Chapter 13

It was in the spring of 1890 that I learned to speak. The impulse to utter audible sounds had always been strong within me. I used to make noises, keeping one hand on my throat while the other hand felt the movements of my lips. I was pleased with anything that made a noise and liked to feel the cat purr and the dog bark. I also liked to keep my hand on a singer's throat, or on a piano when it was being played. Before I lost my sight and hearing, I was fast learning to talk, but after my illness it was found that I had ceased to speak because I could not hear. I used to sit in my mother's lap all day long and keep my hands on her face because it amused me to feel the motions of her lips; and I moved my lips, too, although I had forgotten what talking was. My friends say that I laughed and cried naturally, and for awhile I made many sounds and word-elements, not because they were a means of communication, but because the need of exercising my vocal¹ organs was imperative². There was, however, one word the meaning of which I still remembered, WATER. I pronounced it "wa-wa." Even this became less and less intelligible³ until the time when Miss Sullivan began to teach me. I stopped using it only after I had learned to spell the word on my fingers.
I had known for a long time that the people about me used a method of communication different from mine; and even before I knew that a deaf child could be taught to speak, I was conscious of dissatisfaction with the means of communication I already possessed⁴. One who is entirely⁵ dependent upon the manual alphabet has always a sense of restraint, of narrowness. This feeling began to agitate⁶ me with a vexing⁷, forward-reaching sense of a lack that should be filled. My thoughts would often rise and beat up like birds against the wind, and I persisted in using my lips and voice. Friends tried to discourage this tendency, fearing lest it would lead to disappointment. But I persisted, and an accident soon occurred which resulted in the breaking down of this great barrier--I heard the story of Ragnhild Kaata.
In 1890 Mrs. Lamson, who had been one of Laura Bridgman's teachers, and who had just returned from a visit to Norway and Sweden, came to see me, and told me of Ragnhild Kaata, a deaf and blind girl in Norway who had actually been taught to speak. Mrs. Lamson had scarcely finished telling me about this girl's success before I was on fire with eagerness. I resolved that I, too, would learn to speak. I would not rest satisfied until my teacher took me, for advice and assistance, to Miss Sarah Fuller, principal of the Horace Mann School. This lovely, sweet-natured lady offered to teach me herself, and we began the twenty-sixth of March, 1890.
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. I was eager to imitate every motion and in an hour had learned six elements of speech: M, P, A, S, T, I. Miss Fuller gave me eleven lessons in all. I shall never forget the surprise and delight I felt when I uttered my first connected sentence, "It is warm." True, they were broken and stammering⁸ syllables⁹; but they were human speech. My soul, conscious of new strength, came out of bondage¹¹, and was reaching through those broken symbols of speech to all knowledge and all faith.
No deaf child who has earnestly tried to speak the words which he has never heard--to come out of the prison of silence, where no tone of love, no song of bird, no strain of music ever pierces the stillness--can forget the thrill of surprise, the joy of discovery which came over him when he uttered his first word. Only such a one can appreciate the eagerness with which I talked to my toys, to stones, trees, birds and dumb animals, or the delight I felt when at my call Mildred ran to me or my dogs obeyed my commands. It is an unspeakable boon¹² to me to be able to speak in winged words that need no interpretation¹³. As I talked, happy thoughts fluttered up out of my words that might perhaps have struggled in vain to escape my fingers.
But it must not be supposed that I could really talk in this short time. I had learned only the elements of speech. Miss Fuller and Miss Sullivan could understand me, but most people would not have understood one word in a hundred. Nor is it true that, after I had learned these elements, I did the rest of the work myself. But for Miss Sullivan's genius, untiring perseverance¹⁴ and devotion, I could not have progressed as far as I have toward natural speech. In the first place, I laboured night and day before I could be understood even by my most intimate friends; in the second place, I needed Miss Sullivan's assistance constantly in my efforts to articulate each sound clearly and to combine all sounds in a thousand ways. Even now she calls my attention every day to mispronounced words.
All teachers of the deaf know what this means, and only they can at all appreciate the peculiar¹⁵ difficulties with which I had to contend. In reading my teacher's lips I was wholly dependent on my fingers: I had to use the sense of touch in catching¹⁶ the vibrations¹⁷ of the throat, the movements of the mouth and the expression of the face; and often this sense was at fault. In such cases I was forced to repeat the words or sentences, sometimes for hours, until I felt the proper ring in my own voice. My work was practice, practice, practice. Discouragement and weariness cast me down frequently; but the next moment the thought that I should soon be at home and show my loved ones what I had accomplished¹⁸, spurred me on, and I eagerly looked forward to their pleasure in my achievement.
"My little sister will understand me now," was a thought stronger than all obstacles. I used to repeat ecstatically, "I am not dumb now." I could not be despondent¹⁹ while I anticipated the delight of talking to my mother and reading her responses from her lips. 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.
Just here, perhaps, I had better explain our use of the manual alphabet, which seems to puzzle people who do not know us. One who reads or talks to me spells with his hand, using the single-hand manual alphabet generally employed by the deaf. I place my hand on the hand of the speaker so lightly as not to impede²⁰ its movements. The position of the hand is as easy to feel as it is to see. I do not feel each letter any more than you see each letter separately when you read. Constant practice makes the fingers very flexible, and some of my friends spell rapidly--about as fast as an expert writes on a typewriter. The mere²¹ spelling is, of course, no more a conscious act than it is in writing.
When I had made speech my own, I could not wait to go home. At last the happiest of happy moments arrived. I had made my homeward journey, talking constantly to Miss Sullivan, not for the sake of talking, but determined²² to improve to the last minute. Almost before I knew it, the train stopped at the Tuscumbia station, and there on the platform stood the whole family. My eyes fill with tears now as I think how my mother pressed me close to her, speechless and trembling with delight, taking in every syllable¹⁰ that I spoke²³, while little Mildred seized my free hand and kissed it and danced, and my father expressed his pride and affection in a big silence. It was as if Isaiah's prophecy had been fulfilled in me, "The mountains and the hills shall break forth²⁴ before you into singing, and all the trees of the field shall clap their hands!"

