by someone who is trained to do so.

Helen is able to attend the Horace Mann School in Boston, where she is taught to speak by a woman named Sarah Fuller, who has Helen feel the movements the throat makes when forming words. With a great deal of effort and practice, Helen is finally able to speak aloud. The first sentence she says is “I am not dumb now” (73).

Chapter 9 Summary: “College”

By the time she is 12, Helen has become known to other people; she is even invited to meet the president. She loves spending time outdoors and even learns to swim and row a boat. She and Anne play games, such as cards and checkers, in the evenings. She spends her summers at home with her parents and the winters in Boston attending school.

At this age, Helen announces her goal of attending college. Anne is skeptical that Helen will be able to keep up with the other students, though she knows that Helen is intelligent. She initially wants to attend Harvard, but Anne points out that it is a university for male students. In 1900, Helen applies to Radcliffe College but is denied. She immediately writes to the president, asking for an opportunity to at least try to succeed there. He relents, and Helen begins college.

College is challenging because Anne must sign all of the lectures into Helen’s hands for her. Helen is unable to take notes and also unable to truly study for tests. Anne’s own eyesight poses further challenges because many textbooks, unavailable in braille, must be read aloud to Helen. Despite all of these barriers, Helen successfully graduates with a bachelor’s degree in 1904.

Chapter 10 Summary: “The Busy Years”

As an adult, Helen desires to help others who are deaf and blind. She and Anne tour the country giving lectures on these disabilities, with Helen explaining what deafness and blindness feel like. Helen urges audience members to live their lives to the fullest.

In 1936, Anne dies. Helen is over 50 and cannot imagine life without Anne by her side. However, Helen is able to continue giving lectures throughout the nation with the help of a woman named Polly Thomson. She travels internationally as well and is even called upon by President Roosevelt in the midst of World War I. As many soldiers have lost their sight or their hearing, Roosevelt asks Helen to meet with as many of them as she can. She is frank with each one about the difficulties they will face but urges them to live life to the fullest and read as much as possible.

Helen continues to live a busy life of travel until she is elderly. Though frail, Helen never slows in pursuing her interests, saying that she finds “hundreds of things to interest [herself]” every day (90). She remains an avid reader until her death in 1968 at age 87.

Chapters 6-10 Analysis

Helen’s acquisition of language is swift once she comprehends how American Sign Language functions. Not only is she eager and motivated to learn, but she also shows that she is intelligent and capable, increasing her vocabulary at an exponential rate in the weeks and months following the breakthrough at the water pump. A vital byproduct of Helen’s acquisition of language is that she regains her humanity, highlighting The Power of Education to change one’s life entirely for the better. Because of the impact of education, Helen is able to learn things that enrich her life—such as when she learns about the Christmas holiday and anticipates it just as any other child would. These developments in Helen are ones that are potentially taken for granted in other children but prove to be immensely appreciated by the Kellers.

Anne and Helen’s relationship consistently develops throughout the story, with Anne providing the underlying support Helen needs to succeed from childhood through adulthood. Thus, Helen’s achievements are in part a result of The Value of Mentorship, and the intertwined nature of the two individuals becomes a throughline in the rest of the story. The Kellers do not have the resources and education to provide Helen with the complex attention she needs as a child. Anne, subsequently, takes a job opportunity and turns it into a lifelong role and friendship. Anne’s job extends outside of the home and beyond what is asked of her numerous times. For example, the book suggests that Helen’s disabilities are not met with disdain as she goes out into the world for the first time. She is treated with kindness on outings and trips, which is in part because of Anne, who can inform and educate others about Helen’s disabilities in preparation for interacting with her. It is clear that Helen thrives from being challenged, and still, Anne wants to ensure that Helen is well equipped for those challenges.

Helen’s Dedication and Perseverance to achieve great things is made possible by Anne, who’s equally as committed to helping Helen thrive. In Helen’s youth, Anne serves as her instructor, teaching her not only language and writing but also other academic subjects and, just as importantly, how the world itself operates. Anne is Helen’s translator, spelling into her hands on outings and visits so that she can communicate with others who do not know American Sign Language. Anne constantly keeps Helen’s best interest in mind, gauging what she is capable of in regard to her disabilities. As Helen ages and enters her teen and adult years, Anne remains by her side. The pursuit of a college education proves just as much of an important commitment to Anne as it is to Helen, as Anne must attend all lectures with her, translate them by signing into her hands, and read her the textbook material. Anne does all of this while aging and with failing eyesight. Though the book references Anne’s past blindness, it does not reveal the cause of her difficulties: As a child, she contracted trachoma, an infection of the eye caused by bacteria, which left her with severe vision problems. She was able to undergo surgery to restore much of it, but her eyesight deteriorated as she aged (“Anne Sullivan.” Perkins School for the Blind). Even as Anne loses her own sight and nears the end of her life, she is still dedicated to helping Helen.

Throughout her life, Helen does not allow her disability to impede her from experiences such as encountering the ocean or flying in a plane. As she ages, Helen only craves such adventures more and more. Importantly, too, Helen is able to learn how to engage with other people and finds that, where she was once a child who was wary of strangers, she now welcomes social occasions and benefits from such interactions. It is for this reason that Helen learns to speak aloud in English. Though her use of American Sign Language aids her greatly, it limits Helen to being able to communicate only with those who are trained in the language—something that is rare in the time period during which she lives. By learning to speak, Helen further broadens the number of people with whom she is able to engage and finds additional happiness in her new connections and experiences.

Helen has a legacy of overcoming adversity in a time when substantially more barriers existed for women and individuals with disabilities. This work highlights her many achievements and uses personable stories to bring them to life, giving particular attention to Anne as a Herculean support system, while also revealing the plight of individuals with disabilities in a time period when resources dedicated to their support were scarce.

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