Page 255 - The Story of My Lif
P. 255

baby who has not learned to prattle; indeed, is in a much worse state, for the

               brain has grown in years without natural nourishment.




               After Laura’s education had progressed for two months with the use only of
               raised letters, Dr. Howe sent one of his teachers to learn the manual alphabet
               from a deaf-mute. She taught it to Laura, and from that time on the manual
               alphabet was the means of communicating with her.





               After the first year or two Dr. Howe did not teach Laura Bridgman himself, but
               gave her over to other teachers, who under his direction carried on the work of
               teaching her language.





               Too much cannot be said in praise of Dr. Howe’s work. As an investigator he
               kept always the scientist’s attitude. He never forgot to keep his records of Laura
               Bridgman in the fashion of one who works in a laboratory. The result is, his
               records of her are systematic and careful. From a scientific standpoint it is
               unfortunate that it was impossible to keep such a complete record of Helen
               Keller’s development. This in itself is a great comment on the difference
               between Laura Bridgman and Helen Keller. Laura always remained an object of

               curious study. Helen Keller became so rapidly a distinctive personality that she
               kept her teacher in a breathless race to meet the needs of her pupil, with no time
               or strength to make a scientific study.




               In some ways this is unfortunate. Miss Sullivan knew at the beginning that Helen

               Keller would be more interesting and successful than Laura Bridgman, and she
               expresses in one of her letters the need of keeping notes. But neither
               temperament nor training allowed her to make her pupil the object of any
               experiment or observation which did not help in the child’s development. As
               soon as a thing was done, a definite goal passed, the teacher did not always look
               back and describe the way she had come. The explanation of the fact was
               unimportant compared to the fact itself and the need of hurrying on. There are
               two other reasons why Miss Sullivan’s records are incomplete. It has always
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