Finally Miss Clara gathered her papers.
Miss Clara chuckled like a mother hen.
Maybe she thinks it's a miss-match for you.
"I miss you," he whispered.
Unfortunately, he did not miss the child until the following morning.
Miss Clara nodded and glanced at Brandon.
Miss Sullivan taught me to take all the care of my new pet.
Something I said made her think she detected in my words a confession that I did remember Miss Canby's story of "The Frost Fairies," and she laid her conclusions before Mr. Anagnos, although I had told her most emphatically that she was mistaken.
If he thinks I might be up today, he'll insist on staying home so he won't miss me.
He turned to Miss Clara.
"I miss Damian," she whispered.
You'd never miss ONE of them, I'm sure!
The regimental commander ran forward on each such occasion, fearing to miss a single word of the commander-in-chief's regarding the regiment.
I dialed Miss Reagan first.
Yancey stepped through the door with his arms full of groceries and Lisa didn't miss the warning look he shot his mother.
Miss Clara gathered her papers and smiled up at him.
Give me my thimble, Miss, from there...
Did you miss the job?
I can't get Howie to leave and I miss Molly.
She didn't miss the surprised look on Han's face.
"Wouldn't miss it," Damian said and stood to shake his hand.
"Thank you for your time," Adrienne said as she stood and shook Miss Clara's hand.
Brandon folded into the chair Miss Clara had vacated and smiled nervously.
The storm made the forest pitch dark; therefore, searching was useless until it abated.
She didn't miss the way the others moved out of his way or the way the aura of command around him filled up the room.
If I miss, I'll paralyze you for eternity.
I miss the stars.
She didn't miss the look of relief that crossed Pierre's face and suspected he'd been threatened with a reassignment for shooting her.
"No; you miss many pleasures," remarked the cab-horse, pityingly.
Something akin to getting a date with Miss America: Sure, in theory, possible—but realistically, it ain't gonna happen.
But Miss Sullivan shook her head, and I was greatly puzzled and disappointed.
I had made many mistakes, and Miss Sullivan had pointed them out again and again with gentle patience.
One day, Miss Sullivan tells me, I pinned the word girl on my pinafore and stood in the wardrobe.
Everything Miss Sullivan taught me she illustrated by a beautiful story or a poem.
The first Christmas after Miss Sullivan came to Tuscumbia was a great event.
Every one in the family prepared surprises for me, but what pleased me most, Miss Sullivan and I prepared surprises for everybody else.
Miss Sullivan and I kept up a game of guessing which taught me more about the use of language than any set lessons could have done.
One day Miss Sullivan attracted my attention to a strange object which she had captured basking in the shallow water.
I had never crossed it until one day Mildred, Miss Sullivan and I were lost in the woods, and wandered for hours without finding a path.
Even this became less and less intelligible until the time when Miss Sullivan began to teach me.
Miss Fuller's method was this: she passed my hand lightly over her face, and let me feel the position of her tongue and lips when she made a sound.
Miss Fuller and Miss Sullivan could understand me, but most people would not have understood one word in a hundred.
It astonished me to find how much easier it is to talk than to spell with the fingers, and I discarded the manual alphabet as a medium of communication on my part; but Miss Sullivan and a few friends still use it in speaking to me, for it is more convenient and more rapid than lip-reading.
I had made my homeward journey, talking constantly to Miss Sullivan, not for the sake of talking, but determined to improve to the last minute.
He believed, or at least suspected, that Miss Sullivan and I had deliberately stolen the bright thoughts of another and imposed them on him to win his admiration.
I was brought before a court of investigation composed of the teachers and officers of the Institution, and Miss Sullivan was asked to leave me.
Miss Sullivan had never heard of "The Frost Fairies" or of the book in which it was published.
But the fact remains that Miss Canby's story was read to me once, and that long after I had forgotten it, it came back to me so naturally that I never suspected that it was the child of another mind.
Miss Canby herself wrote kindly, "Some day you will write a great story out of your own head, that will be a comfort and help to many."
I have read "The Frost Fairies" since, also the letters I wrote in which I used other ideas of Miss Canby's.
For two years he seems to have held the belief that Miss Sullivan and I were innocent.
Miss Sullivan and I were at that time in Hulton, Pennsylvania, visiting the family of Mr. William Wade.
