The Story of My Life (Chapter:14-17)

Chapter 14 - Summary

After she learned to speak, she wrote down a story, which she thought was her own.
Helen weathered her first public controversy at the age of 11.
She titled it ‘The Frost King’ and sent it to Mr. Anagnos at Perkins Institute. He promptly
published it in one of the school's publications, and was embarrassed when it turned out that
the story was plagiarized. The original story was by Margaret T. Canby and called "The Frost
Fairies."
An anonymous council of eight adults and Mr. Agnagnos questioned Helen at the Perkins
Institute, to find out if she had plagiarized this story on purpose. She did not remember
hearing of Canby's story before.
At that age, many of her impressions came to her through the eyes and ears of others. Also,
she absorbed everything she read without the thought to authorship.
She believes that she must have heard the story when she was younger and forgotten about
it.
The whole incident was very traumatic. She received many messages of love and sympathy
from friends. Even Miss Canby wrote to her. But she lost the one of her dearest friends –
Mr. Anagnos.

Comprehension questions:

a) What prompted Helen to write the story – ‘The Frost King’?
Miss Sullivan’s descriptions of the beauty of the late foliage at Fern quarry revived the
memory of a story which must have been read to her. She must have unconsciously
retained the ideas from the book and penned them down as her own.

b) Why was it difficult for Helen to distinguish between her ideas and those that she finds in
books?
At that time, she absorbed everything she read, without thinking about the author.
Most of her impressions came to her through the medium of eyes and ears of others.

c) What annoyed Helen when she was reading the ‘her’ story to her teacher?
She was annoyed at being interrupted to correct the pronunciation of a word.

d) Why did Helen send her story to Mr. Anagnos?
Helen sent the story to Mr. Anagnos on his birthday because he was her dear friend.

e) What was the original title of the story?
‘Autumn Leaves’ was the original title of the story.

f) What did Mr. Anagnos do with Helen’s story?
Mr. Anagnos published the story in one of Perkins Instituition reports.

g) Why was Helen accused of plagiarism?
When Helen’s story was published in one of Perkins Instituition reports, it was
discovered that a similar story had appeared before Helen was born in a book called
‘Birdie and his friends’ by Margaret Canby .The two stories were similar in thought and
language. It was evident that Miss Canby’s story had been read to Helen; hence she was
accused of plagiarism.

h) What happened the night before ‘masque’ celebrations?
One of the teachers asked her a question connected with her story. Helen told her that
Miss Sullivan had spoken to her about Jack Frost and his wonderful works. Something
that Helen said made the teacher think that she was confessing having read Miss
Canby’s story. Although Helen denied it, the teacher conveyed her conclusions to Mr.
Anagnos. Mr. Anagnos suspected that Miss Sullivan and Helen had deliberately stolen
someone’s work and imposed on him to win his admiration.

i) How did Helen feel when she bought before a court of investigation?
The court of investigation, to decide on the accusation of plagiarism on Helen,
consisted of teachers and officers of the Institution. Miss Sullivan was not allowed into
the room. Helen was questioned and cross questioned. It seemed to Helen as if the
judges were determined to force her to acknowledge that ‘Miss Canby’s story had been
read to her. In every question the judges asked, Helen felt their doubt and suspicion.
Helen was so distressed that she could only speak in monosyllables and was dazed
when she was allowed to leave the room. She did not notice the teacher’s caresses and
the tender words of her friends.

j) What did Miss Sullivan’s investigation of ‘The Frost Fairies’ reveal?
Miss Sullivan’s investigations on the plagiarism matter revealed that even though she
had not read out the story to Helen, Mrs. Sophia C Hopkins had read out the story –
‘Birdie and her Friends’ to Helen when she had spent the summer in Brewster. Miss
Sullivan had been on vacation at that time. The stories had no meaning for her at that
time but the strange words amused her and left an indelible mark in her mind.

k) What did Miss Canby say in her letter to Helen? Why has that never been fulfilled?
Miss Canby wrote to Helen, “Someday you will write a great a great story out of your
own head, that will be a comfort and help to many.” Helen did not play with words
again for the mere pleasure of the game. She was even terrorized when writing a letter
to her mother and would go over the words again and again to ensure they were her
own. Had it not been for the encouragement by Miss Sullivan,
Helen would have given up writing altogether.