1 vocal   

adj.直言不讳的；嗓音的；n.[pl.]声乐节目

参考例句：

• The tongue is a vocal organ.舌头是一个发音器官。
• Public opinion at last became vocal.终于舆论哗然。

2 imperative   

n.命令，需要；规则；祈使语气；adj.强制的；紧急的

参考例句：

• He always speaks in an imperative tone of voice.他老是用命令的口吻讲话。
• The events of the past few days make it imperative for her to act.过去这几天发生的事迫使她不得不立即行动。

3 intelligible   

adj.可理解的，明白易懂的，清楚的

参考例句：

• This report would be intelligible only to an expert in computing.只有计算机运算专家才能看懂这份报告。
• His argument was barely intelligible.他的论点不易理解。

4 possessed   

adj.疯狂的；拥有的，占有的

参考例句：

• He flew out of the room like a man possessed.他像着了魔似地猛然冲出房门。
• He behaved like someone possessed.他行为举止像是魔怔了。

5 entirely   

ad.全部地，完整地；完全地，彻底地

参考例句：

• The fire was entirely caused by their neglect of duty. 那场火灾完全是由于他们失职而引起的。
• His life was entirely given up to the educational work. 他的一生统统献给了教育工作。

6 agitate   

vi.(for,against)煽动，鼓动；vt.搅动

参考例句：

• They sent agents to agitate the local people.他们派遣情报人员煽动当地的民众。
• All you need to do is gently agitate the water with a finger or paintbrush.你只需要用手指或刷子轻轻地搅动水。

7 vexing   

adj.使人烦恼的，使人恼火的v.使烦恼( vex的现在分词 )；使苦恼；使生气；详细讨论

参考例句：

• It is vexing to have to wait a long time for him. 长时间地等他真使人厌烦。 来自《现代英汉综合大词典》
• Lately a vexing problem had grown infuriatingly worse. 最近发生了一个讨厌的问题，而且严重到令人发指的地步。 来自辞典例句