Miss Sullivan sat beside me at my lessons, spelling into my hand whatever Mr. Irons said, and looking up new words for me.
I went there in October, 1894, accompanied by Miss Sullivan.
He, who made every one happy in a beautiful, unobtrusive way, was most kind and tender to Miss Sullivan and me.
Each day Miss Sullivan went to the classes with me and spelled into my hand with infinite patience all that the teachers said.
Some of the girls learned to speak to me, so that Miss Sullivan did not have to repeat their conversation.
Just before the books came, Mr. Gilman had begun to remonstrate with Miss Sullivan on the ground that I was working too hard, and in spite of my earnest protestations, he reduced the number of my recitations.
At the beginning we had agreed that I should, if necessary, take five years to prepare for college, but at the end of the first year the success of my examinations showed Miss Sullivan, Miss Harbaugh (Mr.
In the end the difference of opinion between Mr. Gilman and Miss Sullivan resulted in my mother's withdrawing my sister Mildred and me from the Cambridge school.
Miss Sullivan and I spent the rest of the winter with our friends, the Chamberlins in Wrentham, twenty-five miles from Boston.
Miss Sullivan interpreted his instruction.
The college authorities did not allow Miss Sullivan to read the examination papers to me; so Mr. Eugene C. Vining, one of the instructors at the Perkins Institution for the Blind, was employed to copy the papers for me in American braille.
Before we began the story Miss Sullivan explained to me the things that she knew I should not understand, and as we read on she explained the unfamiliar words.
After spending a few days in Evangeline's country, about which Longfellow's beautiful poem has woven a spell of enchantment, Miss Sullivan and I went to Halifax, where we remained the greater part of the summer.
As soon as my examinations were over, Miss Sullivan and I hastened to this green nook, where we have a little cottage on one of the three lakes for which Wrentham is famous.
After the play Miss Sullivan took me to see him behind the scenes, and I felt of his curious garb and his flowing hair and beard.
Elsie Leslie, the little actress, was in Boston, and Miss Sullivan took me to see her in "The Prince and the Pauper."
As a child I loved to sit on his knee and clasp his great hand with one of mine, while Miss Sullivan spelled into the other his beautiful words about God and the spiritual world.
He had invited Miss Sullivan and me to call on him one Sunday afternoon.
My fingers lighted upon a beautiful volume of Tennyson's poems, and when Miss Sullivan told me what it was I began to recite:
One beautiful summer day, not long after my meeting with Dr. Holmes, Miss Sullivan and I visited Whittier in his quiet home on the Merrimac.
So these selections from Miss Keller's correspondence are made with two purposes--to show her development and to preserve the most entertaining and significant passages from several hundred letters.
In that year Miss Keller entered college.
Miss Sullivan began to teach Helen Keller on March 3rd, 1887.
I saw Miss Betty and her scholars.
In this account of the picnic we get an illuminating glimpse of Miss Sullivan's skill in teaching her pupil during play hours.
Toward the end of May Mrs. Keller, Helen, and Miss Sullivan started for Boston.
My dear Miss Moore Are you very glad to receive a nice letter from your darling little friend?
We shall miss you very, very much.
Do not forget to give my love to Miss Calliope Kehayia and Mr. Francis Demetrios Kalopothakes.
My Dear Miss Riley:--I wish you were here in the warm, sunny south today.
During the summer Miss Sullivan was away from Helen for three months and a half, the first separation of teacher and pupil.
I miss you so very, very much.
Mr. and Miss Endicott came to see me, and I went to ride in the carriage.
When the Perkins Institution closed for the summer, Helen and Miss Sullivan went to Tuscumbia.
Helen and Miss Sullivan returned to the Perkins Institution early in November.
We surprised our dear friends, however, for they did not expect us Saturday; but when the bell rung Miss Marrett guessed who was at the door, and Mrs. Hopkins jumped up from the breakfast table and ran to the door to meet us; she was indeed much astonished to see us.
Do they miss their mistress very much?
Before a teacher was found for Tommy and while he was still in the care of Helen and Miss Sullivan, a reception was held for him at the kindergarten.
There is a hiatus of several months in the letters, caused by the depressing effect on Helen and Miss Sullivan of the "Frost King" episode.
