Chapter 6

I had now the key to all language, and I was eager to learn to use it. Children who hear acquire language without any particular effort; the words that fall from others' lips they catch on the wing, as it were, delightedly, while the little deaf child must trap them by a slow and often painful process. But whatever the process, the result is wonderful. Gradually from naming an object we advance step by step until we have traversed the vast distance between our first stammered¹ syllable² and the sweep of thought in a line of Shakespeare.
At first, when my teacher told me about a new thing I asked very few questions. My ideas were vague, and my vocabulary was inadequate³; but as my knowledge of things grew, and I learned more and more words, my field of inquiry⁴ broadened, and I would return again and again to the same subject, eager for further information. Sometimes a new word revived an image that some earlier experience had engraved⁵ on my brain.
I remember the morning that I first asked the meaning of the word, "love." This was before I knew many words. I had found a few early violets in the garden and brought them to my teacher. She tried to kiss me: but at that time I did not like to have any one kiss me except my mother. Miss Sullivan put her arm gently round me and spelled into my hand, "I love Helen."
"What is love?" I asked.
She drew me closer to her and said, "It is here," pointing to my heart, whose beats I was conscious of for the first time. Her words puzzled me very much because I did not then understand anything unless I touched it.
I smelt⁶ the violets in her hand and asked, half in words, half in signs, a question which meant, "Is love the sweetness of flowers?"
"No," said my teacher.
Again I thought. The warm sun was shining on us.
"Is this not love?" I asked, pointing in the direction from which the heat came. "Is this not love?"
It seemed to me that there could be nothing more beautiful than the sun, whose warmth makes all things grow. But Miss Sullivan shook her head, and I was greatly puzzled and disappointed. I thought it strange that my teacher could not show me love.
A day or two afterward⁸ I was stringing beads⁹ of different sizes in symmetrical groups--two large beads, three small ones, and so on. I had made many mistakes, and Miss Sullivan had pointed⁷ them out again and again with gentle patience. Finally I noticed a very obvious error in the sequence and for an instant I concentrated my attention on the lesson and tried to think how I should have arranged the beads. Miss Sullivan touched my forehead and spelled with decided¹⁰ emphasis, "Think."
In a flash I knew that the word was the name of the process that was going on in my head. This was my first conscious perception of an abstract idea.
For a long time I was still--I was not thinking of the beads in my lap, but trying to find a meaning for "love" in the light of this new idea. The sun had been under a cloud all day, and there had been brief showers; but suddenly the sun broke forth¹¹ in all its southern splendour.
Again I asked my teacher, "Is this not love?"
"Love is something like the clouds that were in the sky before the sun came out," she replied. Then in simpler words than these, which at that time I could not have understood, she explained: "You cannot touch the clouds, you know; but you feel the rain and know how glad the flowers and the thirsty earth are to have it after a hot day. You cannot touch love either; but you feel the sweetness that it pours into everything. Without love you would not be happy or want to play."
The beautiful truth burst upon my mind--I felt that there were invisible lines stretched between my spirit and the spirits of others.
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. If I did not know the words and idioms necessary to express my thoughts she supplied them, even suggesting conversation when I was unable to keep up my end of the dialogue.
This process was continued for several years; for the deaf child does not learn in a month, or even in two or three years, the numberless idioms and expressions used in the simplest daily intercourse¹². The little hearing child learns these from constant repetition and imitation. The conversation he hears in his home stimulates¹³ his mind and suggests topics and calls forth the spontaneous expression of his own thoughts. This natural exchange of ideas is denied to the deaf child. My teacher, realizing this, determined¹⁴ to supply the kinds of stimulus¹⁵ I lacked. This she did by repeating to me as far as possible, verbatim, what she heard, and by showing me how I could take part in the conversation. But it was a long time before I ventured to take the initiative, and still longer before I could find something appropriate to say at the right time.
The deaf and the blind find it very difficult to acquire the amenities¹⁶ of conversation. How much more this difficulty must be augmented¹⁷ in the case of those who are both deaf and blind! They cannot distinguish the tone of the voice or, without assistance, go up and down the gamut¹⁸ of tones that give significance to words; nor can they watch the expression of the speaker's face, and a look is often the very soul of what one says.