l) What did Helen realise after reading the – ‘The Frost Fairies’?
After reading ‘The Frost Fairies’ she found that she had used Miss Canby’s ideas. She
found her ideas in letters that she wrote, especially in one letter to Mr. Anagnos, which
had words and sentiments exactly like those of the book. These showed that her mind
was saturated with the story. This habit of assimilating what pleased her and giving it
out again as her own appeared in much of her early correspondence and first attempts
at writing.

m) What does Helen refer to as ‘mental gymnastics’?
Helen refers to her early compositions as mental gymnastics. She learnt by assimilation
and imitation to put ideas into words, just as all young and inexperienced persons
learn. She retained in her memory, consciously or unconsciously everything she found in books that pleased her, and adapted it. The young writers try to do the same. It is
only after years of this sort of practice that even great men have learned to collate
words and ideas which come to their mind.

n) Why does Helen compare her writing to the patchwork she made when learning to sew?
When Helen was learning to sew, she made a patchwork of all sorts of odds and ends—
pretty bits of silk and velvet; but the coarse pieces that were not pleasant to touch
always predominated. Likewise her compositions were made up of crude notions of her
own, inlaid with the brighter thoughts and riper opinions of the authors I have read.

o) Why does Helen say that ‘trying to write is like trying to put a Chinese puzzle together’?
Trying to write is very much like trying to put a Chinese puzzle together. We have a
pattern in mind which we wish to work out in words; but the words will not fit the
spaces, or, if they do, they will not match the design. But we keep on trying because we
know that others have succeeded, and we are not willing to acknowledge defeat.

p) Why did Helen feel compelled to give an account of the ‘Frost King’ episode?
The ‘Frost King’ episode was one cloud in her childhood's bright sky. Joy deserted her
heart and for a long, long time she lived in doubt, anxiety and fear. Books lost their
charm for her, and even later the thought of those dreadful days chilled her heart. In
order to make the matter clear, she felt compelled to relate the facts connected with
this episode to give justice to her teacher and to herself. She trusted and hoped and
persevered to not let the bitter memory of ‘The Frost King’ trammel her efforts in
writing.

q) What was Mr. Anagnos’ attitude towards Helen in the “The Frost King’ episode?
Mr. Anagnos turned a deaf ear to the pleadings of love and innocence by Helen
because he thought he had been deceived. He suspected that Miss Sullivan and Helen
had deliberately stolen the bright thoughts of another and imposed them on him to
win his admiration. He put Helen before a court of investigation. Later, Mr. Anagnos
made a statement that he believed Helen was innocent and he had cast his vote in
favour of Helen in the court of investigation .Two years later he retracted his
favourable judgement.

Chapter 15 - Summary

Helen spent the summer and winter after the ‘Frost King’ episode with her family in Albama.
She was happy being at home and began to forget the controversy. She found it difficult to
write and was tormented by the thoughts that what she wrote may not be her own.
Miss Sullivan consoled her and in order to help her regain her confidence she persuaded her
to write a sketch of her life for the magazine – Youth’s Companion.
The chief events of 1893 were the visit to President Cleveland’s inauguration in Washington,
Niagara Falls and the World’s Fair.
Although she couldn’t see the Niagara Falls , she could feel the air vibrate and earth tremble
and was impressed by the wonders and beauties of Niagara. She couldn’t fathom or define
the meaning of music or nature any more than love or goodness.
Helen and Miss Sullivan visited the World’s Fair in Summer along with Dr. Alexander Graham
Bell where her thousand childish fancies became beautiful realities.
She was given permission to touch many of the exhibits by Mr. Higinbotham, President of the
World’s Fair.
Her visit to the Midway Plaisance reminded her of Arabian Nights. She saw India with the
curious bazaars and the various Gods, the land of Pyramids and the lagoons of Venice. She
went on board a Viking ship and saw a model of Santa Maria. At the Cape of Good Hope
exhibit she learnt about the process of mining diamonds. Wherever possible she touched the
machinery while it was in motion.
Dr. Bell explained to her the scientific principles of technological exhibits.
In the three weeks spent at the fair, she took a long leap from a little child of fairy tales and
toys to appreciation of the workday world.