An analysis of the case has been made elsewhere, and Miss Keller has written her account of it.
TO MISS CAROLINE DERBY South Boston, May 9, 1892.
My dear Miss Carrie:--I was much pleased to receive your kind letter.
I am glad Miss Eleanor is interested.
At the end of June Miss Sullivan and Helen went home to Tuscumbia.
TO MISS CAROLINE DERBY Tuscumbia, Alabama, July 9th 1892.
Please give my love to Miss Derby and tell her that I hope she gave my sweetest love to Baby Ruth.
In March Helen and Miss Sullivan went North, and spent the next few months traveling and visiting friends.
In reading this letter about Niagara one should remember that Miss Keller knows distance and shape, and that the size of Niagara is within her experience after she has explored it, crossed the bridge and gone down in the elevator.
In a prefatory note which Miss Sullivan wrote for St. Nicholas, she says that people frequently said to her, "Helen sees more with her fingers than we do with our eyes."
GENTLEMEN--The bearer, Miss Helen Keller, accompanied by Miss Sullivan, is desirous of making a complete inspection of the Exposition in all Departments.
TO MISS CAROLINE DERBY Hulton, Penn., August 17, 1893.
TO MISS CAROLINE DERBY Hulton, Penn., December 28, 1893. ...Please thank dear Miss Derby for me for the pretty shield which she sent me.
TO MISS CAROLINE DERBY Hulton, Penn., December 28, 1893. ...Please thank dear Miss Derby for me for the pretty shield which she sent me.
In February Helen and Miss Sullivan returned to Tuscumbia.
In the summer they attended the meeting at Chautauqua of the American Association for the Promotion of the Teaching of Speech to the Deaf, where Miss Sullivan read a paper on Helen Keller's education.
In the fall Helen and Miss Sullivan entered the Wright-Humason School in New York, which makes a special of lip-reading and voice-culture.
TO MISS CAROLINE DERBY The Wright-Humason School. 42 West 76th St. New York.
TO MISS CAROLINE DERBY The Wright-Humason School.
When the Wright-Humason School closed for the summer, Miss Sullivan and Helen went South.
Miss Terry was lovely.
We also met Mr. and Mrs. Terry, Miss Terry's brother and his wife.
TO MISS CAROLINE DERBY New York, March 2nd, 1896. ...We miss dear King John sadly.
TO MISS CAROLINE DERBY New York, March 2nd, 1896. ...We miss dear King John sadly.
On the first of October Miss Keller entered the Cambridge School for Young Ladies, of which Mr. Arthur Gilman is Principal.
The "examinations" mentioned in this letter were merely tests given in the school, but as they were old Harvard papers, it is evident that in some subjects Miss Keller was already fairly well prepared for Radcliffe.
Then the interference of Mr. Gilman resulted in Mrs. Keller's withdrawing Miss Helen and her sister, Miss Mildred, from the school.
I do miss Red Farm and the dear ones there dreadfully; but I am not unhappy.
Miss Irwin seemed to have no objection to this proposal, and kindly offered to see the professors and find out if they would give me lessons.
The college authorities would not permit Miss Sullivan to read the examination papers to me; so Mr. Eugene C. Vining, one of the instructors at the Perkins Institution for the Blind, was employed to copy the papers for me in braille.
Miss Sullivan always sat beside me, and told me what the teachers said.
In the German class Miss Sullivan interpreted to me as well as she could what the teacher said.
TO MISS MILDRED KELLER 138 Brattle Street, Cambridge, November 26, 1899. ...At last we are settled for the winter, and our work is going smoothly.
In the fall Miss Keller entered Radcliffe College.
Miss Watkins, the lady who has charge of her wrote me a most interesting letter.
Miss Watkins adds that she is very pretty.
But Miss Watkins seems to be just the kind of teacher she needs.
I was in New York not long ago and I saw Miss Rhoades, who told me that she had seen Katie McGirr.
Katie played with Miss Rhoades's rings and took them away, saying with a merry laugh, "You shall not have them again!"
She could only understand Miss Rhoades when she talked about the simplest things.
It is fitting that Miss Keller's "Story of My Life" should appear at this time.
Whatever doubts Miss Keller herself may have had are now at rest.
