Question

Describe Helen keller's Experience At Radcliffe what difficulties did she face there
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Answer 1

Helen was not able to write
algebra, geometry and
problems in physics until a
Braille writer was brought.
After a little delay, it was
arranged that Helen should
continue her studies under Mr.
Merton S. Keith of Cambridge
as a tutor. He taught her
algebra, geometry, Greek and
Latin until she appeared for her
final examinations for Radcliffe
College by the end of June
1899. The college authorities
did not allow Miss Sullivan to
read the examination papers to
her. Mr. Eugene C. Vining of
Perkins Institution was
employed to copy the papers
for her in American Braille.
Although Helen cleared her
final examination, she had
some regret that Ra adcliffe
College was of little help in
simplifying the process of her
examination. Critical Appraisal
Helen faced several difficulties
while she was preparing for
her admission to Radcliffe
College. She could not do much
progress until the embossed
books arrived. It was not easy
for her to understand geometry
from the blackboard because of
her impaired vision. She had to
use straight and curved wires
on a cushion to understand
geometrical figures. Her lack
of aptitude for mathematics
impeded her progress in the
subject. Under a new
arrangement, Mr. Keith of
Cambridge tutored Helen in the
various subjects. It was rather
more convenient, easier and
interesting for Helen to prepare
this way. Chapter Twenty
Summary Helen’s life in
Radcliffe The first day of Helen
at Radcliffe was full of interest
and eagerness. She found a
new world opening in beauty
and light. Her honeymoon with
college education, however,
was soon over. She had
thought that it would be a place
with discussions, lectures,
concerts, etc. Contrary to this,
it seemed to stifle the inner
melodies of the spirit. There
was hardly a time to commune
with one’s thoughts. Helen lost
much of the lectures in the
class when they were spelled
rapidly into her hand. She,
however, pitied those normal
students who understood
almost nothing while taking
notes mechanically. In the
second year, she found the
class in composition the most
interesting and vivacious;
however, she was disappointed
with the examination system.
Critical Appraisal Helen’s tryst
with college education got
fraught with disillusionment.
Her initial interest and
eagerness turned into
disinterest and tedium. The
lectures in the classroom were
too fast to keep hold on them.
She lost heart at times as she
struggled with her studies
while the normal girls enjoyed
singing and dancing. According
to Helen, the examination
system robbed the students of
the joy of learning. She felt that
one should take one’s
education patiently and
leisurely and instead of
considering knowledge as
power, one should seek it for
pleasure and happiness.
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