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Hellen Keller
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Hellen Keller
Hellen Keller is a household name being a woman in the 19th century who championed for equality especially in how women were treated as well as the people with disability. Hellen Keller was born in 1980 as a normal healthy baby. At the age of 18 months she got an illness referred to as the Brain Fever that resulted in her becoming deaf, blind and mute. Because of her condition as she grew up, it became difficult to communicate and she thus created a basic form of sign language. At a tender age, Keller was able to forge a relationship with Anne Sullivan a woman wo was partially blind. Sullivan was able to teach Keller finger spellings and other ways that she would be able to communicate. Although Keller was blind and deaf, she was able to unlock her potential living an impact in the world.
June 27, 1880 Captain Arthur Keller and Kate Adams Keller welcomed a little girl whom they named Hellen Keller to this world. Like other babies, Keller was healthy both mentally and physically. However, when Keller turned 19, she got a scarlet fever that did not have a cure at that time (ShhagouRy, pg. 1-6). Many doctors’ had told Keller’s parents that she was going to die but Hellen Keller was able to survive although she did lose her hearing ability, her eyesight and could not talk. Her main form of communication with her parents and siblings was through signs but as she grew holder communication became more difficult. Because of her difficulty in communication, she would at times throw tantrums when her parents were not able to understand what she was saying. Her parents were desperate that they reached out to Alexander Graham Bell who was teaching different children. Bell recommended that the parents should contact Michael Anagnos, director of the Perkins Institution and Massachusetts Asylum for the Blind and it is this way that they got Anne Sullivan.
Before Anne Sullivan, Keller had become friends with Martha Washington who was a younger daughter of their family cook. The two created sign languages and when Keller was seven she had already invented more than sixty sign languages that they were using to communicate with each other. Anne Sullivan did not have any experience on teaching the blind nor the deaf but she agreed that she would help Keller. She helped Keller improve her communication using signs as well as reading with braille and was Keller’s close companion till when she died in 1936. Sullivan is known for teaching Keller Finger spelling starting with the word doll. This was because Sullivan had brought Keller a doll as a gift and she needed her to understand the gift, later other words followed (Lash pg. 30). Teaching Keller was not easy as at first she was defiant and not cooperative. In order to help Keller and improve her concentration Sullivan asked that she and Keller be isolate from the family for a while. It is while at this cottage Keller learnt most words including water. Keller’s mother in her search to help her daughter read a book by Charles Dickens that talks of a successful blind and deaf child.
In 1890, Keller begun her classes and she attended Horace Mann School for the blind a school in Boston. For 25 years, Keller worked hard to speak so that other people would be able to understand her. Between 1894-1896, Keller attended Wright-Humanson School for deaf in New York where she improved her communication skill and she studied regular subjects. Gawith her progress, she had the determination and wanted to go to college. 1986, she went to Cambridge School a university for young women. Her story was already out there and she got to meet influential people including Mark Twain. Mark Twain introduced her to Henry Rogers who was impressed by her that he paid her college fee for her to attend Radcliffe College. Sullivan was still very fundamental in her academic education as she helped her interpret her lecture notes. By this time Keller was so good in touch-lip reading, typing and finger spelling which made communication for her easier.
Keller was able to graduate and in 1905 she wrote her first book The Story of My Life which covered her life since childhood to a 21-year-old college student. Keller became involved in social and political issues in 20th century. She would give lectures about the story of her life and push for better treatment and inclusion of other people who too were living with disabilities. In 1915 Keller together with George Kessler a city planner came together and founded Helen Keller International whose main objective was to combat the causes and consequences of blindness and malnutrition. In 1920, she founded the American Civil Liberties that was aimed at helping Americans protect their rights. Hellen Keller became the first blind person to earn a degree in Bachelors of Arts.
In 1921, American Federation for the Blind was founded and Keller would use this platform to champion for what she believed in. In 1924 she became a member and was part of campaigns that would help raise awareness and Finances to help blind people. After college, Keller joined the Socialist Part and she did write articles on socialism and had a series of these writings referred to as “Out of the Dark” which gave her views on socialism. After expressing her socialist views, she begun getting attacks because of her disabilities (Crow, pg. 845-859). In 1955 at age 75 Keller would transverse across Asia giving her story which inspired thousands.
