My parents were deeply grieved and perplexed4. We lived a long way from any school for the blind or the deaf, and it seemed unlikely that any one would come to such an out-of-the-way place as Tuscumbia to teach a child who was both deaf and blind. Indeed, my friends and relatives sometimes doubted whether I could be taught. My mother's only ray of hope came from Dickens's "American Notes." She had read his account of Laura Bridgman, and remembered vaguely5 that she was deaf and blind, yet had been educated. But she also remembered with a hopeless pang6 that Dr. Howe, who had discovered the way to teach the deaf and blind, had been dead many years. His methods had probably died with him; and if they had not, how was a little girl in a far-off town in Alabama to receive the benefit of them?
When I was about six years old, my father heard of an eminent7 oculist8 in Baltimore, who had been successful in many cases that had seemed hopeless. My parents at once determined9 to take me to Baltimore to see if anything could be done for my eyes.
The journey, which I remember well was very pleasant. I made friends with many people on the train. One lady gave me a box of shells. My father made holes in these so that I could string them, and for a long time they kept me happy and contented10. The conductor, too, was kind. Often when he went his rounds I clung to his coat tails while he collected and punched the tickets. His punch, with which he let me play, was a delightful11 toy. Curled up in a corner of the seat I amused myself for hours making funny little holes in bits of cardboard.
My aunt made me a big doll out of towels. It was the most comical shapeless thing, this improvised12 doll, with no nose, mouth, ears or eyes--nothing that even the imagination of a child could convert into a face. Curiously13 enough, the absence of eyes struck me more than all the other defects put together. I pointed14 this out to everybody with provoking persistency15, but no one seemed equal to the task of providing the doll with eyes. A bright idea, however, shot into my mind, and the problem was solved. I tumbled off the seat and searched under it until I found my aunt's cape16, which was trimmed with large beads17. I pulled two beads off and indicated to her that I wanted her to sew them on my doll. She raised my hand to her eyes in a questioning way, and I nodded energetically. The beads were sewed in the right place and I could not contain myself for joy; but immediately I lost all interest in the doll. During the whole trip I did not have one fit of temper, there were so many things to keep my mind and fingers busy.
When we arrived in Baltimore, Dr. Chisholm received us kindly18: but he could do nothing. He said, however, that I could be educated, and advised my father to consult Dr. Alexander Graham Bell of Washington, who would be able to give him information about schools and teachers of deaf or blind children. Acting19 on the doctor's advice, we went immediately to Washington to see Dr. Bell, my father with a sad heart and many misgivings20, I wholly unconscious of his anguish21, finding pleasure in the excitement of moving from place to place. Child as I was, I at once felt the tenderness and sympathy which endeared Dr. Bell to so many hearts, as his wonderful achievements enlist22 their admiration23. He held me on his knee while I examined his watch, and he made it strike for me. He understood my signs, and I knew it and loved him at once. But I did not dream that that interview would be the door through which I should pass from darkness into light, from isolation24 to friendship, companionship, knowledge, love.
Dr. Bell advised my father to write to Mr. Anagnos, director of the Perkins Institution in Boston, the scene of Dr. Howe's great labours for the blind, and ask him if he had a teacher competent to begin my education. This my father did at once, and in a few weeks there came a kind letter from Mr. Anagnos with the comforting assurance that a teacher had been found. This was in the summer of 1886. But Miss Sullivan did not arrive until the following March.
Thus I came up out of Egypt and stood before Sinai, and a power divine touched my spirit and gave it sight, so that I beheld25 many wonders. And from the sacred mountain I heard a voice which said, "Knowledge is love and light and vision."
点击收听单词发音
1 frantic | |
adj.狂乱的,错乱的,激昂的 | |
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2 exhaustion | |
n.耗尽枯竭,疲惫,筋疲力尽,竭尽,详尽无遗的论述 | |
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3 miserable | |
adj.悲惨的,痛苦的;可怜的,糟糕的 | |
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4 perplexed | |
adj.不知所措的 | |
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5 vaguely | |
adv.含糊地,暖昧地 | |
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6 pang | |
n.剧痛,悲痛,苦闷 | |
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7 eminent | |
adj.显赫的,杰出的,有名的,优良的 | |
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8 oculist | |
n.眼科医生 | |
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9 determined | |
adj.坚定的;有决心的 | |
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10 contented | |
adj.满意的,安心的,知足的 | |
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11 delightful | |
adj.令人高兴的,使人快乐的 | |
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12 improvised | |
a.即席而作的,即兴的 | |
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13 curiously | |
adv.有求知欲地;好问地;奇特地 | |
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14 pointed | |
adj.尖的,直截了当的 | |
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15 persistency | |
n. 坚持(余辉, 时间常数) | |
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16 cape | |
n.海角,岬;披肩,短披风 | |
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17 beads | |
n.(空心)小珠子( bead的名词复数 );水珠;珠子项链 | |
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18 kindly | |
adj.和蔼的,温和的,爽快的;adv.温和地,亲切地 | |
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19 acting | |
n.演戏,行为,假装;adj.代理的,临时的,演出用的 | |
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20 misgivings | |
n.疑虑,担忧,害怕;疑虑,担心,恐惧( misgiving的名词复数 );疑惧 | |
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21 anguish | |
n.(尤指心灵上的)极度痛苦,烦恼 | |
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22 enlist | |
vt.谋取(支持等),赢得;征募;vi.入伍 | |
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23 admiration | |
n.钦佩,赞美,羡慕 | |
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24 isolation | |
n.隔离,孤立,分解,分离 | |
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25 beheld | |
v.看,注视( behold的过去式和过去分词 );瞧;看呀;(叙述中用于引出某人意外的出现)哎哟 | |
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