Comprehension questions

a) Describe the landscape in Autumn when Helen began to write a ‘Sketch of my Life’
When Helen began to write a sketch of her life—The ground was strewn with the
crimson and golden leaves of autumn, and the musk scented grapes that covered the
arbour at the end of the garden were turning golden brown in the sunshine.

b) What fears haunted Helen?
Helen was still excessively scrupulous about everything she wrote. The thought that
what she wrote might not be absolutely her own tormented her. No one knew of these
fears except her teacher. Often when an idea flashed in her mind or in the midst of a
paragraph she was writing, an impish fear clutched her hand, so that she could not
write any more that day. Miss Sullivan consoled and helped her in every way she could
think of; but the terrible experience she had passed through left a lasting impression
on her mind.

c) Why did Miss Sullivan persuade Helen to write for the Youth’s Companion?
Miss Sullivan persuaded Helen to write for the Youth’s Companion with the hope of
restoring her self confidence.

d) How did Helen regain her confidence in writing?
Helen wrote timidly, fearfully, but resolutely, urged on by her teacher, who knew that
with perseverance, Helen would get a grip on her faculties and find her mental
foothold. Up to the time of the ‘Frost King’ episode, she had lived the unconscious life
of a little child; now her thoughts were turned inward, and she saw things invisible.
Gradually she emerged from the penumbra of that experience with a mind made
clearer by trial and with a truer knowledge of life.

e)Why were people surprised to see that Helen could appreciate the beauty of the Niagara
Falls? What was Helen’s response to them?
It seemed strange to many people that Helen could be impressed by the wonders and
beauties of Niagara. They were always asking her what that beauty or music meant to
her since she couldn’t see the waves rolling up the beach or hear their roar. Helen told
them that in the most evident sense they meant everything. She couldn’t fathom or
define their meaning any more than she could fathom or define love or religion or
goodness.

f)Describe Helen’s experience at Midway Plaisance.
The visit to the Midway Plaisance seemed like the ‘Arabian Nights’ to Helen. It was full
of novelty and interest. She took in the glories of the fair with her fingers because she
was given permission to touch the exhibits by Mr. Higinbotham, President of the
World’s Fair.
She saw India with the curious bazaar, Shivas and elephant-gods; land of the Pyramids
with its mosques and camels; lagoons of Venice, where they sailed every evening. She
went on board a Viking ship. It interested her to see how the seaman took storm and
calm alike with undaunted heart and fought with brains and sinews, self reliant and self
sufficient.
She saw the model of ‘Santa Maria’ and Columbus’ cabin within it and was impressed
with the hour glass. The French bronzes were so lifelike that she thought they were
angel visions which the artist had caught and bound in earthly forms.

g)What did Helen learn at the Cape of Good Hope exhibit?
At the At the Cape of Good Hope exhibit, I learned much about the processes of
mining diamonds. Whenever it was possible, I touched the machinery while it was in
motion, so as to get a clearer idea of how the stones were weighed, cut, and polished.
She searched in the washings and found a diamond.

h)How did Dr Bell help Helen in the World’s Fair?
Dr. Bell went everywhere in the World’s Fair with Helen and Sullivan.
Dr. Bell described to her the objects of greatest interest in a delightful way. Together,
they examined the telephones, autophones, phonographs, and other inventions. He
also made her understand how it was possible to send a message on wires
They also visited the anthropological department .The relics of ancient Mexico- the
rude stone implements and the Egyptian mummies - interested her and she learned
more about the progress of man than she had heard or read.

i)How did the visit to the World’s Fair give Helen an appreciation of the working world?
All the experiences gathered by Helen at the World’s Fair added a great many new
terms to her vocabulary. In the three weeks that Helen spent at the Fair, she took a
long leap from the little child's interest in fairy tales and toys to the appreciation of the
real in the workaday world.