But it is to be remembered that Miss Keller has written many things in her autobiography for the fun of writing them, and the disillusion, which the writer of the editorial took seriously, is in great part humorous.
I ought to apologize to the reader and to Miss Keller for presuming to say what her subject matter is worth, but one more explanation is necessary.
In her account of her early education Miss Keller is not giving a scientifically accurate record of her life, nor even of the important events.
That is why her teacher's records may be found to differ in some particulars from Miss Keller's account.
The way in which Miss Keller wrote her story shows, as nothing else can show, the difficulties she had to overcome.
When Miss Keller puts her work in typewritten form, she cannot refer to it again unless some one reads it to her by means of the manual alphabet.
In rewriting the story, Miss Keller made corrections on separate pages on her braille machine.
Miss Sullivan, who is an excellent critic, made suggestions at many points in the course of composition and revision.
The book is Miss Keller's and is final proof of her independent power.
Miss Keller is tall and strongly built, and has always had good health.
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.
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.
Miss Keller's humour is that deeper kind of humour which is courage.
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.
Miss Keller likes to be part of the company.
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."
Miss Keller's effort to reach out and meet other people on their own intellectual ground has kept her informed of daily affairs.
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.
Miss Keller used to knit and crochet, but she has had better things to do.
A friend tried Miss Keller one day with several coins.
Her manuscripts seldom contain typographical errors when she hands them to Miss Sullivan to read.
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.
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.
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 reads by means of embossed print or the various kinds of braille.
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 them all.
Most educated blind people know several, but it would save trouble if, as Miss Keller suggests, English braille were universally adopted.
Miss Keller has a braille writer on which she keeps notes and writes letters to her blind friends.
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.
Miss Keller talks to herself absent-mindedly in the manual alphabet.
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.
Like every deaf or blind person, Miss Keller depends on her sense of smell to an unusual degree.
The question of a special "sixth sense," such as people have ascribed. to Miss Keller, is a delicate one.
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.
Miss Keller has two watches, which have been given her.
Though there is less than half an inch between the points--a space which represents sixty minutes--Miss Keller tells the time almost exactly.
The finer traits of Miss Keller's character are so well known that one needs not say much about them.
Miss Sullivan writes in a letter of 1891:
The names of Laura Bridgman and Helen Keller will always be linked together, and it is necessary to understand what Dr. Howe did for his pupil before one comes to an account of Miss Sullivan's work.
For Dr. Howe is the great pioneer on whose work that of Miss Sullivan and other teachers of the deaf-blind immediately depends.
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.
There are two other reasons why Miss Sullivan's records are incomplete.
For this report Miss Sullivan prepared, in reluctant compliance with the request of Mr. Anagnos, an account of her work.
Of this report Miss Sullivan wrote in a letter dated October 30, 1887:
As Mr. Anagnos was the head of a great institution, what he said had much more effect than the facts in Miss Sullivan's account on which he based his statements.
In a year after she first went to Helen Keller, Miss Sullivan found herself and her pupil the centre of a stupendous fiction.
Teachers of the deaf proved a priori that what Miss Sullivan had done could not be, and some discredit was reflected on her statements, because they were surrounded by the vague eloquence of Mr. Anagnos.
For this report Miss Sullivan wrote the fullest and largest account she has ever written; and in this report appeared the "Frost King," which is discussed fully in a later chapter.
Although Miss Sullivan is still rather amused than distressed when some one, even one of her friends, makes mistakes in published articles about her and Miss Keller, still she sees that Miss Keller's book should include all the information that the teacher could at present furnish.
These letters were written to Mrs. Sophia C. Hopkins, the only person to whom Miss Sullivan ever wrote freely.
In these letters we have an almost weekly record of Miss Sullivan's work.
Many people have thought that any attempt to find the principles in her method would be nothing but a later theory superimposed on Miss Sullivan's work.
Miss Anne Mansfield Sullivan was born at Springfield, Massachusetts.
Miss Sullivan's talents are of the highest order.
It was Dr. Howe who, by his work with Laura Bridgman, made Miss Sullivan's work possible: but it was Miss Sullivan who discovered the way to teach language to the deaf-blind.
It must be remembered that Miss Sullivan had to solve her problems unaided by previous experience or the assistance of any other teacher.
