Question

Describe the journey of Helen Keller to red cliff

Answer 1

It's simple...
Helen when reached Red Cliff she first couldn't able to express herself.... But later she found children like her who were disabled and made new friends....

Answer 2

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.