Page 350 - The Story of My Lif
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working vocabulary in French was very small, but by using her judgment, as we

               laughingly called the mental process, she could guess at the meanings of the
               words and put the sense together much as a child puzzles out a sliced object. The
               result was that in a few weeks she and I spent a most hilarious hour one evening
               while she poured out to me the whole story, dwelling with great gusto on its
               humour and sparkling wit. It was not a lesson, but only one of her recreations.”





               So Helen Keller’s aptitude for language is her whole mental aptitude, turned to
               language because of its extraordinary value to her.




               There have been many discussions of the question whether Helen Keller’s
               achievements are due to her natural ability or to the method by which she was
               taught.





               It is true that a teacher with ten times Miss Sullivan’s genius could not have
               made a pupil so remarkable as Helen Keller out of a child born dull and mentally
               deficient. But it is also true that, with ten times her native genius, Helen Keller
               could not have grown to what she is, if she had not been excellently taught from
               the very start, and especially at the start. And the fact remains that she was

               taught by a method of teaching language to the deaf the essential principles of
               which are clearly expressed in Miss Sullivan’s letters, written while she was
               discovering the method and putting it successfully into practice. And it can be
               applied by any teacher to any healthy deaf child, and in the broadest
               interpretation of the principles, can be applied to the teaching of language of all
               kinds to all children.





               In the many discussions of this question writers seem to throw us from one horn
               to another of a dilemma—either a born genius in Helen Keller, or a perfect
               method in the teacher. Both things may be true at once, and there is another truth
               which makes the dilemma imperfect. Miss Sullivan is a person of extraordinary
               power. Her method might not succeed so completely in the hands of any one
               else. Miss Sullivan’s vigorous, original mind has lent much of its vitality to her
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