The impression that Miss Sullivan educated Helen Keller "under the direction of Mr. Anagnos" is erroneous.
No one interferes with Miss Sullivan's plans, or shares in her tasks.
Here follow in order Miss Sullivan's letters and the most important passages from the reports.
For the ease of the reader I have, with Miss Sullivan's consent, made the extracts run together continuously and supplied words of connection and the resulting necessary changes in syntax, and Miss Sullivan has made slight changes in the phrasing of her reports and also of her letters, which were carelessly written.
Some of her opinions Miss Sullivan would like to enlarge and revise.
I read the letter at the supper-table, and Mrs. Keller exclaimed: "My, Miss Annie, Helen writes almost as well as that now!"
In her reports Miss Sullivan speaks of "lessons" as if they came in regular order.
It is always: "Oh, Miss Sullivan, please come and tell us what Helen means," or "Miss Sullivan, won't you please explain this to Helen?
Miss Ev. came up to help me make a list of words Helen has learned.
This extract from one of Miss Sullivan's letters is added because it contains interesting casual opinions stimulated by observing the methods of others.
Miss Sullivan's second report brings the account down to October 1st, 1888.
During the next two years neither Mr. Anagnos, who was in Europe for a year, nor Miss Sullivan wrote anything about Helen Keller for publication.
From Miss Sullivan's part of this report I give her most important comments and such biographical matter as does not appear elsewhere in the present volume.
These extracts Mr. Anagnos took from Miss Sullivan's notes and memoranda.
Here begins Miss Sullivan's connected account in the report of 1891:
There has been much discussion of such of Miss Sullivan's statements and explanations as have been published before.
Miss Keller's education, however, is so fundamentally a question of language teaching that it rather includes the problems of the deaf than limits itself to the deaf alone.
Miss Sullivan has begun where Dr. Howe left off.
By experiment, by studying other children, Miss Sullivan came upon the practical way of teaching language by the natural method.
And this is Miss Sullivan's great discovery.
All day long in their play-time and work-time Miss Sullivan kept spelling into her pupil's hand, and by that Helen Keller absorbed words, just as the child in the cradle absorbs words by hearing thousands of them before he uses one and by associating the words with the occasion of their utterance.
Why not, says Miss Sullivan, make a language lesson out of what they were interested in?
Miss Sullivan never needlessly belittled her ideas or expressions to suit the supposed state of the child's intelligence.
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.
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.
Miss Sullivan is a person of extraordinary power.
Miss Sullivan's vigorous, original mind has lent much of its vitality to her pupil.
If Miss Keller is fond of language and not interested especially in mathematics, it is not surprising to find Miss Sullivan's interests very similar.
And this does not mean that Miss Keller is unduly dependent on her teacher.
There is, then, a good deal that Miss Sullivan has done for Miss Keller which no other teacher can do in just the same way for any one else.
To have another Helen Keller there must be another Miss Sullivan.
When Miss Sullivan went out in the barnyard and picked up a little chicken and talked to Helen about it, she was giving a kind of instruction impossible inside four walls, and impossible with more than one pupil at a time.
It was, then, to a good subject that Miss Sullivan brought her devotion and intelligence, and fearless willingness to experiment.
Miss Sullivan's methods were so good that even without the practical result, any one would recognize the truth of the teacher's ideas.
Miss Sullivan has in addition a vigorous personality.
Miss Keller's later education is easy to understand and needs no further explanation than she has given.
Miss Keller's vowels are not firm.
This difficulty and some others may be corrected when she and Miss Sullivan have more time.
Miss Keller will never be able, I believe, to speak loud without destroying the pleasant quality and the distinctness of her words, but she can do much to make her speech clearer.
It is hard to say whether or not Miss Keller's speech is easy to understand.
I am told that Miss Keller speaks better than most other deaf people.
Miss Keller has told how she learned to speak.
Miss Sullivan's account in her address at Chautauqua, in July, 1894, at the meeting of The American Association to Promote the Teaching of Speech to the Deaf, is substantially like Miss Keller's in points of fact.
Teachers of the deaf often express surprise that Helen's speech is so good when she has not received any regular instruction in speech since the first few lessons given her by Miss Fuller.