Chapter 16 - Summary

Before October 1893, Helen had studied various subjects by herself in a disorganized manner
such as history of Rome, Greece and the United States. She tried herself to master French
pronunciation by following instructions from a book and was able to read some story books.
She also spent time to improve her speech by reading aloud to Miss Sullivan who corrected
pronunciation and helped to phrase and inflect.
She later started learning special subjects at fixed hours. While in Pennysylvania, Mr. Irons
taught her Latin grammar and arithmetic. Reading Tennyson’s ‘In Memoriam’, she learnt to
know an author and recognize his style just as she recognized the clasp of a friend’s hand.
At first, Helen did not like Latin grammar, but later the beauty of the language delighted her.
Miss Sullivan would beside her during lessons and spell into my hand whatever Mr. Irons
said, and look up new words for her. She was just beginning to read Caesar's ‘Gallic War’
when she went home to Alabama.

Comprehension questions:

a) What had Helen studied before October 1893?
Before October, 1893, Helen had studied various subjects by herself in an unfocused
manner. She read the histories of Greece, Rome and the United States. She had a
French grammar in raised print, and already knew some French.

b) What did Helen do to master French pronunciation?
Helen already knew some French, so she often amused me by composing in her head
short exercises, using the new words that she came across. She ignored rules and other
technicalities as much as possible. She tried to master the French pronunciation,
without anyone’s help from the all the letters and sounds described in a book. This
was tasking slender powers for great ends; but it gave her something to do on a rainy
day. She acquired a sufficient knowledge of French to read with pleasure a few books.

c) When did Helen begin her formal education?
Helen began her formal education when Helen and Miss Sullivan were in
Pennysylvania, visiting the family of Mr. William Wade. It was arranged that Helen
should study under Mr. Irons who was their neighbour. He taught Helen Latin but also
helped her in arithmetic which she found uninteresting and troublesome. Mr. Irons also
read with her the poem - ‘In Memoriam’ by Tennyson. She learned for the first time to
know an author and to recognize his style just as she recognized the clasp of a friend's
hand.

d) What aspect of language did Helen find beautiful?
Helen found beautiful, the fleeting images and sentiments presented by a language
one is just becoming familiar with the ideas flit across the mental sky, shaped and
tinted by fancy.

Chapter 17 - Summary

In the summer 1894, Helen attended a meeting of American Association to Promote the
Teaching of Speech to the Deaf. It was arranged for her to go to the Wright -Humason
School for the Deaf in New York City accompanied by Miss Sullivan for two years. This school
was chosen especially for the purpose of training in vocal culture and lip-reading. She also
studied arithmetic, physical geography, French and German.
Her German teacher could use the manual alphabet but not the French teacher so she made
more progress in German. Her progress in lip reading was not as much as hoped by her and her teachers. Helen did not
enjoy Math but she enjoyed learning physical geography.
Helen specially remembers her walks in Central Park. Helen also visited several places of
interest in and around New York.
Before Helen left New York, Mr. Spaulding, a close friend died. Helen called this as the
greatest sorrow of her life, except for the death of her father.

Comprehension questions

a) Why was the Wright – Humason School for the deaf in New York chosen for Helen?
The Wright – Humason School for the deaf was chosen especially so that Helen would
get the best training in vocal culture and lip-reading. In addition to this, she studied
arithmetic, physical geography, French and German.

b) Why was it easy for Helen to learn German faster than French?
The German teacher could use the manual alphabet, and after she had acquired a small
vocabulary, she talked together in German whenever she had a chance, and in a few
months she could understand almost everything she said.
The French teacher did not know the manual alphabet, and was obliged to give
instructions orally. Helen could not read her lips easily; so her progress in French was
much slower than in German.
Helen’s progress in lip-reading and speech was not what her teacher and she had
hoped and expected Although they worked hard and faithfully, yet they did not quite
reach their goal. Helen supposed they had aimed too high, and disappointment was
therefore inevitable.

c) Why did Helen find physical geography interesting?
Helen found it a joy to learn the secrets of nature- how the vapours ascend from the
ends of the earth, how rivers are cut out among the rocks and mountains overturned
by roots and in what ways man may overcome many forces mightier than himself.

PRACTICE QUESTIONS - ANSWER SCHEME

Answer the following questions in 200—250 words.