1 stammered   

v.结巴地说出( stammer的过去式和过去分词 )

参考例句：

• He stammered most when he was nervous. 他一紧张往往口吃。 来自《现代英汉综合大词典》
• Barsad leaned back in his chair, and stammered, \"What do you mean?\" 巴萨往椅背上一靠，结结巴巴地说，“你是什么意思？” 来自英汉文学 - 双城记

2 syllable   

n.音节；vt.分音节

参考例句：

• You put too much emphasis on the last syllable.你把最后一个音节读得太重。
• The stress on the last syllable is light.最后一个音节是轻音节。

3 inadequate   

adj.(for,to)不充足的，不适当的

参考例句：

• The supply is inadequate to meet the demand.供不应求。
• She was inadequate to the demands that were made on her.她还无力满足对她提出的各项要求。

4 inquiry   

n.打听，询问，调查，查问

参考例句：

• Many parents have been pressing for an inquiry into the problem.许多家长迫切要求调查这个问题。
• The field of inquiry has narrowed down to five persons.调查的范围已经缩小到只剩5个人了。

5 engraved   

v.在（硬物）上雕刻（字，画等）( engrave的过去式和过去分词 )；将某事物深深印在（记忆或头脑中）

参考例句：

• The silver cup was engraved with his name. 银杯上刻有他的名字。
• It was prettily engraved with flowers on the back. 此件雕刻精美，背面有花饰图案。 来自《简明英汉词典》

6 smelt   

v.熔解，熔炼；n.银白鱼，胡瓜鱼

参考例句：

• Tin is a comparatively easy metal to smelt.锡是比较容易熔化的金属。
• Darby was looking for a way to improve iron when he hit upon the idea of smelting it with coke instead of charcoal.达比一直在寻找改善铁质的方法，他猛然想到可以不用木炭熔炼，而改用焦炭。

7 pointed   

adj.尖的，直截了当的

参考例句：

• He gave me a very sharp pointed pencil.他给我一支削得非常尖的铅笔。
• She wished to show Mrs.John Dashwood by this pointed invitation to her brother.她想通过对达茨伍德夫人提出直截了当的邀请向她的哥哥表示出来。

8 afterward   

adv.后来；以后

参考例句：

• Let's go to the theatre first and eat afterward. 让我们先去看戏，然后吃饭。
• Afterward,the boy became a very famous artist.后来，这男孩成为一个很有名的艺术家。

9 beads   

n.（空心）小珠子( bead的名词复数 )；水珠；珠子项链

参考例句：

• a necklace of wooden beads 一条木珠项链
• Beads of perspiration stood out on his forehead. 他的前额上挂着汗珠。

10 decided   

adj.决定了的，坚决的；明显的，明确的

参考例句：

• This gave them a decided advantage over their opponents.这使他们比对手具有明显的优势。
• There is a decided difference between British and Chinese way of greeting.英国人和中国人打招呼的方式有很明显的区别。

11 forth   

adv.向前；向外，往外

参考例句：

• The wind moved the trees gently back and forth.风吹得树轻轻地来回摇晃。
• He gave forth a series of works in rapid succession.他很快连续发表了一系列的作品。

12 intercourse   

n.性交；交流，交往，交际

参考例句：

• The magazine becomes a cultural medium of intercourse between the two peoples.该杂志成为两民族间文化交流的媒介。
• There was close intercourse between them.他们过往很密。

13 stimulates   

v.刺激( stimulate的第三人称单数 )；激励；使兴奋；起兴奋作用，起刺激作用，起促进作用

参考例句：

• Exercise stimulates the body. 运动促进身体健康。 来自《简明英汉词典》
• Alcohol stimulates the action of the heart. 酒刺激心脏的活动。 来自《现代英汉综合大词典》

14 determined   

adj.坚定的；有决心的

参考例句：

• I have determined on going to Tibet after graduation.我已决定毕业后去西藏。
• He determined to view the rooms behind the office.他决定查看一下办公室后面的房间。

15 stimulus   

n.刺激，刺激物，促进因素，引起兴奋的事物

参考例句：

• Regard each failure as a stimulus to further efforts.把每次失利看成对进一步努力的激励。
• Light is a stimulus to growth in plants.光是促进植物生长的一个因素。

16 amenities   

n.令人愉快的事物；礼仪；礼节；便利设施；礼仪( amenity的名词复数 )；便利设施；（环境等的）舒适；（性情等的）愉快

参考例句：

• The campsite is close to all local amenities. 营地紧靠当地所有的便利设施。
• Parks and a theatre are just some of the town's local amenities. 公园和戏院只是市镇娱乐设施的一部分。 来自《简明英汉词典》

17 Augmented   

adj.增音的 动词augment的过去式和过去分词形式

参考例句：

• 'scientists won't be replaced," he claims, "but they will be augmented." 他宣称：“科学家不会被取代；相反，他们会被拓展。” 来自英汉非文学 - 科学史
• The impact of the report was augmented by its timing. 由于发表的时间选得好，这篇报导的影响更大了。

18 gamut   

n.全音阶，(一领域的)全部知识

参考例句：

• The exhibition runs the whole gamut of artistic styles.这次展览包括了所有艺术风格的作品。
• This poem runs the gamut of emotions from despair to joy.这首诗展现了从绝望到喜悦的感情历程。