Enough appears in the accounts by Miss Keller's teacher to show the process by which she reads the lips with her fingers, the process by which she was taught to speak, and by which, of course, she can listen to conversation now.
It is a clumsy and unsatisfactory way of receiving communication, useless when Miss Sullivan or some one else who knows the manual alphabet is present to give Miss Keller the spoken words of others.
Indeed, when some friend is trying to speak to Miss Keller, and the attempt is not proving successful, Miss Sullivan usually helps by spelling the lost words into Miss Keller's hand.
President Roosevelt had little difficulty last spring in making Miss Keller understand him, and especially requested Miss Sullivan not to spell into her hand.
Other people say they have no success in making Miss Keller "hear" them.
The ability to read the lips helps Miss Keller in getting corrections of her pronunciation from Miss Sullivan and others, just as it was the means of her learning to speak at all, but it is rather an accomplishment than a necessity.
No one can have read Miss Keller's autobiography without feeling that she writes unusually fine English.
In this, as in all other things, Miss Sullivan has been the wise teacher.
If Miss Sullivan wrote fine English, the beauty of Helen Keller's style would, in part, be explicable at once.
But the extracts from Miss Sullivan's letters and from her reports, although they are clear and accurate, have not the beauty which distinguishes Miss Keller's English.
Any one who has tried to write knows what Miss Keller owes to the endless practice which Miss Sullivan demanded of her.
For it was Dr. Bell who first saw the principles that underlie Miss Sullivan's method, and explained the process by which Helen Keller absorbed language from books.
Miss Keller has given her account of it, and the whole matter was discussed in the first Volta Bureau Souvenir from which I quote at length:
* In this paper Miss Sullivan says: During this winter (1891-92) I went with her into the yard while a light snow was falling, and let her feel the falling flakes.
The teachers at the Institution expressed the opinion that the description did not appear in any book in raised print in that library; but one lady, Miss Marrett, took upon herself the task of examining books of poems in ordinary type, and was rewarded by finding the following lines in one of Longfellow's minor poems, entitled 'Snowflakes':
This story, "Frost Fairies," appeared in a book written by Miss Margaret T. Canby, entitled "Birdie and his Fairy Friends."
I give below a portion of Miss Canby's story, "The Rose Fairies," and also Helen's letter to Mr. Anagnos containing her "dream," so that the likenesses and differences may be studied by those interested in the subject:
Now Helen, in her letter of February, 1890 (quoted above), alludes to this story of Miss Canby's as a dream "WHICH I HAD A LONG TIME AGO WHEN I WAS A VERY LITTLE CHILD."
Soon after its appearance in print I was pained to learn, through the Goodson Gazette, that a portion of the story (eight or nine passages) is either a reproduction or adaptation of Miss Margaret Canby's "Frost Fairies."
I first tried to ascertain what had suggested to Helen's mind the particular fancies which made her story seem like a reproduction of one written by Miss Margaret Canby.
I asked Miss Sullivan to go at once to see Mrs. Hopkins and ascertain the facts in the matter.
I have scarcely any doubt that Miss Canby's little book was read to Helen, by Mrs. Hopkins, in the summer of 1888.
On Miss Sullivan's return to Brewster, she read to Helen the story of "Little Lord Fauntleroy," which she had purchased in Boston for the purpose.
The episode had a deadening effect on Helen Keller and on Miss Sullivan, who feared that she had allowed the habit of imitation, which has in truth made Miss Keller a writer, to go too far.
The style of her version is in some respects even better than the style of Miss Canby's story.
A remarkable example is a paragraph from Miss Keller's sketch in the Youth's Companion.
In these years the fear came many times to Miss Sullivan lest the success of the child was to cease with childhood.
At times Miss Keller seemed to lack flexibility, her thoughts ran in set phrases which she seemed to have no power to revise or turn over in new ways.
Miss Keller began to get the better of her old friendly taskmaster, the phrase.
The style of the Bible is everywhere in Miss Keller's work, just as it is in the style of most great English writers.
Stevenson, whom Miss Sullivan likes and used to read to her pupil, is another marked influence.
Miss Keller's autobiography contains almost everything that she ever intended to publish.
Miss Sullivan had put out the light and gone away, thinking I was sound asleep.
