The two persons who have written authoritatively about Miss Keller's speech and the way she learned it are Miss Sarah Fuller, of the Horace Mann School for the Deaf in Boston, Massachusetts, who gave her the first lessons, and Miss Sullivan, who, by her unremitting discipline, carried on the success of these first lessons.
Before I quote from Miss Sullivan's account, let me try to give some impression of what Miss Keller's speech and voice qualities are at present.
Her voice is low and pleasant to listen to. Her speech lacks variety and modulation; it runs in a sing-song when she is reading aloud; and when she speaks with fair degree of loudness, it hovers about two or three middle tones. Her voice has an aspirate quality; there seems always to be too much breath for the amount of tone. Some of her notes are musical and charming. When she is telling a child's story, or one with pathos in it, her voice runs into pretty slurs from one tone to another. This is like the effect of the slow dwelling on long words, not quite well managed, that one notices in a child who is telling a solemn story.
The principal thing that is lacking is sentence accent and variety in the inflection of phrases. Miss Keller pronounces each word as a foreigner does when he is still labouring with the elements of a sentence, or as children sometimes read in school when they have to pick out each word.
She speaks French and German. Her friend, Mr. John Hitz, whose native tongue is German, says that her pronunciation is excellent. Another friend, who is as familiar with French as with English, finds her French much more intelligible than her English. When she speaks English she distributes her emphasis as in French and so does not put sufficient stress on accented syllables. She says for example, "pro-vo-ca-tion," "in-di-vi-du-al," with ever so little difference between the value of syllables, and a good deal of inconsistency in the pronunciation of the same word one day and the next. It would, I think, be hard to make her feel just how to pronounce DICTIONARY without her erring either toward DICTIONAYRY or DICTION'RY, and, of course the word is neither one nor the other. For no system of marks in a lexicon can tell one how to pronounce a word. The only way is to hear it, especially in a language like English which is so full of unspellable, suppressed vowels and quasi-vowels.
Miss Keller's vowels are not firm. Her AWFUL is nearly AWFIL. The wavering is caused by the absence of accent on FUL, for she pronounces FULL correctly.
She sometimes mispronounces as she reads aloud and comes on a word which she happens never to have uttered, though she may have written it many times. This difficulty and some others may be corrected when she and Miss Sullivan have more time. Since 1894, they have been so much in their books that they have neglected everything that was not necessary to the immediate task of passing the school years successfully. Miss Keller will never be able, I believe, to speak loud without destroying the pleasant quality and the distinctness of her words, but she can do much to make her speech clearer.
When she was at the Wright-Humason School in New York, Dr. Humason tried to improve her voice, not only her word pronunciation, but the voice itself, and gave her lessons in tone and vocal exercises.
It is hard to say whether or not Miss Keller's speech is easy to understand. Some understand her readily; others do not. Her friends grow accustomed to her speech and forget that it is different from that of any one else. Children seldom have any difficulty in understanding her; which suggests that her deliberate measured speech is like theirs, before they come to the adult trick of running all the words of a phrase into one movement of the breath. I am told that Miss Keller speaks better than most other deaf people.
Miss Keller has told how she learned to speak. Miss Sullivan's account in her address at Chautauqua, in July, 1894, at the meeting of The American Association to Promote the Teaching of Speech to the Deaf, is substantially like Miss Keller's in points of fact.