Hellen Keller’s life story gave hope to many people. She moved to different parts of the world giving her story and letting people understand that disability is not inability. Her legacy will not only be remembered for her activism for both the deaf and the blind people but also for other people with disability and women.
Works Cited
Crow, Liz. “Helen Keller: Rethinking the problematic icon.” Disability & Society 15.6 (2000): 845-859.
Lash, Joseph P., and Catherine Byers. Helen and teacher: the story of Helen Keller and Anne Sullivan Macy. New York: Delacorte Press, 1980.
ShagouRy, Ruth. “The truth about Helen Keller.” Zinn Education Project (2009): 1-6.
Education plays a vital role in the lives of any person around the universe
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Education
Introduction
Education plays a vital role in the lives of any person around the universe. When one is brought into the world, he or she learns from the time he, she is born until the time he, or she passes out. Education takes place in different settings, different levels, and have different qualities. For instance, in the traditional African setting, people underwent informal education before the arrival of the missionaries. The missionaries introduced a more advanced form of education normally referred to as formal education. Formal education has different education levels from early child education, primary education, high school education, junior college education, senior college education, and university education. In the higher education level, university, there also different levels, which include the undergraduate and the post, graduate education. This research work navigates, synthesizes, and compares three types of education readings pointing at their similarities and differences. The three readings are from the scholarly discourse unit (Barber, Bloom, Mantsios), putting their ideas in conversation with one another and demonstrating through analysis how the three texts are related.
Body
In the reading, liberal education, the author narrates and explains how liberal education plays a vital role in shaping the way one lives their future life after clearing education. By referring the to the education system as liberal education, the author implies that the education has liberal qualities and does not conform to a particular mode of doing things. The author uses the term to refer to university education, which shapes the life of a toddler to an independent man with vision and mission of succeeding in life. He narrates the way once an individual joins the university system, he or she has to leave the dusty path he or she came from and focus on building his or her life.
The reading focuses on the areas one ought to learn in order to be referred to as educated. It separates the student from the vulgarity of the outside life shaping the students and giving them a purpose and a goal in life. In the reading, liberal education, the author Points out that university institution ought to possess a meaning since this motivates the students as it makes them realize that they are in the institution for a purpose and not as a rite of passage. The reading shows that the purpose of joining university education is for an individual to make his or her future life better and improve the living condition of his or her life and for the society around him or her. Just like the other two readings, this reading, liberal education, shows the clear purpose of education. They all show that an individual does not receive education as a rite of passage but for making his or her life better. They all show that university education ought to posses some meaning since this acts as a motivation and a reminder for the students that they are in the institution for a certain purpose.
In all the three writings, all the authors agree that the university does not restrict the students to strict rules; they are left on their own with all the freedom needed. It is therefore upon one to plan his or her life according to his or her needs. This freedom is dangerous when abused since it may lead to immoral and uncultured behaviors such as prostitution among other ill vices. However, when students make good use of the freedom, they become well shaped for after university life. The mention of the freedom is covered in all the three writings/readings with the first reading, liberal education covering the topic wider than the other two readings.
Superiority battles in the learning institution are also covered in all the three writing with the first writing, liberal education pointing out at the possible causes of the battle for superiority in these senior learning institutions. The battles of superiority are always manifested in three fields, arts, philosophy, and religion. From research and experience, the battle for superiority even in the world from the ancient times to the present times always revolved around these three areas. Different religions have always locked horns battling for superiority in the society. For instance, in Nigeria the Muslims and the Christians groups are always locked in boundary battles. These battles have led to massive loss of lives with bombing of mosques and churches taking place almost daily. The battles in arts and philosophy are outlined in the second two writings deeply with the author giving out different possible reasons for such battles. The first reading, liberal education, however, just mentions these two other areas of supremacy battles in the higher learning institutions.
In the first reading, the author points out at the following argument regarding battle of supremacy in the higher learning institutions. The serious intellectual life was for him the battleground of the great decisions, all of which are spiritual or “value” choices. One can no longer present this or that particular view of the educated or civilized man as authoritative; therefore one must say that education consists in knowing, really knowing, the small number of such views in their integrity.