At last sleep surprised me, and when Miss Sullivan returned she found me wrapped in a blanket by the hearth.
"If you please, Miss! allow me," said the maid, who on her knees was pulling the skirt straight and shifting the pins from one side of her mouth to the other with her tongue.
"You mustn't laugh, Miss," said Dunyasha.
"Now, Miss Sonya is sure to see something," whispered Dunyasha; "while you do nothing but laugh."
"Please, Miss!" whispered a maid entering the room with a mysterious air.
Why don't you get a wet cloth, Miss Spencer?
Just fine, Miss Clara.
You don't miss your friends?
Then I started worrying about how I was going to take care of the baby and how much it would miss because I didn't have the money to...
I miss their annual calendar.
He anguished over the possibility, fearful he would be so horror-stricken he'd wake and miss the telling information that would lead to a capture.
Would any of you truly miss your everyday lives?
I'll miss my class in Boston but maybe I won't get lost someplace smaller.
My termination was a sorry-we'll-miss-you-what-was-your-name?
You once mentioned considering the dissemination of miss information.
This killer of Miss Washington is your most dire threat to date.
Let me ask you something else, Miss Reagan.
"I'm pleased to meet you," said Miss Molly as she shook each of our hands in turn.
I was culpable in contributing openly to the memory of Miss Washington and I was listed in some press accounts as the well-known grandfather of Eric when he was kidnapped last fall.
I hadn't told him of our miss information ploy to Ethel Reagan.
She can't because Molly would miss school.
I'll miss her so as she missed her mother whom I was forced to lay to rest before the little lovely was mine.
Naughty, naughty, Miss Reagan; mustn't make daddy mad!
He's stalking us and he's going to be successful if Miss Julie spills the beans.
First their location; gleaned from that accommodating Miss Washington and her memory of the area code.
She was a sweet girl and I'd truly miss her when she returned to her mother, and presumably her stepfather.
God, I'll miss her!
"I hope Howie has come to his senses and booked his flight back," Betsy said, then added, "But I'll miss Molly like she was my own."
"I'll miss you too," she said as I dialed Julie's number and handed her the phone.
He'd forgone the trip to pick me up, afraid he'd miss a call for information on his sister's death.
They've taken Miss O'Malley into surgery so it's waiting time.
He'd managed to miss the hurricane, though the waters were still rough and the waves high.
Do you miss her?
"Let's get this over with, so you don't miss your hot date," she said coolly.
"You must miss your brother," she said softly.
She didn't miss the way he bristled but turned her back to him to return to the library.
My father was obliged to get a ladder and take Miss Sullivan out through the window--much to my delight.
But Miss Sullivan did not arrive until the following March.
It was so cool up in the tree that Miss Sullivan proposed that we have our luncheon there.
Miss Sullivan tried to teach me to count by stringing beads in groups, and by arranging kintergarten straws I learned to add and subtract.
I represent my teacher as saying to me of the golden autumn leaves, "Yes, they are beautiful enough to comfort us for the flight of summer"--an idea direct from Miss Canby's story.
"Why, didn't you know, Miss?" replied the maid.
Pierre did not take his eyes from him and did not miss his slightest movement.
I miss that and I'm not going to be held back simply because you're afraid to have me wandering around on my own.
Long before I learned to do a sum in arithmetic or describe the shape of the earth, Miss Sullivan had taught me to find beauty in the fragrant woods, in every blade of grass, and in the curves and dimples of my baby sister's hand.
Petya, rapidly turning his head, looked now at the drummer boy, now at Denisov, now at the esaul, and now at the French in the village and along the road, trying not to miss anything of importance.
He did not miss a single word he uttered, and would afterwards, with Dessalles or by himself, recall and reconsider the meaning of everything Pierre had said.
Do you miss it?
Then again, maybe you didn't miss anything at all.
From the beginning of my education Miss Sullivan made it a practice to speak to me as she would speak to any hearing child; the only difference was that she spelled the sentences into my hand instead of speaking them.
I cannot explain the peculiar sympathy Miss Sullivan had with my pleasures and desires.
"You can't, Miss, we have tried to," said the butler's assistant.
I'll sorely miss her frightened cries.
After my teacher, Miss Sullivan, came to me, I sought an early opportunity to lock her in her room.
I'll truly miss you.