8 stammering   

v.结巴地说出( stammer的现在分词 )

参考例句：

• He betrayed nervousness by stammering. 他说话结结巴巴说明他胆子小。 来自《简明英汉词典》
• \"Why,\" he said, actually stammering, \"how do you do?\" “哎呀，\"他说，真的有些结结巴巴，\"你好啊？” 来自英汉文学 - 嘉莉妹妹

9 syllables   

n.音节( syllable的名词复数 )

参考例句：

• a word with two syllables 双音节单词
• 'No. But I'll swear it was a name of two syllables.' “想不起。不过我可以发誓，它有两个音节。” 来自英汉文学 - 双城记

10 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。

11 bondage   

n.奴役，束缚

参考例句：

• Masters sometimes allowed their slaves to buy their way out of bondage.奴隶主们有时允许奴隶为自己赎身。
• They aim to deliver the people who are in bondage to superstitious belief.他们的目的在于解脱那些受迷信束缚的人。

12 boon   

n.恩赐，恩物，恩惠

参考例句：

• A car is a real boon when you live in the country.在郊外居住，有辆汽车确实极为方便。
• These machines have proved a real boon to disabled people.事实证明这些机器让残疾人受益匪浅。

13 interpretation   

n.解释，说明，描述；艺术处理

参考例句：

• His statement admits of one interpretation only.他的话只有一种解释。
• Analysis and interpretation is a very personal thing.分析与说明是个很主观的事情。

14 perseverance   

n.坚持不懈，不屈不挠

参考例句：

• It may take some perseverance to find the right people.要找到合适的人也许需要有点锲而不舍的精神。
• Perseverance leads to success.有恒心就能胜利。

15 peculiar   

adj.古怪的，异常的；特殊的，特有的

参考例句：

• He walks in a peculiar fashion.他走路的样子很奇特。
• He looked at me with a very peculiar expression.他用一种很奇怪的表情看着我。

16 catching   

adj.易传染的，有魅力的，迷人的，接住

参考例句：

• There are those who think eczema is catching.有人就是认为湿疹会传染。
• Enthusiasm is very catching.热情非常富有感染力。

17 vibrations   

n.摆动( vibration的名词复数 )；震动；感受；（偏离平衡位置的）一次性往复振动

参考例句：

• We could feel the vibrations from the trucks passing outside. 我们可以感到外面卡车经过时的颤动。
• I am drawn to that girl; I get good vibrations from her. 我被那女孩吸引住了，她使我产生良好的感觉。 来自《简明英汉词典》

18 accomplished   

adj.有才艺的；有造诣的；达到了的

参考例句：

• Thanks to your help,we accomplished the task ahead of schedule.亏得你们帮忙,我们才提前完成了任务。
• Removal of excess heat is accomplished by means of a radiator.通过散热器完成多余热量的排出。

19 despondent   

adj.失望的，沮丧的，泄气的

参考例句：

• He was up for a time and then，without warning,despondent again.他一度兴高采烈，但忽然又情绪低落下来。
• I feel despondent when my work is rejected.作品被拒后我感到很沮丧。

20 impede   

v.妨碍，阻碍，阻止

参考例句：

• One shouldn't impede other's progress.一个人不应该妨碍他人进步。
• The muddy roads impede our journey.我们的旅游被泥泞的道路阻挠了。

21 mere   

adj.纯粹的；仅仅，只不过

参考例句：

• That is a mere repetition of what you said before.那不过是重复了你以前讲的话。
• It's a mere waste of time waiting any longer.再等下去纯粹是浪费时间。

22 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。

23 spoke   

n.（车轮的）辐条；轮辐；破坏某人的计划；阻挠某人的行动 v.讲，谈（speak的过去式）；说；演说；从某种观点来说

参考例句：

• They sourced the spoke nuts from our company.他们的轮辐螺帽是从我们公司获得的。
• The spokes of a wheel are the bars that connect the outer ring to the centre.辐条是轮子上连接外圈与中心的条棒。

24 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。