This distinction between philosophical and superficial, which takes the place of good and bad, true and false – provided a focus for serious study, but it hardly held out against the naturally relaxed democratic tendency to say, “Oh, what’s the use?” The fist university disruptions at Berkeley were explicitly directed against the multiversity smorgasbord and, I must confess, shortly and partially engaged my sympathies. From this argument from the author, one realizes that with education one finds it difficult to argue based on the religious front since it is not measurable in terms of education but the belief strength one has based on his or her religion.
Conclusion
From the analysis and synthesis of the three readings, one realizes that all the writers share the same views regarding higher learning institution or university education. They also have some divergent views on the same university system. For instance, in all the three readings, the authors agree that university education shapes the future and the quality or lifestyle one will have after he or she is through with their education dream. For example, the author of the first reading, liberal education, points out that once in the university one has to leave the dusty life he or she lived and focus in building his or future. The writings also agree on the availability of supremacy battles in the university institution, the areas of this supremacy battles include arts, philosophy, and religion. The first reading, liberal education only focuses on the battle for supremacy in the religion sector not pointing out on the detailed information on the other two areas. The other two writings, however focuses on the other two areas. It is clear that the readings have certain similarities and different idea arguments.
Analysis of Letter to America by Margaret Atwood
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Analysis of Letter to America by Margaret Atwood
In “Letter to America” written by Margaret Atwood’s, she talks about her dissatisfaction with America. All through the letter, Margaret Atwood conveys her mix-up with perplexity on the present region of United States. She speaks on how America has undergone change since she was a young girl and compares it to how America was during her youth.
The objective behind this piece is to look at how America is encountering fast changes. It similarly reveals the amazing assumptions that folks like Margaret Atwood put to support the changes. She insinuates about her segregation from the United States. She ponders over the happiness and enthusiasm of United States’ mainstream way of life in the seasons of “the Andrews Sisters, Ella Fitzgerald, the Platters, and Elvis.” (Atwood). She also literates epic achievements of people who came up with the idea of her most cherished stories and the performing specialists whom she admired as she became of age.
The key targeted audience for this paper is the United States, to exhibit people’s reaction concerning the rot portrayed in the wonderful country. A number of guys are perplexed at some of the conclusions America is arriving at concerning war and offering protection to its citizens. Atwood then asks the Americans “when did you get so alarmed?” (Atwood). Atwood’s aim in making this paper is to examine the present exercises of the United States and to showcase how it has lost trustworthiness over a short time. The time of America during Atwood’s youth and the present states of America acts as a favorable way to show how America has lost its values.
The use of a letter makes a greatly near and dear format for the paper. It makes the peruser have a feeling of investigating someone up close and coordinated efforts with each other. This game plan is uncommonly fitting for the format of the work because it exhibits that the writer has a great degree of near and dear association with the substance of the letter she writes.
An assumption can be deduced that the writer’s feeling towards America is astoundingly capricious. Atwood sees the achievements of United State then compares them to the impact they have brought to her life. The way she describes the impact America has had in her life shows that she finds it very hard giving up on America just by remembering the amount of satisfaction the country has given her. In spite of the way that her mien concerning America has had a twist of thoughts, this piece of the article is an affirmation that Atwood has inconceivable feelings associated with the United States. Any reader of this letter can easily tell the sorrow and grief full in Atwood’s heart that may make one feel that she has lost a dear friend.
Atwood describes the caring existing between the United States and Canada by saying, ” We’re like Romanized Gaul’s-look like Romans, dress like Romans, but aren’t Romans-peering over the wall at the real Romans.” (Atwood). This is substantial for the majority of the Canadians. Regardless of the way that we perceive personally with American culture, in spite of all that we advance back to examine their decisions and goals. A great deal of the mainstream culture is clearly associated with America’s, the lion’s share of trade depends on them, and in the long run, a number of their decisions have effects on the citizens. This letter describes in details of majority’s feelings towards the changing America.
Work Cited
BIBLIOGRAPHY Atwood, Margaret. “Letter to America.” The Nation (2003). https://www.thenation.com/article/letter-america-3/.