MISS SULLIVAN'S ACCOUNT OF MISS KELLER'S SPEECH
It was three years from the time when Helen began to communicate by means of the manual alphabet that she received her first lesson in the more natural and universal medium of human intercourse--oral language. She had become very proficient in the use of the manual alphabet, which was her only means of communication with the outside world; through it she had acquired a vocabulary which enabled her to converse freely, read intelligently, and write with comparative ease and correctness. Nevertheless, the impulse to utter audible sounds was strong within her, and the constant efforts which I made to repress this instinctive tendency, which I feared in time would become unpleasant, were of no avail. I made no effort to teach her to speak, because I regarded her inability to watch the lips of others as an insurmountable obstacle. But she gradually became conscious that her way of communicating was different from that used by those around her, and one day her thoughts found expression. "How do the blind girls know what to say with their mouths? Why do you not teach me to talk like them? Do deaf children ever learn to speak?" I explained to her that some deaf children were taught to speak, but that they could see their teachers' mouths, and that that was a very great assistance to them. But she interrupted me to say she was very sure she could feel my mouth very well. Soon after this conversation, a lady came to see her and told her about the deaf and blind Norwegian child, Ragnhild Kaata, who had been taught to speak and understand what her teacher said to her by touching his lips with her fingers. She at once resolved to learn to speak, and from that day to this she has never wavered in that resolution. She began immediately to make sounds which she called speaking, and I saw the necessity of correct instruction, since her heart was set upon learning to talk; and, feeling my own incompetence to teach her, never having given the subject of articulation serious study, I went with my pupil for advice and assistance, to Miss Sarah Fuller. Miss Fuller was delighted with Helen's earnestness and enthusiasm, and at once began to teach her. In a few lessons she learned nearly all of the English sounds, and in less than a month she was able to articulate a great many words distinctly. From the first she was not content to be drilled in single sounds, but was impatient to pronounce words and sentences. The length of the word or the difficulty of the arrangement of the elements never seemed to discourage her. But, with all her eagerness and intelligence, learning to speak taxed her powers to the utmost. But there was satisfaction in seeing from day to day the evidence of growing mastery and the possibility of final success. And Helen's success has been more complete and inspiring than any of her friends expected, and the child's delight in being able to utter her thoughts in living and distinct speech is shared by all who witness her pleasure when strangers tell her that they understand her.
I have been asked a great many times whether I think Helen will ever speak naturally; that is, as other people speak. I am hardly prepared to decide that question, or even give an opinion regarding it. I believe that I have hardly begun yet to know what is possible. Teachers of the deaf often express surprise that Helen's speech is so good when she has not received any regular instruction in speech since the first few lessons given her by Miss Fuller. I can only say in reply, "This is due to habitual imitation and practice! practice! practice!" Nature has determined how the child shall learn to speak, and all we can do is to aid him in the simplest, easiest way possible, by encouraging him to observe and imitate the vibrations in the voice.
Some further details appear in an earlier, more detailed account, which Miss Sullivan wrote for the Perkins Institution Report of 1891.
I knew that Laura Bridgman had shown the same intuitive desire to produce sounds, and had even learned to pronounce a few simple words, which she took great delight in using, and I did not doubt that Helen could accomplish as much as this. I thought, however, that the advantage she would derive would not repay her for the time and labour that such an experiment would cost.
Moreover, the absence of hearing renders the voice monotonous and often very disagreeable; and such speech is generally unintelligible except to those familiar with the speaker.
The acquiring of speech by untaught deaf children is always slow and often painful. Too much stress, it seems to me, is often laid upon the importance of teaching a deaf child to articulate--a process which may be detrimental to the pupil's intellectual development. In the very nature of things, articulation is an unsatisfactory means of education; while the use of the manual alphabet quickens and invigorates mental activity, since through it the deaf child is brought into close contact with the English language, and the highest and most abstract ideas may be conveyed to the mind readily and accurately. Helen's case proved it to be also an invaluable aid in acquiring articulation. She was already perfectly familiar with words and the construction of sentences, and had only mechanical difficulties to overcome. Moreover, she knew what a pleasure speech would be to her, and this definite knowledge of what she was striving for gave her the delight of anticipation which made drudgery easy. The untaught deaf child who is made to articulate does not know what the goal is, and his lessons in speech are for a long time tedious and meaningless.
Before describing the process of teaching Helen to speak, it may be well to state briefly to what extent she had used the vocal organs before she began to receive regular instruction in articulation. When she was stricken down with the illness which resulted in her loss of sight and hearing, at the age of nineteen months, she was learning to talk. The unmeaning babblings of the infant were becoming day by day conscious and voluntary signs of what she felt and thought. But the disease checked her progress in the acquisition of oral language, and, when her physical strength returned, it was found that she had ceased to speak intelligibly because she could no longer hear a sound. She continued to exercise her vocal organs mechanically, as ordinary children do. Her cries............