1. How was Helen’s pleasure at writing a story turn into disgrace and bitterness?

At the age of 11, Helen wrote a story- ‘The Frost King’ and sent it to Mr. Anagnos at

Perkins Institute. He promptly published it in one of Perkins Instituition reports. It was

discovered that a similar story had appeared before Helen was born in a book called

‘Birdie and his Friends’ by Margaret Canby. The two stories were similar in thought and

language. It was evident that Miss Canby’s story had been read to Helen; hence she was

accused of plagiarism. Mr. Anagnos turned a deaf ear to the pleadings of love and

innocence by Helen because he thought he had been deceived. He suspected that Miss

Sullivan and Helen had deliberately stolen the bright thoughts of another and imposed

them on him to win his admiration. He put Helen before a court of investigation that

consisted of teachers and officers of the Institution. Miss Sullivan was not allowed into

the room. Helen was questioned and cross questioned. It seemed to Helen as if the

judges were determined to force her to acknowledge that ‘Miss Canby’s story had been

read to her. In every question the judges asked, Helen felt their doubt and suspicion.

Helen was distressed and traumatized by the incident.

2. Miss Sullivan and Helen tried to investigate the truth behind the ‘The Frost King’ episode.

What did the investigations reveal?

Miss Sullivan did not remember reading the story – ‘The Frost Fairies’ to Helen and

Helen couldn’t remember hearing the story. Miss Sullivan’s investigations on the

plagiarism matter revealed that even though she had not read out the story to Helen,

Mrs. Sophia C Hopkins had read out the story – ‘Birdie and her Friends’ to Helen when

she had spent the summer in Brewster. Miss Sullivan had been on vacation at that time.

The stories had no meaning for Helen at that time but the strange words amused her

and left an indelible mark in her mind.

Helen read the story - ‘The Frost Fairies’ and found that she had used Miss Canby’s

ideas. She found Miss Canby’ ideas in letters that she wrote, specially in one letter to Mr.

Anagnos, which had words and sentiments exactly like those of the book. These

showed that her mind was saturated with the story. This habit of assimilating what pleased her and giving it out again as her own appeared in much of her early

correspondence and first attempts at writing. During the troubled time, Helen received

many messages of love and sympathy.

Miss Canby herself wrote kindly, "Someday you will write a great story out of your own

head, that will be a comfort and help to many."

But Helen was unable to fulfill the kind prophecy. She never played with words again

for the mere pleasure of the game. In fact, she had ever since been tortured by the fear

that what she wrote was not her own.

3. Describe Helen’s experience at the World’s Fair.

Helen and Miss Sullivan visited the World’s Fair in Summer along with Dr. Alexander

Graham Bell where her thousand childish fancies became beautiful realities.

She was given permission to touch many of the exhibits by Mr. Higginbotham,

President of the World’s Fair. Her visit to the Midway Plaisance reminded her of Arabian

Nights. She saw India with the curious bazaars and the various Gods, the land of

Pyramids and the lagoons of Venice. She went on board a Viking ship and examined the

model of Santa Maria.

At the Cape of Good Hope exhibit she learnt about the process of mining diamonds.

Wherever possible she touched the machinery while it was in motion.

Dr. Bell explained to her the scientific principles of technological exhibits. They also

visited the anthropological department and she learned more about the progress of

man than she had heard or read.

All the experiences gathered by Helen at the World’s Fair added a great many new

terms to her vocabulary. In the three weeks that Helen spent at the Fair, she took a long

leap from the little child's interest in fairy tales and toys to the appreciation of the real

in the workaday world.

4. Why was it easy for Helen to learn German faster than French at the Wright – Humason School for the deaf in New York?

The Wright – Humason School for the deaf was chosen especially so that Helen would

get the best training in vocal culture and lip-reading. In addition to this, she studied

arithmetic, physical geography, French and German.

The German teacher could use the manual alphabet, and after she had acquired a small

vocabulary, they talked together in German whenever they had a chance, and in a few

months Helen could understand almost everything the teacher said.

The French teacher did not know the manual alphabet, and was obliged to give instructions orally. Helen could not read her lips easily; so her progress in French was

much slower than in German. 

Helen’s progress in lip-reading and speech was not what her teacher and she had hoped and expected Although they worked hard and faithfully, yet they did not quite reach their goal. Helen supposed they had aimed too high, and disappointment was therefore

inevitable.